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Cumming, Alister. "Teachers' Curriculum Planning and Accommodations of Innovation: Three Case Studies of Adult ESL Instruction." TESL Canada Journal 11, no. 1 (October 26, 1993): 30. http://dx.doi.org/10.18806/tesl.v11i1.624.
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How do experienced ESL instructors plan and organize their teaching practices to make curriculum innovations? The present research sought answers to this question in three different educational contexts, attempting to document the curriculum concepts, pedagogical knowledge, and processes of instructional planning that eight teachers used to create novel courses for adult ESL learners. Findings describe (1) four modes of planning and twelve cycles of information-gathering in the ESL curriculum planning of one teacher, (2) verification of this framework among four additional teachers, as well as (3) an additional framework for documenting teachers' orientations to curriculum content in second language writing instruction, accounting for three teachers' processes of accommodating an instructional innovation into their usual teaching practices.
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Sullo, Elaine. "Academic Librarians at Institutions with LIS Programs Assert that Project Management Training is Valuable." Evidence Based Library and Information Practice 12, no. 3 (September 18, 2017): 180. http://dx.doi.org/10.18438/b8tm1s.
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Serrano, S. C. & Avilés, R. A. (2016). Academic librarians and project management: An international study. portal: Libraries and the Academy, 16(3), 465-475. http://dx.doi.org/10.1353/pla.2016.0038
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Objective – To investigate academic librarians’ project management education and training, project management skills and experiences, and perceptions of project management courses within the library and information science (LIS) curriculum.
Design – Online questionnaire.
Setting – 70 universities worldwide with LIS programs and at least one project management course.
Subjects – 4,979 academic librarians were invited to complete the online questionnaire; 649 librarians participated.
Methods – From the identified institutions, the authors invited academic librarians to participate in a 17-question survey via e-mail. The survey was available in both English and Spanish and was validated via a pilot trial. A total of 649 individuals participated, for a response rate of 13%. The survey included questions related to geographic region and institution affiliation, university education and librarian training associated with project management, project participation and use of project management software or methods, and project management courses in LIS curriculums, and a final open-ended comment section.
Main Results – Of the 649 librarians who participated in the survey, 372 were from North and South America (58%). The next highest number of responses came from Europe (38%), followed by low response rates from Africa, Asia, and Oceania. Respondents reported working in a variety of library departments and identified themselves as being one of a director or manager, assistant librarian, or library page. Of the 436 respondents who reported having a university degree, 215 attended an LIS Master’s level program, and 12 studied at the doctoral level. The majority of respondents indicated they have had training in project management, participating in formal coursework, conferences, webinars, or other self-directed learning methods. Of the 459 academic library staff responding to the question, 40% considered project management courses of “high importance in the university curriculum” and 26 % responded that project management courses were “extremely important in their field of expertise and working environment” (p. 472). The consensus among participants was that project management courses should be included in both undergraduate and graduate level LIS curricula.
Conclusion – The high participation of librarians in project management, compared to the limited formal education received, suggests that courses in project management, including software and methodology, are needed in LIS university curricula. Additionally, less than 40% of academic librarian survey respondents were trained in LIS; other professions are working as librarians and therefore may have insufficient knowledge and skills to manage the projects they direct. The research results confirm the relationship between strategic planning and project management skills. The authors conclude that universities should revise their LIS curricula to include and require additional project management courses.
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Weiss, Marie, and Matthias Barth. "Global research landscape of sustainability curricula implementation in higher education." International Journal of Sustainability in Higher Education 20, no. 4 (May 7, 2019): 570–89. http://dx.doi.org/10.1108/ijshe-10-2018-0190.
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Purpose This paper aims to outline the global research landscape of sustainability curricula implementation processes in higher education. The focus is twofold and investigates where research that aims at integrating sustainability into the curriculum is happening and how the research area of curriculum change for sustainability is developing. Design/methodology/approach A systematic review of peer-reviewed case studies published in English in selected journals and edited volumes between 1990 and 2017 was carried out. Data (n = 270 publications) were analyzed via descriptive statistics and bibliometric analysis. Findings The study demonstrates that research on sustainability curricula implementation processes in higher education has produced a growing output in a broad range of journals. Nevertheless, the cross-country distribution is imbalanced, with most cases coming from the USA, Europe and Asia, but with the relatively highest density in Oceania. A citation network analysis revealed that the “Western world” is quite well interlinked, whereas other countries are not, indicating that sharing information between and learning from other cases is limited. Research limitations/implications The exclusion of non-English publications likely skewed the global distribution of the research landscape included in this study. Social implications These findings demonstrate the need for more research and funding for case studies in countries that have not yet been adequately examined. Originality/value This study offers the first systematic reflection on the current global research landscape in sustainability curricula implementation and can guide further research endeavors.
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Turkkan, Elif E., Inci Basa, and Meltem O. Gurel. "Interaction Between Design Studio and Curriculum Courses: Bilkent University Case." Open House International 35, no. 3 (September 1, 2010): 66–75. http://dx.doi.org/10.1108/ohi-03-2010-b0008.
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A major aim of the design studio is to educate students to be well-equipped designers. To do so, a student should be able to grasp the divergent information of various courses and integrate that knowledge into their design problems. But are students aware of the emphasis placed on incorporating different curriculum courses into the design studio? Do they find it beneficial while developing a design project? To what extent do they think this integration has an impact on their success in the design studio and in their adaptation to professional practice? This paper seeks to find out whether the integration between the design studio and other curriculum courses is productive from students' perspectives and determine if there is a consensus between students and instructors on the significance of transferring knowledge from curriculum courses to design projects. In addition, the paper examines the position of the design studio as an integrative medium between education and practice in the Turkish context.
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Chiu, Thomas K. F., and Ching-sing Chai. "Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective." Sustainability 12, no. 14 (July 10, 2020): 5568. http://dx.doi.org/10.3390/su12145568.
