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Relevant bibliographies by topics / Curriculum materials

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Academic literature on the topic 'Curriculum materials'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 January 2023

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Journal articles on the topic "Curriculum materials"

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Soysal, Yi̇lmaz. "Science Curriculum Objectives’ Intellectual Demands: A Thematic Analysis." Journal of Science Learning 5, no. 1 (March 1, 2022): 127–40. http://dx.doi.org/10.17509/jsl.v5i1.35439.

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Science curriculums and curricular materials are essential guidelines in materializing effective science teaching. The primary goal of the current study aims to present a thematic analysis of the last three elementary and middle school science curriculums objectives released in 2013, 2017, and 2018 to determine whether they provide a base for science teachers to design intellectually demanding instructional tasks. This study conducted an in-depth document analysis to describe the curricular themes and objectives' intellectual demands beyond a mere description. Moreover, a critical document-based thematic analysis achieved a call for an in-depth interrogation of the intended science curricula. The current study reveals that the explored science curriculums mainly include physics-related and biology-related topics and chemistry-related topics. There is less place for the issues related to astrophysics and earth sciences. Although three curricular changes (2013, 2017, and 2018) were actualized to enrich the science curriculums' scope, intellectual capacity, and thematic variation, the conceptual emphasis seemed to be strictly copied over the years. The curriculums under examination appeared to let the teachers design high intellectually demanding tasks to teach science knowledge and epistemic practices, however, to a certain extent. It is concluded that the sharp decreases in the number of objectives observed in the abstraction zone may hinder teachers from generating teaching environments where students can transfer acquired knowledge and practices to external contexts. Educational recommendations are offered in the sense of curriculum development and teacher education.

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PETTY, EVAN R. "Materials Curriculum Development." European Journal of Engineering Education 12, no. 1 (January 1987): 93–98. http://dx.doi.org/10.1080/03043798708939344.

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Dietiker, Leslie, Lorraine M. Males, Julie M. Amador, and Darrell Earnest. "Research Commentary: Curricular Noticing: A Framework to Describe Teachers' Interactions With Curriculum Materials." Journal for Research in Mathematics Education 49, no. 5 (November 2018): 521–32. http://dx.doi.org/10.5951/jresematheduc.49.5.0521.

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Building on the work of Professional Noticing of Children's Mathematical Thinking, we introduce the Curricular Noticing Framework to describe how teachers recognize opportunities within curriculum materials, understand their affordances and limitations, and use strategies to act on them. This framework builds on Remillard's (2005) notion of participation with curriculum materials, connects with and broadens existing research on the relationship between teachers and written curriculum, and highlights new areas for research. We argue that once mathematics educators better understand the strategic curricular practices that support ambitious teaching, which we refer to as professional curricular noticing, such knowledge could lead to recommendations for how to support the curricular work of teachers and novice teachers in particular.

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Lê, Quỳnh Tiên Nguyên, and Morgan S. Polikoff. "Do English Language Development Curriculum Materials Matter for Students’ English Proficiency?" SAGE Open 11, no. 3 (July 2021): 215824402110357. http://dx.doi.org/10.1177/21582440211035770.

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Castañeda v. Pickard mandated that educational programs for emergent bilinguals be tested for program efficacy. As English language development (ELD) curricular materials are one part of an instructional program, we assess this mandate by examining the effectiveness of ELD materials in Texas, a large, diverse U.S. state with large numbers of emergent bilingual (EB) students. Using local linear matching, we find robust evidence that schools that do not purchase any ELD curricula have significantly lower English language proficiency scores relative to schools that purchase state-adopted ELD materials. In contrast, there is no significant difference between schools that adopt the two most popular ELD curricula in the state. This study suggests that curriculum materials matter for EBs’ English proficiency and implies that states should take a more active role in ensuring students have access to these materials.

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Alghazo, Sharif. "The role of curriculum design and teaching materials in pronunciation learning." Research in Language 13, no. 3 (September 30, 2015): 316–33. http://dx.doi.org/10.1515/rela-2015-0028.

