Journal articles: '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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McGiverin, Rolland H. "Curriculum materials in online catalogs." College & Research Libraries News 51, no. 6 (June 1, 1990): 562–65. http://dx.doi.org/10.5860/crln.51.6.562.

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Malinowski, Teresa, and John Hickok. "Acquiring and Organizing Curriculum Materials." Serials Review 24, no. 1 (March 1998): 131–33. http://dx.doi.org/10.1080/00987913.1998.10764436.

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Crimp, M. A., and A. D. Rollett. "Defining the core materials curriculum." JOM 49, no. 10 (October 1997): 10. http://dx.doi.org/10.1007/bf02914730.

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Smith, Lotsee P. "The Curriculum and Materials Selection:." Collection Management 7, no. 3-4 (December 1985): 37–44. http://dx.doi.org/10.1300/j105v07n03_04.

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Hislop, Gregory W., Thomas B. Hilburn, Michael J. Lutz, and Mark J. Sebern. "Sharing software engineering curriculum materials." ACM SIGCSE Bulletin 38, no. 3 (September 26, 2006): 332. http://dx.doi.org/10.1145/1140123.1140239.

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Rawle, Fiona, Tracey Bowen, Barb Murck, and Rosa Hong. "Curriculum Mapping Across the Disciplines: Differences, Approaches, and Strategies." Collected Essays on Learning and Teaching 10 (June 12, 2017): 75–88. http://dx.doi.org/10.22329/celt.v10i0.4765.

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Curriculum mapping can be used to document, align, visualize, and assess curricular data, such as learning outcomes, assessment materials, instructional techniques, and student pre- and post-testing scores. A cross-disciplinary Curriculum Mapping Initiative currently underway at the University of Toronto Mississauga aims to: (1) develop guidelines for the curriculum mapping process; (2) develop cross-disciplinary curriculum mapping templates and samples to guide departments through the curriculum mapping process; (3) communicate narratives for how to use curriculum mapping to inform curricular change; (4) develop visualization strategies for curricular data; (5) initiate a plan for dissemination and sustainability; and (6) initiate a plan for informing students about how to use curricular maps in their academic experiences. Through this curriculum mapping initiative, we have discovered that discipline-specific differences exist in approaches to curriculum mapping. The purpose of this paper is to communicate these cross-disciplinary similarities and differences in purpose, process, and utilization of curriculum mapping strategies. We found that different departments had some common ground in the curriculum mapping process, but also key differences. The differences could be categorized according to: purpose for initiating the curriculum mapping process; approach to curriculum mapping; dissemination of completed maps; dealing with pedagogical jargon; and faculty buy-in.

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Luther, Vera, Rachel A. Shnekendorf, Spicer O. Jennifer, Ashleigh Logan, Alice Barsoumian, Brian Schwartz, Chloe Bryson-Cahn, et al. "1111. #BeASteward: Transforming Infectious Diseases Fellows Into Antimicrobial Stewards Using the IDSA Antimicrobial Stewardship Curriculum." Open Forum Infectious Diseases 7, Supplement_1 (October 1, 2020): S585—S586. http://dx.doi.org/10.1093/ofid/ofaa439.1297.

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Abstract Background The Infectious Diseases Society of America (IDSA) has supported the development of the Core and Advanced Antimicrobial Stewardship (AS) Curricula for fellows to ensure the future ID workforce is effectively prepared to practice, participate in and lead AS efforts in health care institutions. The Core AS Curriculum is currently available; the Advanced AS Curriculum pilot will begin July, 2020. Methods IDSA formed the AS Curriculum Workgroup, comprised of leaders in AS and medical education from institutions across the country, to lead the AS Curricula development process. The workgroup conducted two surveys of ID Fellowship Program Directors, one in 2016 for the core curriculum and a second in 2018 for the advanced curriculum, to assess existing AS educational resources and determine needs for additional AS educational and evaluation resources. The workgroup used the evaluation data to inform the content, delivery methods, and assessment tools for the curricula. The Core AS Curriculum is designed to provide fellows foundational knowledge and skills in AS. The Advanced AS Curriculum is designed to provide fellows the knowledge and skills to become leaders in AS. The Core AS Curriculum was piloted by 56 ID Fellowship Programs in 2018 and then made broadly available via IDSA Academy in 2019. Pilot data will be used to improve future iterations of the curriculum. The Advanced AS Curriculum pilot will begin in 2020 and will be broadly available in 2021. Results The curricular packages contain a variety of training resources including eLearning modules, lectures slides, case-based questions, videos, reading materials, pocket cards, group-based learning, role play exercises and simulations. The modules can be taught by faculty to fellows or conducted as a self-directed learning experience. Program directors and fellows who participated in the Core AS Curriculum pilot reported that their fellowship program was significantly more effective in teaching multiple key stewardship content areas (Table). Table. Conclusion Evaluation data from programs who piloted the Core AS Curriculum indicate that this blended learning experience is an effective method for teaching AS and in providing educational and assessment tools for ID fellowship programs. The Advanced AS Curriculum will be similarly evaluated. Disclosures Julie Ann Justo, PharmD, MS, BCPS-AQ ID, bioMerieux (Speaker’s Bureau)TRC Healthcare (Speaker’s Bureau)