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The teaching of artificial intelligence (AI) topics in school curricula is an important global strategic initiative in educating the next generation. As AI technologies are new to K-12 schools, there is a lack of studies that inform schools’ teachers about AI curriculum design. How to prepare and engage teachers, and which approaches are suitable for planning the curriculum for sustainable development, are unclear. Therefore, this case study aimed to explore the views of teachers with and without AI teaching experience on key considerations for the preparation, implementation and continuous refinement of a formal AI curriculum for K-12 schools. It drew on the self-determination theory (SDT) and four basic curriculum planning approaches—content, product, process and praxis—as theoretical frameworks to explain the research problems and findings. We conducted semi-structured interviews with 24 teachers—twelve with and twelve without experience in teaching AI—and used thematic analysis to analyze the interview data. Our findings revealed that genuine curriculum creation should encompass all four forms of curriculum design approach that are coordinated by teachers’ self-determination to be orchestrators of student learning experiences. This study also proposed a curriculum development cycle for teachers and curriculum officers.
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Danos, Xenia, Ronald Barr, Renata Górska, and Eddie Norman. "Curriculum planning for the development of graphicacy capability: three case studies from Europe and the USA." European Journal of Engineering Education 39, no. 6 (March 31, 2014): 666–84. http://dx.doi.org/10.1080/03043797.2014.899324.
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Moy, Ronald L., and Ralph Terregrossa. "Rich Family, Poor Family: Investment Portfolios And Case Studies From USA Today." Journal of Business Case Studies (JBCS) 5, no. 4 (July 1, 2009): 17–26. http://dx.doi.org/10.19030/jbcs.v5i4.4709.
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Case studies have become an integral part of the business education curriculum. However, opportunities to use this approach in financial planning are limited because of the lack of cases about individual investors. Although parents could share their finances with their children, a brief survey we conducted indicates that our students are not getting the opportunity to examine the personal financial information of their family members or friends either. This void is leaving students unprepared to enter into careers in financial planning and brokerage. This paper discusses the use of a long-running monthly column from USA Today entitled Your Portfolio, which provides cases on individual investing. The articles can be used to provide students with the opportunity to view the real-world financial circumstances of a range of individuals and to analyze and recommend the best course of action.
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Pendleton, Brian, Suzanne Wilson Barnett, and Van Jay Symons. "Asia in the Undergraduate Curriculum: A Case for Asian Studies in Liberal Arts Education." Pacific Affairs 74, no. 2 (2001): 247. http://dx.doi.org/10.2307/2672082.
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Delpy, Fabian, Maibritt Pedersen Zari, Bethanna Jackson, Rubianca Benavidez, and Thomas Westend. "Ecosystem Services Assessment Tools for Regenerative Urban Design in Oceania." Sustainability 13, no. 5 (March 5, 2021): 2825. http://dx.doi.org/10.3390/su13052825.
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Tools that spatially model ecosystem services offer opportunities to integrate ecology into regenerative urban design. However, few of these tools are designed for assessing ecosystem services in cities, meaning their application by designers is potentially limited. This research reviews and compares a range of ecosystem services assessment tools to find those that are most suited for the urban context of Oceania. The tool classification includes considerations of type of input and output data, time commitment, and necessary skills required. The strengths and limitations of the most relevant tools are further discussed alongside illustrative case studies, some collected from literature and one conducted as part of this research in Wellington, Aotearoa using the Land Utilisation and Capability Indicator (LUCI) tool. A major finding of the research is that from the 95 tools reviewed, only four are judged to be potentially relevant for urban design projects. These are modelling tools that allow spatially explicit visualisation of biophysical quantification of ecosystem services. The ecosystem services assessed vary among tools and the outputs’ reliability is often highly influenced by the user’s technical expertise. The provided recommendations support urban designers and architects to choose the tool that best suits their regenerative design project requirements.
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Wittmer, Heiko U., Victor Anton, Monica A. M. Gruber, Luke Ireland, Wayne Linklater, James C. Russell, and Danielle F. Shanahan. "Conservation and restoration in peopled landscapes in Oceania: opportunities and challenges." Pacific Conservation Biology 24, no. 4 (2018): 409. http://dx.doi.org/10.1071/pc18072.
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While the role of humans in causing high rates of species extinctions worldwide is well established, philosophies and opinions as to how to mitigate the current biodiversity loss are once again hotly debated topics. At the centre of the debate are differences in opinions regarding the value and the best methods of conserving and restoring biodiversity in peopled landscapes. Here we synthesise information from different case studies from Oceania that demonstrate how biodiversity conservation in peopled landscapes will require different, and often novel, socio-ecological approaches. We draw special attention to the importance of prioritising human dimensions in the conservation of different ecosystems, ranging from highly modified urban areas to largely intact wilderness areas. Particularly, we explore the importance of understanding motivations to conserve biodiversity, implementing well designed conservation actions, both socially and ecologically, and involving different stakeholders in the design and implementation of conservation projects. On the basis of our synthesis, we suggest that conservation in peopled landscapes in Oceania offers great opportunities for community involvement, including traditional landowners, in all aspects of conservation planning and implementation. Where uncertainties regarding the suitability of established management strategies exist, novel guidelines should be based on the best available ecological and social evidence to avoid potential negative outcomes.
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Beilin, Ruth, Regina Lindborg, Marie Stenseke, Henrique Miguel Pereira, Albert Llausàs, Elin Slätmo, Yvonne Cerqueira, et al. "Analysing how drivers of agricultural land abandonment affect biodiversity and cultural landscapes using case studies from Scandinavia, Iberia and Oceania." Land Use Policy 36 (January 2014): 60–72. http://dx.doi.org/10.1016/j.landusepol.2013.07.003.
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Halimah, Lili, Idrus Affandi, Linda Nurkania, and Yayuk Hidayah. "Implementation of Social Studies Learning through Online: A Case Study at a Junior High School in Soreang Bandung." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (August 8, 2022): 3743–52. http://dx.doi.org/10.35445/alishlah.v14i3.1063.