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This paper aims to provide insights into the role of curriculum design and teaching materials in the development of English pronunciation skills in EFL contexts. One of the main contextual factors negatively affecting the development of pronunciation abilities of EFL learners relates to the ‘often-unchanging’ curriculum design and the ‘blind’ choice of teaching materials without regard to students’ needs and goals. This study utilises structured interviews and focus group discussions (N=2 sessions) to elicit the views of a group (N=71) of third- and fourth-year English-major students at a university college in Saudi Arabia on the appropriateness of the curriculum design and teaching materials to their learning expectations in the area of English pronunciation. The results show that the great majority of students spoke unfavourably about the overall curriculum and teaching materials and considered those to be among the obstacles that they encounter in their learning of English pronunciation. This finding raises the question of curriculum design of English language teaching programs and the extent to which these curricula meet the needs of learners. The study suggests that a reformation of the structure of the curriculum in the study context is urgently needed and that more involvement of students’ perspectives on the design of curricula is of major importance.

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Davis, Elizabeth, Annemarie Sullivan Palincsar, Anna Maria Arias, Amber Schultz Bismack, Loren Marulis, and Stefanie Iwashyna. "Designing Educative Curriculum Materials: A Theoretically and Empirically Driven Process." Harvard Educational Review 84, no. 1 (March 13, 2014): 24–52. http://dx.doi.org/10.17763/haer.84.1.g48488u230616264.

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In this article, the authors argue for a design process in the development of educative curriculum materials that is theoretically and empirically driven. Using a designbased research approach, they describe their design process for incorporating educative features intended to promote teacher learning into existing, high-quality curriculum materials. The process entails analyzing a set of curriculum materials, characterizing students’ opportunities to learn through teachers’ enactment of the curriculum materials, and assessing students’ learning outcomes. The authors then describe ways in which both theoretical perspectives and empirical data guided their design, development, and refinement process for educative features to enhance the curriculum materials, and give examples of the resulting features. Given the current policy environment in which there are heightened expectations for science teaching at the elementary level, the authors argue that testing and refining processes for developing curricular supports for teachers is of paramount importance. While the illustrations provided focus on science curriculum materials and instruction, the authors argue that the principles and processes applied generalize to the design of educative features across subject-matter areas.

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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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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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Habiburrahim, Habiburrahim, Muhammad Muhammad, Luthfi Auni, Hafidhah Hafidhah, and Ika Kana Trisnawati. "Integrating English subject materials into Islamic boarding school curriculum context: Insights from Aceh, Indonesia." Studies in English Language and Education 9, no. 2 (May 23, 2022): 667–84. http://dx.doi.org/10.24815/siele.v9i2.23279.

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Issues surrounding curriculum integration have been discussed worldwide. Some argue that curriculum integration contributes meaningfully to empowering students’ multi knowledge and skills, while others claim that curriculum integration has detrimental effects on teachers and students’ study load. This qualitative study investigates the English teachers’ and Islamic boarding school principals’ perceptions of integrating English subject materials of Curriculum 2013 into the Islamic boarding school curriculum context. Eleven participants (two Islamic boarding school principals and nine English teachers teaching at two Junior Islamic boarding schools in Banda Aceh) were selected purposively. The findings indicate that integrating English materials into the Islamic boarding school curriculum positively contributes to developing students’ general and Islamic-related knowledge. The results also suggest that the integration of English materials into the Islamic boarding school curriculum can be performed by switching the listed materials in the syllabus of Curriculum 2013 with the Islamic-related materials. The study unveils that among these curricula integration challenges are the inadequacy of Islamic-related knowledge that the teachers master and the subject overload. These two main issues are the main challenges to integrating the English materials into the Islamic boarding school curriculum.

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Zhao, Liang, Linyuan Qin, Ying Xiao, Xiaoyuan Yao, and Chaoran Yang. "The Path Analysis of the Innovation and Development of “Civil Engineering Materials” Curriculum Under the Background of Sino-foreign Cooperative Education." International Journal of Education and Humanities 6, no. 1 (November 27, 2022): 152–54. http://dx.doi.org/10.54097/ijeh.v6i1.3081.

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Sino-foreign cooperative education has cultivated a large number of outstanding students with international vision for the country in recent years, and also provided a way for the innovative development of the Chinese side's curriculum. However, the differences between the Chinese and Malaysia sides in knowledge system, Teaching focus, assignment and other aspects have brought challenges to the innovative development of Chinese curriculums. This paper analyzes in depth the respective characteristics of the “Civil Engineering Materials” curriculum taught by Chinese and Malaysia sides, and draws on the advanced concepts of Malaysian curriculums to integrate and innovate the Chinese curriculum by stimulating learning motivation, cultivating autonomy, combine theory and practice, and strengthening communication between two sides, so as to provide theoretical support for the contribution of “Civil Engineering Materials” curriculum with obvious advantages, distinctive features and remarkable effectiveness.