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Gamson, David A., Sarah Anne Eckert, and Jeremy Anderson. "Standards, instructional objectives and curriculum design: A complex relationship." Phi Delta Kappan 100, no. 6 (February 25, 2019): 8–12. http://dx.doi.org/10.1177/0031721719834022.

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Since the beginning of U.S. public school systems, educators and policy makers have debated what kinds of knowledge and skills that all schoolchildren should acquire. And those debates touch every aspect of a curriculum, its assessment, and its instructional materials. David A. Gamson, Sarah Anne Eckert, and Jeremy Anderson trace the history of standards and objectives in U.S. education, noting areas of controversy and debate related to the uses and possible abuses of curricular standards. Their survey raises questions and cautions for today’s reformers to consider when rethinking curricula.

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Eisenmann, Tammy. "Curriculum Differential Enactment: The Interplay of Teacher, Class, and Curriculum Materials." Curriculum and Teaching 26, no. 2 (January 1, 2011): 33–50. http://dx.doi.org/10.7459/ct/26.2.04.

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Taylor, Megan Westwood. "Research Commentary: From Effective Curricula Toward Effective Curriculum Use." Journal for Research in Mathematics Education 47, no. 5 (November 2016): 440–53. http://dx.doi.org/10.5951/jresematheduc.47.5.0440.

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When it comes to improving student achievement in mathematics, a core belief is that curriculum materials are of the utmost importance. However, the link between a curriculum program and student learning is affected by the ways in which teachers use resources to design learning experiences. In the first half of this commentary, I raise questions about the emphasis in research on finding the most effective curriculum programs or the most effective teaching practices as separate from one another, and I claim that research should prioritize understanding the most effective ways in which a teacher can use available materials, including expanding the definition of “effective.” In the second half of this commentary, I suggest how researchers can build on existing work to define, describe, and support teachers in learning more effective practices for using curriculum in ways that bring together research on curriculum effectiveness and teaching effectiveness.

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Whittingham, M. Stanley. "Materials in the Undergraduate Chemistry Curriculum." MRS Bulletin 15, no. 8 (August 1990): 40–45. http://dx.doi.org/10.1557/s0883769400058942.

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Although solids are one of the three states of matter, and the solid state is pervasive throughout science and our lives, students would not know it from the standard chemistry curriculum, which still emphasizes small molecules. Despite this education, a significant proportion (more than 30%) of all chemists end up as practitioners of materials chemistry, either in inorganic solids or in polymers, and they must therefore obtain on-the-job education. Not only should this need be reflected in the curriculum, but it should be possible through modern areas of chemistry such as materials to bring some of the excitement of the practicing chemist to the undergraduate student's first chemistry course, perhaps turning around the flight from science, and from chemistry and physics in particular. The American Chemical Society is encouraging this approach through the proposal of a certified BS degree in chemistry with emphasis in materials. To place the present position in perspective, one only needs to look at the recent figures tabulated by the National Science Foundation; there is a tremendous attrition of students planning to major in science and engineering during the freshman year (See Table I).Potential science majors are indeed there, but they are being lost due to their first experiences, which are usually in general chemistry and calculus, and a lesser number in biology and physics. It is therefore imperative that these courses encourage students rather than kill their enthusiasm.

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Kranz, Jack. "Cataloging of Curriculum Materials on OCLC." Cataloging & Classification Quarterly 8, no. 2 (August 9, 1988): 15–28. http://dx.doi.org/10.1300/j104v08n02_03.