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This study aims to analyze the description of social studies learning through online, analyze the planning as well as the implementation of social studies learning, analyze evaluation of social studies learning through online at a junior high school in Soreang, Bandung Regency. The method used in the study uses a qualitative approach, the type of case study research. Data collection techniques in this study were observation, interviews and documentation. The result of the research is that online social studies learning is the result of a teacher council meeting at the direction of the Ministry of Education and Culture and the Bandung Regency Education Office. Social studies learning planning through online is prepared with reference to the 2013 Curriculum which is simplified and adapted to the needs of social studies subjects without being burdened with demands to complete all curriculum achievements and is focused on life skills education in the midst of the Covid-19 pandemic. The implementation of social studies learning through online is generally carried out with asynchronous learning (not interactive) with virtual classroom media from Google Docs and the like which are modified by the teacher according to the needs of social studies subjects. Evaluation of social studies learning through online is carried out in three ways, namely (1) knowledge through tests using Google Form media and assignments using Google Drive media; (2) skills through projects and portfolios with Google Drive media; (3) attitude through attendance and discipline to follow all learning activities by referring to the teacher's notes.
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Rahman, Rifqi Aulia, Miftahul Huda, Chairani Astina, and Farah Faida. "Adaptasi Kurikulum Merdeka Belajar Mata Pelajaran Bahasa Arab di SMP Takhassus Al-Qur’an Wonosobo." Lisanan Arabiya: Jurnal Pendidikan Bahasa Arab 6, no. 2 (January 9, 2023): 265–84. http://dx.doi.org/10.32699/liar.v6i2.3707.
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The research departs from the problem that the Merdeka Belajar-Kampus Mengajar (MBKM) curriculum requires the principle of independent learning to be implemented in the management of education and learning. Meanwhile, the position of the Arabic subject at SMP Takhassus Al-Qur'an Wonosobo includes local content, the school's particular scientific core. In addition, the Arabic at the school has a specific orientation and learning outcomes. The paper aims to discuss and describe the management of the MBKM curriculum for the Arabic subject at Takhassus Al-Qur'an Middle School including planning, organizing, implementing, and evaluating the curriculum, and obstacles and efforts to overcome the barriers in the implementation of the curriculum management. The research method used is descriptive qualitative with case studies—data collection techniques using interviews, observation, and documentation. The research subjects were deputy head 1 of curriculum and Arabic teachers. The results of his research stated that the implementation of the Merdeka Learning curriculum for Arabic subjects had carried out an educational management flow that was by its stages, namely planning, organizing, implementing, and supervising. Even so, the obstacles in the implementation of the curriculum as the quality of education still encounter obstacles. These constraints require schools to apply the Free Learning curriculum with the principle of adaptation.
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Murodah, Nelli. "The Implementation of the 2013-Curriculum at Madrasah (Islamic School): A Case on Islamic Religious Education Subject." Tadibia Islamika 2, no. 1 (June 24, 2022): 1–10. http://dx.doi.org/10.28918/tadibia.v2i1.5382.
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This study aimed at describing the implementation of the 2013-curriculum at Madrasah. In this study, the researcher used a qualitative approach, where the data collection used were in-depth interviews, participatory observations, and documentation studies. The data were analyzed using an interactive analysis model proposed by Miles and Huberman. The results showed that the implementation of the 2013-curriculum in Islamic religious education subject at MAN (Islamic Senior High School) Insan Cendekia, Pekalongan employed three stages, i.e., planning, implementation, and assessment. In planning, teachers of Islamic religious education subject created and prepared lesson plans. Meanwhile, in the implementation, the teachers used a scientific approach that includes three stages, namely pre-activities, main activities, and post-activities. Meanwhile, in the assessment of learning, Islamic religious education teachers used authentic assessments as a benchmark for learning success at MAN Insan Cendekia Pekalongan. However, in the assessment format, there seems to be no uniformity. In addition, not all teachers carry out assessments promptly. It can be seen from the value leger that is still empty, which has not been filled by the teacher.
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Lu, Shih-Yun, Chu-Lung Wu, and You-Ming Huang. "Evaluation of Disabled STEAM -Students’ Education Learning Outcomes and Creativity under the UN Sustainable Development Goal: Project-Based Learning Oriented STEAM Curriculum with Micro:bit." Sustainability 14, no. 2 (January 8, 2022): 679. http://dx.doi.org/10.3390/su14020679.
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This research aims to discuss the impact of the STEAM curriculum on students with learning disabilities and their learning outcomes and creativity. Teaching for creative thinking is the strategy to deliver a STEAM-structured curriculum and to reach the SDG4 targets. The content is designed in line with project-based learning (PBL), while the micro:bit and paper cutting are used as materials to support it. Methods and Procedures: The single-case research approach (A-B-M) was applied to study three students with special educational needs in primary school. The entire curriculum takes up to 10 weeks with 12 STEAM lessons with activities. The independent variable was the PBL-oriented STEAM curriculum, and the dependent variables were the learning outcomes and TTCT results of pre-tests and post-tests for creativity. There were immediate learning outcomes and retention effects found on the three participants. This paper addresses that the STEAM curriculum had a positive impact on their creativity, which gives affirmative feedback on the curriculum. Conclusion: This PBL-oriented STEAM curriculum under the SDG4 targets gave students with disabilities creativity competency and positive learning outcomes in these case studies. These teaching materials enable teachers to deliver the STEAM curriculum to students with learning disabilities.
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Fahlevi, Iwan, Agus Sutanto, Andiani Andiani, Saut Aritua Hasiholan Sagala, and Sulamith Kastl. "Education and Training on Introduction of Geology for Spatial Planning." Indonesian Journal of Planning and Development 3, no. 1 (February 28, 2018): 1. http://dx.doi.org/10.14710/ijpd.3.1.1-9.