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Dissertations / Theses on the topic "Curriculum materials"

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Callahan, Cory Saye John W. "Educative curriculum materials." Auburn, Ala, 2009. http://hdl.handle.net/10415/1588.

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Heathcote, G. "Curriculum adaptation as a strategy for curriculum development." Thesis, Keele University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382829.

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Starks, Michael E. Sr. "A Comparison of Fifth Grade Mathematics Curriculum Materials." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682291.

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In the USA, the No Child Left Behind Act of 2001 resulted in requirements placed on school districts to show student achievement in mathematics, based on measured adequate yearly progress. This caused school districts to search for standards-based programs that improve mathematics learning. A quantitative multi-year study was used to compare the state-assessed achievement levels of 1,695 fifth-grade Midwestern children in the state of Missouri, who learned mathematics from two different curriculum-delivery programs, EveryDay Mathematics and EnVision Mathematics. A 2 by 2 by 8 research design was used through the choice of two elementary schools using EveryDay Mathematics and two different elementary schools using EnVision Mathematics, across an eight-year timeline. The dependent variable was represented by the students' scores on the mathematics portion of the standardized required state test, the Missouri Assessment Program. Student scores from 2006-2013 were collected for the four public schools in the St. Louis Metropolitan area. The schools chosen were matched to control for socio-economic level, ethnicity mix, departmentalization of content areas, extent of teacher experience, and class sizes. The four schools represented two school districts. Each district uniformly used one of the mathematics programs examined in this study, over the eight years. Results of this study could not show that either mathematics program was significantly better, as measured by student test scores on mathematics topics. Unfortunately, results also showed no overall increase in mathematics learning at these four schools over the eight year period. The study concluded that curriculum materials choice, alone, is not sufficient to insure increased fifth-grade student learning of mathematics. Variables such as the extent of teacher professional development, teacher specialization, and curriculum launch practices at schools were discussed as possible influences on the results of the study.

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Vandiver, Robert J. "A self-esteem seminar curriculum materials and outcome assessment /." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Grant, Carl L. "Sunday school curriculum materials development blending theory and technology /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Broderick, Jane Tingle. "Exploring Materials." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4225.

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Lee, Ho-yee, and 李可儀. "The effects of resource materials on curriculum implementation in geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956130.

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Lee, Ho-yee. "The effects of resource materials on curriculum implementation in geography." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13906951.

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Broderick, Jane Tingle, Maura Bishop, B. Huber, and L. Barrett. "Reggio Materials Lab." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4223.

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Broderick, Jane Tingle, and Seong Bock Hong. "Inquiry-based Early Childhood Curriculum Development: Using Materials to Facilitate Representation." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/4210.

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Books on the topic "Curriculum materials"

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Mobley, Maureen. Evaluating curriculum materials. York, [England]: Longman, 1985.

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Remillard, Janine T., and Ok-Kyeong Kim. Elementary Mathematics Curriculum Materials. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38588-0.

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Acquiring and organizing curriculum materials. 2nd ed. Lanham, Md: Scarecrow Press, 2004.

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L, Kiewitt Eva, and Association of College and Research Libraries, eds. Directory of curriculum materials centers. 2nd ed. Chicago, IL: Association of College and Research Libraries, 1985.

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Acquiring and organizing curriculum materials. Lanham, Md: Scarecrow Press, 1997.

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Problems of Access and Control of Education Materials/Curriculum Materials Joint Committee. Collection Management Subcommittee., ed. Curriculum materials center collection development policy. 2nd ed. Chicago, IL: The Association, 1993.

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Mobley, Maureen. Evaluating curriculum materials: The reading process. York: Longman for the School Curriculum Development Committee, 1985.

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Council, Northern Ireland Curriculum. Guidance materials for developing a curriculum policy for 16-19 year olds in full-time education. Belfast: Northern Ireland Curriculum Council, 1994.

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Elementary teachers guide to free curriculum materials. 6th ed. Randolph, Wis: Educators Progress Service, 2008.