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Harris, Kimberly, Robin Marcus, Karen McLaren, and James Fey. "Curriculum Materials Supporting Problem-Based Teaching." School Science and Mathematics 101, no. 6 (October 2001): 310–18. http://dx.doi.org/10.1111/j.1949-8594.2001.tb17962.x.

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Atwater, Mary M. "Multicultural Science Education and Curriculum Materials." Science Activities: Classroom Projects and Curriculum Ideas 47, no. 4 (August 26, 2010): 103–8. http://dx.doi.org/10.1080/00368121003631652.

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Kim, Hyunkyu, and Kwangsoon Jeong. "Discussion of Concept Teacher as the User of Curriculum Materials and or Maker of curriculum materials." Journal of Curriculum Integration 12, no. 3 (August 31, 2018): 49–72. http://dx.doi.org/10.35304/jci.12.3.03.

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Sari, Suci Noer Wulan, and Niken Anastasia Kusuma Wardani. "An Analysis of Indonesia’s 2013 EFL Curriculum and Turkey’s National English Language Curriculum for Secondary Schools." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 3, no. 1 (August 2, 2018): 23. http://dx.doi.org/10.21093/ijeltal.v3i1.113.

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Indonesia and Turkey have experienced educational reforms for decades, for instance in constructing EFL curriculum. Educational reforms could be done to address a certain problem encountered by a nation and to better the quality of education. Therefore, there emerged a need to analyse the EFL curricula designed for secondary schools in both countries to identify the commonalities and differences considered for a better improvement in education quality. Thus, the present study was aimed at analysing Indonesia’s 2013 EFL Curriculum and Turkey’s National English language Curriculum for secondary schools: the rationale, aims and organization (instructional design, instructional materials, and assessment). The study employed a qualitative descriptive design using document analysis to analyse some curricula documents. The findings revealed the commonalities lie in learner-centeredness view and the main goal of EFL curriculum. However, the differences lie in the instructional design, materials, and assessment. Given that Indonesia may adopt technology-enhanced assessment for a better assessment. It is suggested for further studies to employ interviews and surveys with teachers and students to gain more data.

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Mthethwa-Kunene, Khetsiwe Eunice, Patience Dlamini, Talent Rugube, and Cosmas Maphosa. "Developing Curricula in a Distance Learning Environment: Attending to the Different ‘Voices’." European Journal of Education and Pedagogy 3, no. 3 (June 2, 2022): 117–23. http://dx.doi.org/10.24018/ejedu.2022.3.3.346.

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The offering of curricula that are relevant and responsive to the needs of society is the ultimate goal of any higher education institution. However, there is a need to engage in a curriculum development process that attends to the different ‘voices’ by addressing the needs of the different stakeholders. Stakeholders’ voices and needs can be ascertained and addressed through a curriculum development process that involves both internal and external stakeholders from the initial stages of developing curricula, throughout the various stages. Such a process may not be linear but interactive, iterative, and collaborative. This paper unpacks the curriculum development process focusing on the key stages of needs assessment, stating curriculum/programme goals, selecting curriculum content and teaching and learning activities, designing learning materials as well as evaluating. It unpacks the importance of attending to the different voices in coming up with relevant and market-driven curricula.

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McLeod, Alexander J., Michael Bliemel, and Nancy Jones. "Examining the adoption of big data and analytics curriculum." Business Process Management Journal 23, no. 3 (June 5, 2017): 506–17. http://dx.doi.org/10.1108/bpmj-12-2015-0174.

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Purpose The purpose of this paper is to explore the demand for big data and analytics curriculum, provide an overview of the curriculum available from the SAP University Alliances program, examine the evolving usage of such curriculum, and suggest an academic research agenda for this topic. Design/methodology/approach In this work, the authors reviewed recent academic utilization of big data and analytics curriculum in a large faculty-driven university program by examining school hosting request logs over a four-year period. The authors analyze curricula usage to determine how changes in big data and analytics are being introduced to academia. Findings Results indicate that there is a substantial shift toward curriculum focusing on big data and analytics. Research limitations/implications Because this research only considered data from one proprietary software vendor, the scope of this project is limited and may not generalize to other university software support programs. Practical implications Faculty interested in creating or furthering their business process programs to include big data and analytics will find practical information, materials, suggestions, as well as a research and curriculum development agenda. Originality/value Faculty interested in creating or furthering their programs to include big data and analytics will find practical information, materials, suggestions, and a research and curricula agenda.