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In 2015 and 2016, the Education and Training Center of Geology, Mineral, and Coal (Pusdiklat Geologi, Mineral dan Batubara) developed training of Introduction to Geology for Spatial Planning based on a new standard curriculum. The objective of this training is to prepare the participants in dealing with basic environmental geology data and its analysis for spatial planning, including data and information management and generation, basic knowledge in the geographic information system (GIS) as well as the data interpretation and obstacles within spatial planning regarding the geological factors. Furthermore, the training is meant to introduce participants to basic methods in spatial planning processes, such as participatory planning, scenario building, and conflict analysis for geologically-induced conflicts in spatial planning. One focus of the training is the issue of disaster prevention via spatial planning. For this topic, the training refers to the Guideline for the Implementation of Geological Hazard Information in Spatial Planning (Pedoman Penyusunan Informasi Bahaya Geologi untuk Penataan Ruang) developed by the Geological Agency of Indonesia in 2015, supported by the German Development Cooperation. The approach of the new training differs from the previous standard curriculum which focused on operational and more technical procedures and scoring of geological analysis. One problem of passed training is the effectiveness of the training due to different knowledge levels of the participants, outsourced training parts and the often-passive didactic method implemented during the training. The new training is using a blended learning system, combining between e-learning in the introductory phase of the training to harmonize the participant's background and a highly interactive approach with practical elements to encourage the participants to apply theoretical knowledge directly. Moreover, the training aims to improve the participants’ capabilities to implement their knowledge to real case studies, from which they are likely to become more competent to fulfill their office tasks for sure. The new curriculum and training setup is adaptive to the current development process, using methods of gap analysis and SWOT analysis, determined contents, didactical needs, and limitations. These methods help to compare the expected performance of the new curriculum, both internally and externally, with the performance of the previous curriculum. Furthermore, the whole process is accompanied by focus group discussions to acquire feedback, reviews, and considerations for the setup and content of the changes applied to the curriculum.
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Lund, Adam, Matthew Brendan Munn, Jamie Ranse, and Sheila Turris. "Core Curriculum for Event Medical Leaders." Prehospital and Disaster Medicine 34, s1 (May 2019): s112—s113. http://dx.doi.org/10.1017/s1049023x19002383.
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Introduction:The literature on mass gatherings has expanded over the last decade. However, no readily accessible curriculum exists to prepare and support event medical leaders. Such a curriculum has the potential to align event medical professionals on improving event safety, standardizing emergency response, and reducing community impacts.Methods:We organized collaborative expert focus groups on the proposed “core curriculum” and “electives.”Results:Key features of a mass gathering medical curriculum include operations-focused, evidence-informed, best-known practices offered via low barrier, modular, flexible formats with interactive options, and a multi-national focus.Core content proposed: Background (Definitions, Context, Risk, Legalities)Event Medical Planning - “The Seven Steps” - (1.) Assessment and Environmental Scan - Event Emergency Action Plan, (2.) Human Resources, (3.) Equipment/Supplies, (4.) Infrastructure/Logistics, (5.) Transportation (To, On, From), (6.)Communication (Pre, During, Post), and (7.) Administration/Medical DirectionEvent After-Action ReportingCase-based ActivitiesElectives mirror Core outline and serve as expanded case-studies of specific event categories. Initially proposed electives include: Concerts/Music FestivalsRunning EventsCycling EventsMulti-Sport EventsObstacle Adventure CoursesStaged Wilderness CoursesAmateur GamesPolitical Gatherings & OrationsReligious Gatherings & PilgrimagesCommunity Gatherings (e.g., Parades, Fireworks, etc.)Discussion:Complex team learning to standardize real-world approaches has been accomplished in other medical domains (e.g., ACLS, AHLS, ATLS, PALS, etc.). A course for event medicine should not re-teach medical content (i.e. first aid, paramedicine, nursing, medicine); it should make available a commonly understood, systematic approach to planning, execution, and post-event evaluation vis a vis health services at events. A ‘train the trainer’ model will be required, with business operations support for sustainable course delivery. The author team seeks community feedback at WCDEM 2019 in creating ‘the ACLS’ of Event Medicine.
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Nurfatin, Rahajeng Marisya. "IMPLEMENTASI MANAJEMEN BERBASIS SEKOLAH OLEH KEPALA SEKOLAH DITINJAU DARI MANAJEMEN KURIKULUM DAN MANAJEMEN KEUANGAN [IMPLEMENTATION OF SCHOOL BASED MANAGEMENT BY PRINCIPAL IN TERMS OF CURRICULUM MANAGEMENT AND FINANCIAL MANAGEMENT]." Jurnal Ketopong Pendidikan 1, no. 1 (June 25, 2021): 22. http://dx.doi.org/10.19166/jkp.v1i1.3819.
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<div><p class="1eAbstract-text">The principal has an important role in every stage of curriculum management and financial management, in this case it includes planning, implementing and monitoring evaluations. However, what about the role of the MBS model school principals in private schools in both curriculum management and financial management, and what factors influence the role of the principal in the Tangerang XYZ Kindergarten private school. The research method used is qualitative-case study. Data were obtained through semi-structured interviews, focus group discussions, observation studies, and documentation studies. While testing the validity of the data is used triangulation method. Based on the findings of the study it was concluded that there were restrictions on the authority of the principal, which had an impact on the role of the principal at each stage of management, especially curriculum management and financial management, with three factors influencing, namely (1) the dominance of the family foundation, (2) the status of the principal PNS and (3) lacking the attitude of the principal as a leader.<em></em></p></div>
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Sun, Poi Hun, and Sek Yan Lee. "THE IMPORTANCE AND CHALLENGES OF OUTCOME-BASED EDUCATION – A CASE STUDY IN A PRIVATE HIGHER EDUCATION INSTITUTION." Malaysian Journal of Learning and Instruction 17, Number 2 (July 31, 2020): 253–78. http://dx.doi.org/10.32890/mjli2020.17.2.9.
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Purpose – Given the importance of quality assurance and enhancement of curriculum in a higher education institution, it is vital to have a systematic process to measure students’ performance objectively and effectively for continuous improvement in the programme/curriculum. The purpose of this study is to analyse the process of setting up an Outcome-Based Education (OBE) system in a business school of a private higher education institution in Malaysia. The importance and challenges of the OBE system are discussed, while some recommendations for common issues are suggested. Methodology – Document analyses and observations were conducted on ten undergraduate programmes in the business school of a private higher education institution, from 2015 to 2019. These mechanisms are to assess and discuss the processes needed in implementing OBE; while the importance and challenges of having an OBE system in the business school are included. Findings – To have a smooth-running process of implementing an OBE system, proper planning needs to be in place. Data from the OBE system and its utilisation are essential to ensure continuous quality improvement to the curriculum and to give assurance to relevant stakeholders about the quality of graduates. There are several steps that are discussed in this paper to give pointers and guidance to other education institutions in setting up of the OBE process. However, it is undeniable that investment of time and effort is needed to ensure the smooth-running of the OBE establishment and maintenance. Significance – This study is essential to provide a guideline to relevant parties in setting up an OBE system in education institutions. An OBE system is needed to measure students’ performance objectively and effectively while enriching students’ learning experiences. This study will give pointers to the management of the education institution, policy makers, accrediting bodies and academics on implementing an OBE system in the education institutions.