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Robinson, Sharon. Curriculum materials for physical education: Support materials for the national curriculum schemes of work : reception, KS1 & KS2. Doncaster: Doncaster Metropolitan Borough Council, 2000.

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Book chapters on the topic "Curriculum materials"

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Picken, Jonathan D. "Metaphor: Curriculum, Methodology, and Materials." In Literature, Metaphor, and the Foreign Language Learner, 134–57. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230591608_7.

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Malone, Karen, Marek Tesar, and Sonja Arndt. "Entangling Childhoods, Materials, Curriculum and Objects." In Children: Global Posthumanist Perspectives and Materialist Theories, 143–64. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8175-5_6.

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van den Berg, Ellen, Peter Blijleven, and Leanne Jansen. "Digital Learning Materials: Classification and Implications for the Curriculum." In Curriculum Landscapes and Trends, 237–54. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-1205-7_14.

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Stambaugh, Tamra. "Designing Curriculum for Gifted Learners." In Methods & Materials for Teaching the Gifted, 147–72. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236610-14.

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Chu, Haiwen, and Leslie Hamburger. "Educative Mathematics Curriculum Materials for English Learners." In Scaffolding for Multilingual Learners in Elementary and Secondary Schools, 181–96. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003196228-15.

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Leser, Christoph, Frank Kelso, Ali P. Gordon, and Sherri Ohnsted. "Software Tools for a Materials Testing Curriculum." In Application of Automation Technology in Fatigue and Fracture Testing and Analysis, 163–72. 100 Barr Harbor Drive, PO Box C700, West Conshohocken, PA 19428-2959: ASTM International, 2014. http://dx.doi.org/10.1520/stp157120130081.

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Remillard, Janine T., and Ok-Kyeong Kim. "A Framework for Analyzing Elementary Mathematics Curriculum Materials." In Research in Mathematics Education, 1–25. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38588-0_1.

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Kim, Ok-Kyeong, and Janine T. Remillard. "Examining Communication About Mathematics in Elementary Curriculum Materials." In Research in Mathematics Education, 161–94. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38588-0_6.

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Reinke, Luke T., Janine T. Remillard, and Ok-Kyeong Kim. "Examining Design Transparency in Elementary Mathematics Curriculum Materials." In Research in Mathematics Education, 227–56. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38588-0_8.

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McNeill, Katherine L., Renee Affolter, and Brian J. Reiser. "Anchoring Science Professional Learning in Curriculum Materials Enactment." In Teacher Learning in Changing Contexts, 47–68. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003097112-5.

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Conference papers on the topic "Curriculum materials"

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Ridgway, Jim, James Nicholson, and Sean Mccusker. "Embedding statistical assessment within cross-curricular materials." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07903.

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Many subjects in the school curriculum engage with contexts where multiple factors interact. Historically however, data have rarely been used at school level in such contexts because of the difficulties inherent in understanding multiple variable relationships. Stronger links across traditional subjects has proved an elusive aspiration for curriculum developers. We are currently engaged in a pilot project with the Northern Ireland Curriculum Authority (CCEA) to use some innovative interfaces with multivariate summary data as a focus for multiple perspectives on various contexts. Innovations in curriculum design offer opportunities for innovation in assessment. Often statistics assessment focuses primarily on accurate performance of routine calculations or graphical construction. Here the use of data is primarily to enhance understanding. This paper will explore mechanisms for embedding assessment of key statistical concepts within cross-curricular activities.

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Hislop, Gregory W., Thomas B. Hilburn, Michael J. Lutz, and Mark J. Sebern. "Sharing software engineering curriculum materials." In the 11th annual SIGCSE conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1140124.1140239.

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Doherty, Stanley. "Leveraging industry onboarding materials in the curriculum." In SIGDOC '17: The 35th ACM International Conference on the Design of Communication. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3121113.3121241.

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McBride, Elizabeth, Emmanuel Sean Peters, and Sarah Judd. "Design Considerations for Inclusive AI Curriculum Materials." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3439552.

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Wynn, Lynda. "Secondary Mathematics Teachers' Use of Curriculum Materials." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691763.

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Dumitrescu, Crinela. "Improving The Sciences Teaching Strategies Through “Engage” Curriculum Materials." In 2nd Central and Eastern European LUMEN International Conference - Multidimensional Education and Professional Development. Ethical Values. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.03.22.