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Sebastian Mutambisi, Manasa Madondo, Miidzo Mavesera, and Phamela Dube. "Promise and performance of gender mainstreaming at a Zimbabwean agricultural training college." Journal of Vocational, Adult and Continuing Education and Training 4, no. 1 (November 30, 2021): 18. http://dx.doi.org/10.14426/jovacet.v4i1.190.

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Gender equality in education and training can be achieved only if curricula at every level of the system become gender-sensitive. The present study examines the extent to which the milieu at one agricultural training college in Zimbabwe promotes the implementation of gender-sensitive training. The main investigative question posed was as follows: To what extent is the agricultural education and training curriculum used at the college gender-sensitive? By responding to this question, the study provided some response to the performance, challenges and prospects for gender mainstreaming in the college’s agricultural education curriculum. Data for this study were generated by document analysis of policy, curricular and instructional documents, interviews with 12 college lecturers, four college administrators and selected final year students, and by lesson observations. The study revealed that while government, and to a lesser extent college policies, articulate the need for gender equality, little attention is paid to these invocations in practice. Likewise, agricultural education and training curricula, training techniques, learning-support materials and out-of-class activities reflect minimal attention to issues of gender equality. The article concludes by discussing possible interventions that correspond to these findings.

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Tetley, Linda. "Innovations in Curriculum: Implementing Change: Rewards and Challenges." Mathematics Teaching in the Middle School 4, no. 3 (November 1998): 160–65. http://dx.doi.org/10.5951/mtms.4.3.0160.

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Rahman, K. A., Jemi Sihombing, Yuni Muriana Br Surbakti, Delpiyanita Br Karo, and Bianda Dea Fadhilah. "Curriculum Management Paud in Integrated Islamic Kindergarten Fania Salsabila Barokah Jambi." Edunesia: Jurnal Ilmiah Pendidikan 4, no. 1 (January 19, 2023): 372–80. http://dx.doi.org/10.51276/edu.v4i1.306.

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This study aims to find out how PAUD curriculum management in Fania Salsabila Barokah Jambi integrated Islamic kindergarten means management includes planning, implementing, organizing, supervising, and evaluating early childhood education curricula and knowing what problems are encountered in planning, implementing, organizing, supervision, and evaluation of early childhood education curricula. This type of research is descriptive and qualitative to obtain information related to curriculum management. The subjects in this study were school principals and teachers. Data collection techniques are by observing, interviewing, and documenting. Curriculum management is a set of plans and learning regarding objectives, content, learning materials, and the methods used as guidelines for learning activities. The curriculum is structured to realize educational goals that must be achieved and learning experiences that students must obtain. The curriculum applied in the Fania Salsabila Barokah Integrated Islamic Kindergarten, Jambi, is the 2013 curriculum, where education manages the 2013 curriculum by prioritizing needs and achieving goals in the vision, mission, and goals national policies that have been set. Curriculum management in Fania Salsabila Barokah Integrated Islamic Kindergarten, Jambi, includes planning, implementing, organizing, supervising, and evaluating the curriculum to ensure all learning activities can be carried out correctly and achieve the expected goals

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Einarsson, Erik, Olga Wodo, Prathima C. Nalam, Scott R. Broderick, Kristofer G. Reyes, E. Bruce Pitman, and Krishna Rajan. "Data-driven visualization schema of a materials informatics curriculum: Convergence of materials science and information science." MRS Advances 5, no. 7 (2020): 293–303. http://dx.doi.org/10.1557/adv.2020.32.

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AbstractIn addition to student assessment, curriculum assessment is a critical element to any pedagogy. It helps the educator assess the teaching of concepts, determine what may be lacking, and make changes for continual improvement. Meaningful assessment can be complicated when disciplines converge or when new approaches are implemented. To facilitate this, we present a network-based visualization schema to represent a materials informatics curriculum that combines materials science and data science concepts. We analyze the curriculum using network representations and relevant concepts from graph theory. This reveals established connections, linkages between materials science and data science, and the extent to which different concepts are connected. We also describe how some materials science topics are introduced from a data perspective, and present an illustrative case study from the curriculum.

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Taseman, Wilujeng Asih Purwani, Safaruddin, Nasrul Fuad Erfansyah, Ratna Pangastuti, Abdul Malik Dachlan, and Nukh Khozain. "Meeting Standards through Integrated Curriculum: Point of View by Sussan M. Drake and Rebecca C. Bruns." IJORER : International Journal of Recent Educational Research 1, no. 1 (April 19, 2020): 58–62. http://dx.doi.org/10.46245/ijorer.v1i1.11.