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Selin, Per, and Mona Holmqvist Olander. "Transforming new curriculum objectives into classroom instruction with the aid of learning studies." International Journal for Lesson and Learning Studies 4, no. 4 (October 12, 2015): 401–15. http://dx.doi.org/10.1108/ijlls-01-2015-0006.
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Purpose – The purpose of this paper is to report a case study that qualitatively describes and analyses teachers’ discussions when planning and evaluating lessons under supervision, and what is described is the focus on their reasoning, the activities decided upon and how they decided to assess the pupils’ learning outcomes when transforming formal curriculum objectives for English as a foreign language (EFL) into classroom instruction. The effect of this transformation, expressed in different ways of designing lessons, is evaluated by assessing the pupils’ learning outcomes. Design/methodology/approach – The content analysis is based on variation theory. An iteratively designed method, the learning study, is used and data from five teacher meetings in this iterative process is analysed. Findings – The analysis shows that the areas the teachers focus on initially are: implementation (activities); content; and pupils’ knowledge, prioritised in this order, even if they partly seem to be intertwined and handled as a whole, with the three different areas being put in the foreground or background during the learning-study process. In the later part of the process, the perspective has changed to a focus on: pupils’ knowledge; content; and implementation (activities). Originality/value – The findings in this paper suggest to teachers a way to implement a formal curriculum in a local context. The authors also argue for the importance of collective work in this process.
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Hatipoglu, Burcin. "Going Beyond the Classroom in Education for Sustainability." Journal of Business Ethics Education 15, no. 9999 (2018): 71–95. http://dx.doi.org/10.5840/jbee201815specialissue24.
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This case study presents an alternative educational methodology in a sustainability-based course for tourism management projects. The course is designed to overcome some of the difficulties of teaching responsible management in the classroom setting. By extending learning beyond the classroom and partnering with stakeholders, the course aims to integrate practical knowledge and skills development in students. The case details the learner-centred approach used in classroom teaching, faculty-led and student-led field studies. Adopting a systems approach, results are evaluated for the multiple stakeholders of the course. This educational methodology will be helpful to curriculum developers and educators who wish to integrate collaborative learning experiences or place-based education into their courses or curriculum. Lessons learned during the planning and implementation of the course will lead further research in developing similar courses in responsible management.
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Butt, Muqaddas, Shumaila Mahmood, and Tanzeela Urooj. "CURRICULUM CHANGE IN PAKISTAN: LESSONS LEARNED FROM THE PAST AND THE WAY FORWARD." March 2021 37, no. 01 (March 30, 2021): 55–70. http://dx.doi.org/10.51380/gujr-37-01-06.
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For contributing to the inherent dynamic nature of society, things are always moving, developing, growing and changing. Education is fundamental in responding to the societal change therefore, change is inevitable in education too. The immediate context of this paper is Punjab (Pakistan) followed by the implementation process of the most recent change in secondary school National Curriculum for English. The focus revolves around the questions; ‘to what extent the secondary school English teachers were involved in planning and designing English curriculum change (CC2006), and what the contextual conditions secondary school teachers were provided enabling them to enact CC2006 effectively? The study adopted a mixed method approach. The quantitative data was collected by administering questionnaire towards 243 secondary school English teachers followed by conducting the case studies of four secondary schools for gathering the qualitative data. The findings revealed that teachers were seldom consulted during planning or design phase of CC2006.
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Ferrández-Berrueco, Reina, Tauno Kekale, and David Devins. "A framework for work-based learning: basic pillars and the interactions between them." Higher Education, Skills and Work-Based Learning 6, no. 1 (February 8, 2016): 35–54. http://dx.doi.org/10.1108/heswbl-06-2014-0026.
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Purpose – European policy is placing an increasing emphasis on involving employers and labour market institutions in the design and delivery of higher education (HE) programmes that match curricula to current and future needs of the economy. The purpose of this paper is to investigate the curriculum development process for work-based learning (WBL) programmes and to connect it to the basic pillars, organizational and pedagogical strategies and key stages that enable higher education institutions (HEIs) to foster students’ learning, employability and innovation. Design/methodology/approach – Case studies of 14 European WBL programmes in HE are reported using interviews and document analysis. These case studies are used to develop a final framework and examples of practice. Findings – A framework was designed to develop WBL programmes that include three basic pillars and the interactions between them to enhance learning quality (doctrine), provide authentic experiences (authenticity) and respect the ways of developing and delivering WBL (culture). Research limitations/implications – While selecting the cases on this “best practices” basis, some important pitfalls were not discussed. Thus, rather than offering a definitive theory, the authors provide a framework of issues that should at least be taken into account in the different stages of planning, delivery and reflection. Practical implications – The framework is simultaneously a kind of “checklist” for WBL curriculum developers. Originality/value – The research presents 14 case studies from programmes recognized in six European countries and develops an original WBL programme planning, delivery and evaluation framework that can also be used as a checklist for HEIs offering WBL programmes.
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Garcia, Brian. "Scanning for Cultural Competency in Online Urban Planning Programs." Urban Planning 6, no. 4 (November 17, 2021): 273–82. http://dx.doi.org/10.17645/up.v6i4.4574.