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Blanco, Julio R. "Optical Properties of Materials in an Undergraduate Physics Curriculum." In Proceedings of the 33rd Course of the International School of Solid State Physics. WORLD SCIENTIFIC, 2006. http://dx.doi.org/10.1142/9789812773869_0019.

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Zimányi, Krisztina. "Lehet másként? Együttműködés?" In Networkshop. HUNGARNET Egyesület, 2020. http://dx.doi.org/10.31915/nws.2020.12.

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Notes remain to be playing a significant role in the curricula of higher education institutions, however, the amount of online materials has increased over the past years, primarily thanks to the project EFOP 3.4.3. The advantages of these developments’ direction can be easily recognised as they correspond to the expectations of the students and of modern times. However, following the traditions of preparing notes, each institution currently develops their own education material and curriculum, at most only sharing their experiences in educational methodology at conferences and workshops. Nevertheless, the question arises as to why higher education institutions do not cooperate to develop their curricula together, or why they do not adopt each other’s already existing curricula. The question may also be important because the development of online curricula presents considerably higher costs than developing and preparing “written” notes. A multitude of other questions concerning this issue arises, detailed further by the lecture: - Can the custom of only accepting the institutions’ own lecturers’ materials be broken? - Can cooperation in curriculum development be achieved? If yes, what is required for it? - How can a structure be devised for curricula used by multiple institutions that allows for maximum flexibility and modularisation for application? (‘Bunch of grapes’) - Is it true that if applying the same curriculum, there would be no difference between the courses offered by different higher education institutions? In my lecture I provide a possible answer to each of these questions.

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Mason, Neal, James Harrigan, and Ryan Yonk. "Collaborative Contagion: A Case Study in Curriculum Development, Distribution, and Adoption." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2681.

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The collaborative contagion model is a byproduct of a three-year endeavor to identify and address curricular deficiencies in business ethics and entrepreneurship (BE&E) courses. Designed to increase curriculum adoption using professional educators’ established networks, the model combines a series of four-day disruptive innovation workshops with an online forum to promote collaboration in the design of BE&E materials, and to provide ongoing support for educators with unique contextual constraints. Our primary goal in developing the collaborative contagion model was to create a framework through which teachers could prototype, refine, and distribute BE&E course materials at no monetary cost. Given the variety of participants invited to the disruptive innovation workshops, we expected to produce curricular materials that incorporated a wide array of perspectives and experiences relating to BE&E instruction. After our first year of workshops, 20 K-12 and 20 higher education participants helped formulate 10 modules and 60 grade-specific K-12 lesson plans. Through the process, we have established pilot programs at 13 separate institutions, and built partnerships with seven organizations. In addition to providing educators with professional development opportunities and an enhanced academic network, we conclude that the collaborative contagion model promotes improved curriculum quality, and increases the likelihood of curriculum implementation.

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Rutstein, Daisy W., Yuning Xu, Kevin McElhaney, and Marie Bienkowski. "Developing Implementation Measures for K-12 Computer Science Curriculum Materials." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3287424.

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Reports on the topic "Curriculum materials"

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Schell, Donna, Stephen Cosper, Susan Drozdz, Thomas Napier, and Dominique Gilbert. Removing hazardous materials from buildings : a training curriculum. Construction Engineering Research Laboratory (U.S.), April 2017. http://dx.doi.org/10.21079/11681/22176.

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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.

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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo

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McGee, Steven, Randi McGee-Tekula, and Jennifer Duck. Does a Focus on Modeling and Explanation of Molecular Interactions Impact Student Learning and Identity? The Learning Partnership, April 2017. http://dx.doi.org/10.51420/conf.2017.1.

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The Interactions curriculum and professional development program is designed to support high school teachers in their transition to the physical science Next Generation Science Standards. Through curriculum materials, an online portal for delivering the digital materials, interactive models of molecular phenomena, and educative teacher guide, teachers are able to support students in bridging the gap between macroscopic and sub-microscopic ideas in physical science by focusing on a modeling and explanation-oriented exploration of attractions and energy changes at the atomic level. During the fall semester of the 2015-16 school year, The Learning Partnership conducted a field test of Interactions with eleven teachers who implemented the curriculum across a diverse set of school districts. As part of the field test, The Learning Partnership examined the impact of teachers’ inquiry-based teaching practices on student learning and identification with the scientific enterprise. The results indicate that students had statistically significant growth in learning from the beginning to end of unit 2 and that the extent to which teachers engaged students in inquiry had a positive statistically significant influence on the growth rate and a statistically significant indirect impact on students’ identification with the scientific enterprise.