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Through an integrated curriculum, it is expected that the fulfillment of a maximum standard of learning for students' problems while learning, the integrated curriculum will determine the content, processes, materials, and learning materials that teachers do to students in the classroom. Students who have problems are expected to be able to overcome the problem both those who lack achievement and are left behind, the evaluation carried out is also expected to be able to measure the ability of students to improve learning that has been done, besides it can be compared between one school to another with an evaluation. So we need a standard-based approach and an integrated curriculum, the second offers several strategies in developing an integrated curriculum that has been proven in its implementation, thirdly to validate an integrated curriculum by offering examples of integrated curricula that have proven to be successful.

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SALMI‎, Karima, and Asma‎ HAMADOU. "EDUCATION ACCORDING TO THE METHOD OF ‎PROPHECY IN FACING THE NEGATIVE ‎ASPECTS OF OPENNESS TO THE WORLD ‎." RIMAK International Journal of Humanities and Social Sciences 03, no. 08 (November 1, 2021): 214–24. http://dx.doi.org/10.47832/2717-8293.8-3.16.

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The curriculum is the most effective way to organize the ‎ways of‏ ‏education and its features, and the curricula have ‎varied and their characteristics as one of the educational ‎tools, according to the philosophy and beliefs of each ‎people. This does not detract from its importance, but rather ‎increases the merit and value of education in general and ‎the education of young people in particular, given what it ‎faces in light of the modernity and sweeping western ‎renaissance the world is experiencing, and a technological ‎boom that has forced us to adopt it with its negatives and ‎positives, and given that young people are the most ‎obedient group to this technology, we must settle their ‎behaviors, and preserving their minds through sound ‎education, hence the importance of the curriculum and its ‎good selection and preparation. But which curriculum is best ‎suited to attaining the highest levels of education, the ‎refinement of the creed, and the creation of a normal human ‎being, especially with the dependence on everything that ‎has happened to our societies, which is neither our thought ‎nor our culture, and we are ignorant of the greatest divine ‎curriculum, which is the curriculum of our Noble Prophet, so ‎are its features manifested in our educational‏ ‏curricula. ‎Arabic in general and Algerian in particular‏?‏ Our research paper aims to monitor the greatness, balance ‎and integration of the Prophet’s curriculum, and how he did ‎not leave any stray or incoming from the foundations of ‎education except that he presented living examples of it and ‎praised it, and we also seek to be active in defining it and ‎clarifying its advantages so that we may contribute to the ‎preservation of our children‎‎. Keywords: Education, Young People, Curricula, Prophetic Curriculum, ‎Openness.

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Yuden, Yuden, Sonam Chuki, and Tshewang Dorji. "Gender Sensitivity in Textbooks in Secondary Education in Bhutan." European Journal of Educational Technology 4, no. 1 (March 27, 2021): 14–30. http://dx.doi.org/10.46303/ejetech.2021.2.

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This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.

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Dorji, Tshewang. "Gender Sensitivity in Textbooks in Secondary Education in Bhutan." International Journal of Asian Education 2, no. 3 (August 11, 2021): 343–55. http://dx.doi.org/10.46966/ijae.v2i3.170.

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This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.

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Teel, Linda. "Transforming Space in the Curriculum Materials Center." Education Libraries 36, no. 1 (September 19, 2017): 4. http://dx.doi.org/10.26443/el.v36i1.321.

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Transforming space to facilitate and compliment learning has become an integral component in the redesign and renovation of academic libraries. This article offers a framework of discussion based on the redesign and renovation of the existing curriculum materials center at East Carolina University Joyner Library. The curriculum materials center, better known as the Teaching Resources Center (TRC), is housed on the second floor of the four-story academic library. The TRC utilizes more than 17,800 square footage of the academic library. Planning, budgeting, implementation, promotion and assessment are discussed highlighting specific details of value in consideration when redesigning and renovating space in a curriculum materials center.

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Tremblay, Roger, and Raymond LeBlanc. "Developing Teaching Materials for a Multidimensional Curriculum." Canadian Modern Language Review 47, no. 1 (October 1990): 132–45. http://dx.doi.org/10.3138/cmlr.47.1.132.