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This article investigates online urban planning degree programs. The Covid-19 pandemic forced urban planning programs to pivot to online delivery instantly. However, there is little preexisting knowledge on online learning in place-making fields of study both in the literature and in practice. Meanwhile, working and learning from home is expected to continue as part of urban planning education and practice. The key tension of teaching urban planning online, as a traditional place-dependent field, is the starting point for our inquiry in this article. To understand the state of online urban planning programs, an internet search was conducted. A database of 176 higher education programs was created that identified only eight online programs including degree-granting and certificate programs in urban planning. These urban planning program results were concentrated in the western United States. Key challenges in online learning were identified through a literature review, including pedagogical efforts in skill transfer and multiculturalism. The eight-program curriculum strategies were analyzed through a qualitative case study analysis. A discussion on the tactics during the transition from in-person to online education in the Department of Urban and Regional Planning at California State Polytechnic University Pomona is also presented. This article provides online urban planning program information for educators currently teaching online and for those interested in creating an online program. Online programs in place-specific fields such as urban planning have particular challenges in understanding communities without site visits, ethnography, or robust in-person community engagement. Online urban planning programs must make additional efforts to achieve a social, collaborative learning and practice environment.
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Supriyanto, Supriyanto, and Amrin Amrin. "Curriculum Management and Development of Multicultural Values Based Learning on State Madrasah Tsanawiyah 15 Boyolali." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (September 26, 2022): 5991–6002. http://dx.doi.org/10.35445/alishlah.v14i4.2201.
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This study aims to analyze curriculum management and learning development based on multicultural values at MTsN 15 Boyolali as an effort to improve and develop the institution. This research uses field research with qualitative case studies at MTsN 15 Boyolali. The data collection method used in-depth interviews and documentation with research subjects namely the Principal, Deputy Head of Curriculum, and several teachers at MTsN 15 Boyolali. Data analysis was carried out using a flow model, namely data reduction, data presentation and data verification. The results showed that curriculum management and learning development based on multicultural values at MTs N 15 Boyolali had been implemented by taking into account three main components, namely: 1) planning, 2) implementation, and 3) evaluation/supervision. although there are still things that need to be addressed and implemented, such as teachers who lack innovation and the literacy power of teachers about multiculturalism is still weak. So that it requires cooperation from all parties through curriculum management, both from foundations, school principals, teachers, and other parties involved. All of this also needs to be supported by proper education.
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Rehman, Adeela. "Educational Planning and Human Resource Management: A Study of Public and Private Schools in Pakistan." Journal of Education and Vocational Research 9, no. 2 (April 7, 2019): 15–19. http://dx.doi.org/10.22610/jevr.v9i2(v).2793.
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Planning and management of curriculum and human resources in schools is precisely liable and precarious in nature. The present study addressed the matter while exploring the practices of educational planning and human resource management in public and private primary level schools in Punjab, Pakistan. The case studies of two public and private schools in Rawalpindi District of Punjab Province were conducted by interviewing the mangers and principles of private and public school respectively. The participant observations were also taken to substantiate the information provided by the respondents. The schools were selected on the basis of their reputation and high enrollment of the students. The findings of the study elaborated the differences in public and private schools with respect to educational planning and managing human resource. The public schools followed the standard curriculum designed by the Punjab text book board which is universal for all the public schools. The teachers are mostly on permanent position and experienced. Whereas in the private schools, international level curriculum is followed this differs from school to school. Every private school has their own curriculum which they followed according to the standard of the school. The manager of the school generally decides the nature of the curriculum and recruitment of the teacher on its own will and interests. The medium of instruction is English in private schools, while public school used both national and international language. As far as teacher competence is concern, the public school teachers are more experienced as compare to private schools as they are working at the same school for a longer time period due to which better able to manage various task in the school and also take part in educational planning. On the other hand, in private school, fresh and most of the time untrained young females are hired. For these employees, professional development and retention is very important for the managers. Selecting and recruiting new teacher is very tedious job as well as it also affects the student’s performances and achievements. It is indicated that the owner of the private school was in continues struggle and in apprehension of hiring, and retaining their staff by providing them extra bonuses and facilities at school, such as leaves, time flexibility, and reward etc.
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Ajmain, Ajmain, Abdullah Idi, and Abdurrahmansyah Abdurrahmansyah. "Implementasi Kurikulum 2013 (Pembelajaran PAI di SMA Negeri 1 Tungkal Jaya Kabupaten Musi Banyuasin)." Muaddib: Islamic Education Journal 2, no. 1 (June 7, 2019): 17–30. http://dx.doi.org/10.19109/muaddib.v2i1.5654.
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This research is entitled "Implementation of the 2013 Curriculum: (PAI learning in SMA Negeri 1 Tungkal Jaya)". This study was written to determine the learning process of PAI in SMA Negeri 1 Tungkal Jaya in the application of the 2013 curriculum. This study used a qualitative descriptive approach that was evaluative. In this research, theoretical and empirical studies are conducted, both studies are very important and necessary, both of which bridge the realization of the research. This research takes a case study in SMA Negeri 1 Tungkal Jaya with data collection tools: interviews, observations and documentation with phenomenological analysis with the stages of reduction, display and verification, through technical triangulation and source triangulation. The results of this study suggest that the implementation of the 2013 curriculum in PAI learning at SMA Negeri 1 Tungkal Jaya goes through several stages, namely: First: Planning stages, where teacher make PAI lesson plan that include annual programs, semester programs, syllabus and lesson plan (RPP) which includes KI-KD, subject matter, the time allocation. Second: Stages of the implementation of learning. Learning carried out by PAI teachers emphasizes practice more than just theory, because the approach used is the 2013 curriculum scientific approach. Third: Stages of evaluation and evaluation, the assessment carried out is the assessment of spiritual attitudes, social attitudes, knowledge and skills.
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Sangha, Kamaljit K., Simone Maynard, Jasmine Pearson, Pariva Dobriyal, Ruchi Badola, and Syed Ainul Hussain. "Recognising the role of local and Indigenous communities in managing natural resources for the greater public benefit: Case studies from Asia and Oceania region." Ecosystem Services 39 (October 2019): 100991. http://dx.doi.org/10.1016/j.ecoser.2019.100991.
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Chimbunde, Pfuurai, and Maserole Christina Kgari-Masondo. "Teachers’ representation of the mitigation strategies to challenges of implementing the 2015 to 2022 Zimbabwean social studies curriculum." South African Journal of Education 41, Supplement 2 (December 31, 2021): S1—S10. http://dx.doi.org/10.15700/saje.v41ns2a1892.