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Chahine, Ricardo, Prince Adu Gyamfi, Nandhesh Subash, Wonsang Cho, Krista O. Kelley, Stacey L. Connaughton, and Konstantina Gkritza. Design of Educational Material and Public Awareness Campaigns for Improving Work Zone Driver Safety. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317375.

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This project aims to help improve work zone driver safety in Indiana through driver education and public awareness campaigns. The project focused on two specific objectives: (1) to design a public awareness campaign to increase drivers’ knowledge and influence positive attitudes about work zone driver safety practices; and (2) to prepare educational materials to be incorporated into driver’s education or training curriculum prior to taking driving test and getting a driver’s license issued. The campaign was informed by formative research, conducted using a survey to assess public knowledge and attitudes. Based on these results, campaign messages were designed. The team also designed an education curriculum which consists of three modules and fourteen knowledge questions. This report concludes with recommendations to INDOT for the successful implementation of the public awareness campaign and educational materials, that might be applicable to other states as well.

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Fernandez, J. C., and P. G. Rudebjer. Case study approach to region-wide curriculum and teaching materials development in agroforestry education in Southeast Asia ICRAF Working paper no. 101. World Agroforestry Centre (ICRAF), 2010. http://dx.doi.org/10.5716/wp16634.pdf.

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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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Popel, Maiia V., and Mariya P. Shyshkina. The Cloud Technologies and Augmented Reality: the Prospects of Use. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2662.

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The article discusses the prospects of the augmented reality using as a component of a cloud-based environment. The research goals are the next: to explore the possibility of the augmented reality using with the involvement of the cloud-based environment components. The research objectives are the next: to consider the notion of augmented reality; to analyze the experience the augmented reality using within the cloud environment / system; to outline the prospects of the augmented reality using in educational institutions; to consider the technical conditions of the augmented reality use. The object of research is: the educational process in educational institutions of Ukraine of different levels of accreditation. The subject of research is: the educational process in a cloud-based environment in educational institutions of Ukraine. The research methods used are the next: analysis of scientific publications, observations. The results of the research are the next: on the basis of the analysis of scientific works, it has been established that the experience of the augmented reality using in the systems based on cloud technologies already exists. However, the success of such a combination has not yet been proven. Currently, laboratory tests are known, while the experiment was not carried out under natural conditions in control and experimental groups. It is revealed that the attraction of the augmented reality for the educators requires the development of new methodologies, didactic materials, updating and updating of the curriculum. The main conclusions and recommendations: the main principles of augmented reality use in the learning process are: designing of the environment that is flexible enough, attention should be paid to the teaching and didactic issues; adjusting the educational content for mastering the material provided by the curriculum; the research methods that can be used in training along with the elements of augmented reality are to be elaborated; development of adaptive materials; training of teachers, which will include augmented reality in educational practice.

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McElhaney, Kevin, Anthony Baker, Carly Chillmon, Zareen Kasad, Babe Liberman, and Jeremy Roschelle. An Initial Logic Model to Guide OpenSciEd Research: Updated Version. Digital Promise, March 2022. http://dx.doi.org/10.51388/20.500.12265/152.

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This white paper supports an ongoing effort to define a research agenda and catalyze a research community around the OpenSciEd curriculum materials. Rigorous research on these materials is needed in order to answer questions about the equitable design of instructional materials, impacts on student learning, effective and equitable classroom teaching practices, teacher professional development approaches, and models for school adoption that address the diverse needs of historically marginalized students in STEM. Research findings have the potential to advance the knowledge, skills, and practices that will promote key student, teacher, and system outcomes. The research agenda stands to accelerate the research timeline and stimulate a broad range of research projects addressing these critical needs. To support the collaborative development and activation of the research agenda, we outline an initial logic model for OpenSciEd. The logic model can shape research efforts by clarifying intended relationships among (1) the principles, commitments, and key affordances of OpenSciEd; (2) the components of OpenSciEd and how they are implemented and supported in classrooms, schools, districts, and states; and (3) the desired outcomes of OpenSciEd.

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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.

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