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Browning, John M. "Curriculum Development in Purchasing and Materials Management." Journal of Purchasing and Materials Management 24, no. 3 (September 1988): 22–28. http://dx.doi.org/10.1111/j.1745-493x.1988.tb00634.x.

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RUDD, JOEL, and VICKI L. BUTTOLPH. "Consumer Curriculum Materials: The First Content Analysis." Journal of Consumer Affairs 21, no. 1 (June 1987): 108–21. http://dx.doi.org/10.1111/j.1745-6606.1987.tb00191.x.

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Hall, D. V. "Adapting curriculum materials for different course sequences." IEEE Micro 11, no. 1 (February 1991): 34–37. http://dx.doi.org/10.1109/40.67744.

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Cowley, Sue. "Ofsted, curriculum and inspector ‘aide memoire’ materials." Early Years Educator 23, no. 17 (December 2, 2022): 14–16. http://dx.doi.org/10.12968/eyed.2022.23.17.14.

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Copies of Ofsted ‘aide-memoire’ materials for inspectors undertaking curriculum deep dives have been leaked on social media, leading to discussion about the contents. There have been calls from head teacher unions for Ofsted to make the materials available to all schools, to avoid unfair advantage for those who have accessed them. Sue Cowley assesses the impact on early years, including what the materials tell us about Ofsted's views of curriculum in the EYFS.

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Scanlon, Erin, Tamra Legron-Rodriguez, Jillian Schreffler, Elijah Ibadlit, Eleazar Vasquez, and Jacquelyn J. Chini. "Postsecondary chemistry curricula and universal design for learning: planning for variations in learners’ abilities, needs, and interests." Chemistry Education Research and Practice 19, no. 4 (2018): 1216–39. http://dx.doi.org/10.1039/c8rp00095f.

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Federal legislation requires equitable access to education for all students at all levels, including in the postsecondary setting. While there have been a few studies in the chemistry education research literature base focused on how to support students with specific disabilities, this work seems to exist as a separate stream of research without direct impact on curriculum development and the overall community. This study focused on investigating how well three sets of general chemistry curricular materials support variations in students’ abilities, interests, and needs. To accomplish this, we compared the curricular materials with the Universal Design for Learning (UDL) framework, which describes steps to account for variations in ability among learners during curriculum development. The UDL framework is organized into three guidelines (multiple means of representation, action and expression, and engagement), further delineated by nine principles and thirty-one finer-grained checkpoints for designing courses. We looked for examples of enactment of the UDL checkpoints in a representative sample of activities. Across all three sets of curricular materials, only four of the thirty-one checkpoints were enacted in at least 75% of the activities, indicating high enactment. On the other hand, eleven of the checkpoints were enacted in less than 25% of the activities, indicating low enactment. Overall, there is much room for improvement in consistently providing support for learner variation within these general chemistry curricular materials. We argue that some of the burden of making curricular materials supportive of all students lies with curriculum developers and provide recommendations for improving support and accessibility.

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Januario, Gilberto, and Ana Lúcia Manrique. "Teachers’ Interactions with Curriculum Materials in Mathematics Education." Acta Scientiae 21, no. 3 (July 19, 2019): 2–23. http://dx.doi.org/10.17648/acta.scientiae.v21iss3id4993.

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From the 1990s, teachers have been provided with a considerable number of materials produced and distributed by different governments to develop a mathematics curriculum to perform as curriculum implementers and promote the mathematical reform of different teaching systems. These resources have been researching tools. However, the types of use that teachers make of them are still little explored. In this article, we present the results of a study that aimed to understand the relationship between teacher-curriculum materials in the area of mathematics education, which takes discussions about teaching competencies of curriculum design as theoretical contributions. The research analysed a research report, and meta-analysis was the methodology adopted. The results indicate that affordances and constraints qualify the materials and potentiate the agency and its displacement, both for teachers and for materials, thus imparting different interactions between these two agents of curriculum development in mathematics.

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LEWIS, Catherine C., Rebecca R. PERRY, and Shelley FRIEDKIN. "Using Japanese Curriculum Materials to Support Lesson Study Outside Japan : toward Coherent Curriculum." Educational Studies in Japan 6 (2011): 5–19. http://dx.doi.org/10.7571/esjkyoiku.6.5.

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Taylor, Joseph A., Stephen R. Getty, Susan M. Kowalski, Christopher D. Wilson, Janet Carlson, and Pamela Van Scotter. "An Efficacy Trial of Research-Based Curriculum Materials With Curriculum-Based Professional Development." American Educational Research Journal 52, no. 5 (October 2015): 984–1017. http://dx.doi.org/10.3102/0002831215585962.