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The impromptu launch of the 2015 to 2022 Zimbabwean social studies curriculum invited vilifications and public outcries from parents, teachers and other key stakeholders professing numerous challenges. In this article, we report on the teachers’ representation of the mitigation strategies to abate the aforesaid challenges. This interpretive case study engrained in the qualitative approach, was drawn from interviews and focus group discussion (FGD) to establish the teachers’ representation of the mitigation strategies that could be employed to curtail challenges faced in implementing that curriculum. In the study, informed by the ubuntu philosophy, we used 12 purposively sampled teachers from Zimbabwean primary schools located in different contexts to generate data. The findings show that implementers of policies are too often not consulted during the policy development process leading to challenges which could be mollified by listening to the advice from the implementers, adopting the bottom-up approach and promoting good relations among educators. Considering these findings it was concluded that, for effective policy development, there must be wide consultation and involvement of all stakeholders in the planning, designing and articulation of policies before proper implementation can take place.
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Jones, Andrew, and Dawn Penney. "Investigating the ‘integration of theory and practice’ in examination physical education." European Physical Education Review 25, no. 4 (August 6, 2018): 1036–55. http://dx.doi.org/10.1177/1356336x18791195.
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This paper presents theoretical insights and empirical findings from research in Western Australia (WA) that explored the concept of ‘integrated theory and practice’ in the context of the introduction of a new examination physical education course. The lack of conceptual clarity associated with attempts to embed ‘integration’ into curriculum developments in examination physical education internationally provided a stimulus for this research. Focusing on a new Physical Education Studies course in WA, the research foregrounded the concept of policy enactment and used Arnold’s framework of learning in, through and about movement as a critical frame to investigate the specific notions of integration that were embedded in the official curriculum text and expressed in pedagogical practices in schools implementing the new course. The paper reports findings from the investigation of the pedagogic meanings that four teachers gave to ‘integrated theory and practice’. The data illustrate the varied meanings teachers gave to ‘integration’ and the differences consequently arising in their curriculum planning, teaching and assessment practices associated with the new Physical Education Studies course. Analysis of the data identified opportunistic, structured and investigative ‘integrated’ pedagogies. Data associated with each approach are presented and the expression of Arnold’s dimensions within each approach explored. Discussion pursues the conditions enabling different pedagogical practices to emerge from the new Physical Education Studies course and the learning opportunities provided to students by the different pedagogical approaches. The paper presents a case for further engagement with the pedagogical expression of Arnold’s framework by curriculum developers, researchers, teacher educators and teachers.
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Harmen, Hilma, Muhammad Bukhori Dalimunthe, Wildansyah Lubis, Lokot Muda Harahap, and Raudah Zaimah Dalimunthe. "COOPERATION MANAGEMENT MODEL: A CASE STUDY AT THE FACULTY OF ECONOMICS UNIVERSITAS NEGERI MEDAN." Journal of Social Sciences IV, no. 4 (December 2021): 83–91. http://dx.doi.org/10.52326/jss.utm.2021.4(4).09.
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The purpose of this paper is to explore the collaboration that has been implemented in the curriculum as a cooperation management model to support campus performance indicators. Cooperation management uses the management functions introduced by Robbins et al., namely planning, organizing, operating, coordinating and evaluating. The case studies used in this research involve all study programs (N = 9) at the Faculty of Economics Universitas Negeri Medan, Indonesia. The data were collected using a questionnaire consisting of items focused on a differential semantic scale and qualitative responses to all items submitted at the time of the interview. This paper also reveals the dominant functions of cooperation management performed in the study program, namely: organization (8.00), planning (7.87), coordination (7.75), action (7.56), respectively evaluation (6.96). The function of the actuating and evaluation components is a severe concern for campus leaders. Flexibility and commitment to fund management support is essential for existing collaborations and plans for cooperation on strategic objectives. The implications of the study's findings - the model of industrial cooperation to strengthen collaboration between the two sides will serve for the future.
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Adams, Megan, and Sanjuana Rodriguez. "Moving toward: using a social justice curriculum to impact teacher candidates." Journal for Multicultural Education 13, no. 4 (October 31, 2019): 320–37. http://dx.doi.org/10.1108/jme-06-2019-0046.
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Purpose Public schools are spaces where capital-T transformation in teachers is needed (Guillory, 2012). To shift schools to places where all communities are valued, teacher education programs must create spaces where shifts in beliefs and practice can occur. This study aims to describe how the use of a social justice curriculum framework impacted teacher candidates by creating such a space. Design/methodology/approach This is an ethnographic study. Qualitative ethnography is appropriate when “the study of a group provides an understanding of a larger issue” (Creswell, 2015, p. 466). In this case, studying the impact of a social justice framework on the children and teacher candidates in the program allows the researchers to capture the relationships developed during the course of the program and study. Findings The framework created valuable experiences for both teacher candidates and elementary age participants. Data were collected to determine the impact of the program on all participants. The authors discuss implications for practitioners planning a social justice curriculum and for teacher educators planning field experiences for teacher candidates. Research limitations/implications The need for shifting beyond culturally relevant pedagogy has been well documented in the field (Cho, 2017; Guillory, 2012; Paris, 2012). Moving toward – culturally sustaining pedagogy, multicultural social justice curriculum, critically conscious teachers – must be a priority in teacher education (Banks, 2013; Convertino, 2016). This has been explored in other studies, particularly in studies of merging – or emphasizing – multicultural and social justice education and curricula (Cho, 2017; Lawyer, 2018; Sleeter, 2018). What sets this study apart, and what needs further exploration diverse, is how to set up multicultural social justice education projects involving culturally and economically teacher education candidates and students working together (Cammarota, 2016; Lawyer, 2018; Valenzuela, 2016). Originality/value The questions that arise from this study make it new in the field. These include how to set up these diverse field experiences, including how to increase recruitment and retention of culturally and economically marginalized students in teacher education programs (Cammarota, 2016; Castaneda, Kambutu and Rios, 2006). These are important questions to consider in designing research and recruitment projects in colleges of teacher education. Exploring how to push multicultural education into multicultural social justice education deserves additional attention and exploration (Cammarota, 2016; Lawyer, 2018; Sleeter, 2018; Valenzuela, 2016).