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Remillard, Janine T. "Curriculum Materials in Mathematics Education Reform: A Framework for Examining Teachers’ Curriculum Development." Curriculum Inquiry 29, no. 3 (January 1999): 315–42. http://dx.doi.org/10.1111/0362-6784.00130.

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Budiyono, Ahmad. "KONSEP KURIKULUM TERINTEGRASI." Ilmuna: Jurnal Studi Pendidikan Agama Islam 3, no. 1 (April 2, 2021): 66–84. http://dx.doi.org/10.54437/ilmuna.v3i1.253.

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The global world really needs the development of IMTAQ is very important, because without being framed by faith and piety, the competence of science and technology will be less meaningful for the life of the nation, it is even feared that it will be wild and uncontrolled, which will manifest in the erosion of moral values. Therefore the pesantren and formal school curricula need to be framed in the form of integration. Only the integration of the curriculum can connect the two education (Pesantren and formal education). The integrated curriculum (Integrated Curriculum) is an attempt to integrate learning materials from various kinds of lessons. Integration is created by focusing lessons on specific problems that require solutions with material or materials from various disciplines or subjects. Overall the pesantren curriculum is flexible, in the sense that each student has the opportunity to compile his or her own curriculum completely or partially according to their needs and abilities. Even in pesantren that already have a school education system

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Qasim, Amer, Hussein Issa, Ghaleb A. El Refae, and Alexander J. Sannella. "A Model to Integrate Data Analytics in the Undergraduate Accounting Curriculum." Journal of Emerging Technologies in Accounting 17, no. 2 (August 18, 2020): 31–44. http://dx.doi.org/10.2308/jeta-2020-001.

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ABSTRACT This paper proposes a model to integrate data analytics into current undergraduate accounting curricula across existing courses rather than offering a stand-alone data analytics course. One of the advantages of curriculum integration is that students are introduced to data analysis in a progressive or sequential way. Furthermore, such an approach typically does not require additional credit hours to reflect the changes made to the accounting curriculum to introduce the emerging technologies used in the accounting profession. The model proposes course learning outcomes (CLOs) related to the data analytics applications linked to specific levels of study and accounting courses. In addition, teaching materials including the main textbook, supplemental reading materials, and case studies are mapped across accounting courses. This model is expected to be beneficial for accounting educators and members of curriculum committees when updating an accounting curriculum to include data analytics.

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Gómez-Gonzalvo, Fernando, Pere Molina Alventosa, and Jose Devis. "Los videojuegos como materiales curriculares: una aproximación a su uso en Educación Física (Video games as curriculum materials: an approach to their use in Physical Education)." Retos, no. 34 (May 29, 2018): 305–10. http://dx.doi.org/10.47197/retos.v0i34.63440.

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Los materiales curriculares son herramientas del profesorado para el desarrollo de sus clases que actúan como mediadores en el proceso de enseñanza-aprendizaje. Desde inicios del siglo XXI se ha desarrollado un cuerpo teórico sobre el uso de videojuegos como material curricular, pero su uso presenta beneficios e inconvenientes por lo que se han generado importantes lagunas en cómo deben usarse como material educativo. El presente trabajo pretende analizar el potencial de los videojuegos como material curricular para la asignatura de Educación Física. Para ello, se profundiza en los tipos de usos que pueden derivarse de los videojuegos en el desarrollo del currículum. Se ofrecen ejemplos de uso de videojuegos como material curricular tanto desde una racionalidad técnica como desde una racionalidad práctica. Por último, se bosquejan usos posibles de los videojuegos y se señalan las perspectivas de futuro del uso de los videojuegos para la asignatura de Educación Física.Abstract. Curricular materials are teachers’ tools used for their teaching development which mediate the teaching-learning process. At the beginning of the 21st century a theoretical body of knowledge has been developed on the use of video games as curricular material, but its use has benefits and disadvantages, which produce important gaps on how they should be used. This paper analyzes the potentiality of video games as curriculum materials for the Physical Education subject. Therefore, we analyze in depth on the types of use video games offer in curriculum development. Several examples of video games use are presented from a technical and practical rationality. Finally, possible uses are drawn and future perspectives on video games usage for Physical Education are indicated.

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Journal articles on the topic 'Curriculum materials'

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