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Sidikou, Djibo Idrissa, Yannick Caron, Catherine Delguste, Abdoulkarim Issa Ibrahim, Maman Laminou Ibrahim, Hassane Adakal, Jean-Luc Hornick, and Nicolas Antoine-Moussiaux. "Teaching One Health: Animal husbandry in a post-graduate interdisciplinary curriculum." January-June 6, no. 1 (2020): 69–75. http://dx.doi.org/10.14202/ijoh.2020.69-75.
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Background and Aim: This work presents the implementation of a course on animal husbandry in an interdisciplinary curriculum based on the One Health concept. The study describes learners' viewpoints about the course and its insertion in the curriculum. The study aimed at identifying avenues for improvement. Materials and Methods: Fourteen learners (health professionals) participated to individual semi-structured interviews lasting for 25-35 min each. Learners' opinions were extracted from the transcribed interviews and analysis themes were identified from recurrent narratives. Results: The learners perceived animal husbandry as relevant for One Health and potentially useful for their future practice. More precisely, learners were considering a future use of the newly acquired knowledge and skills in the advising of communities facing malnutrition and for the strategic planning at wider levels. Teaching methods were appreciated thanks to the active learning style. Unmet expectations concerned the coverage of impacts and relationships to other disciplines, the inclusion of viewpoints from other disciplines into the teaching, and the degree of contextualization of contents, e.g. through case studies. Accordingly, the main avenues for improvement, as identified by learners, were to give a prior focus on impacts (especially on human health) for all contents and to increase the number of case studies, but also to better address the questions of the usefulness of animal products in the management of malnutrition. Conclusion: The analysis of learners' expectations (met and unmet) and their recommendations regarding the future of the course helped identifying both successes and important challenges for teachers. Two main challenges are highlighted. First, increased interdisciplinarity is needed within the course to better cover the notion of impact of animal husbandry on health, society and environment. Second, the complexity of the domain under consideration will call for important efforts of clarification of the course structure and objectives in terms of skills acquisition.
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Belkayali, Nur. "Effective use of water in the landscape architecture curriculum." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 30, 2017): 98–104. http://dx.doi.org/10.18844/prosoc.v4i6.2918.
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Water is an indispensable life source for all living creatures, and such a vital source is being increasingly polluted and running out due to lack of effective use. Aridity is on the rise due to water cycle issues caused by global warming and, as such, water is becoming more and more a limited resource for the future. Necessary measures should be taken immediately to prevent this outcome. Training and awareness raising campaigns for effective use of water play a significant role in this respect. Striving to ensure the sustainable use of natural resources for improving the living quality of humans, landscape architects take various courses on the effective use of water throughout their education from the preservation, planning, design and management aspects of such endeavor. Topics such as xeriscape landscape designs, effective irrigation methods, choice of right vegetation, effective use of water resources and assessment of water resources on ecological level are considered to be significant elements of landscaping studies in tackling water scarcity issues brought on global warming and aridity. The present study aims to emphasise the place and significance of landscape architects and landscape architecture, as an academic study, in tackling the issue of water scarcity, which is an important issue on a global scale. With this aim in mind, the courses and syllabuses concerning the effective use of water included in the landscape architecture programs teach in both Turkey and around the world have been identified. The case studies on the effective use of water resources in Turkey and elsewhere have been studied and the things to be done in this respect have been presented. Keywords: Water, climate change, xeriscape landscaping, landscape architecture programs.
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Miller, James, and Eric Nay. "Ontological Upgrade." SPOOL 9, no. 2 (July 1, 2022): 65–76. http://dx.doi.org/10.47982/spool.2022.2.05.
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This paper uses ‘deep time’, as an alternative ontology to crisis management to argue for the application of a broad decolonial approach in lieu of contemporary green design practices. Methodologically, this paper substantiates it claims by utilising conventional academic ‘knowledge’ production, as represented in literature, references, and case studies, but also supports the expansion of knowledge through a deeper exploration of place, pattern, and time demonstrated by intermingling deep time principles with Indigenous spatial practices. Fearing that urban life will descend into obsolescence and irrelevance if no such knowledge systems are taken up, this paper proposes an alternative trajectory as a preventive measure, which has all been exacerbated by the ongoing pandemic. By exploring alternative Indigenous design ontologies, specifically in Oceania, alongside deep adaptation and deep time, this paper’s authors intend to provide an important basis for research and teaching that reinvigorates connections to Indigenous epistemologies and knowledge systems. This paper proposes that by taking up notions of deep adaptation and Indigenous epistemologies as critiques of Western notions of time, property, etc. architecture, design and planning might re-situate ideas, ranging from stewardship to maintenance, within time and place-based technologies outside of the discourse of crisis.
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Ndzimbomvu, Nosipho T., Isaac T. Rampedi, and Marthie E. Kemp. "Learning Environmental Issues from a Secondary School Curriculum: The Case of Learners in Mamelodi Township, South Africa." Sustainability 13, no. 16 (August 16, 2021): 9149. http://dx.doi.org/10.3390/su13169149.
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In South Africa, the National Curriculum Statement-Curriculum and Assessment Policy Statement (NCS-CAPS), which came into effect in 2011, was expected to play a critical role in raising environmental literacy among school learners. However, no detailed studies have evaluated its effectiveness in fulfilling this role, especially within schools in peri-urban areas. Consequently, this paper evaluated the level of environmental awareness, perceptions, and participation amongst secondary school learners in the peri-urban area of Mamelodi Township. Primary data for this evaluation research were collected from Grade 9 and Grade 11 secondary school learners by means of a close-ended questionnaire. The results revealed the important role played by school subjects such as Geography, Biology, and Life Orientation while other school subjects were less frequently acknowledged by the learners. The research also revealed the different sources of environmental learning, environmental awareness, as well as environmental problems that the learners were familiar with. However, in some instances, there were statistically significant differences between Grade 9 and Grade 11 learners, thus indicating differences in the learning content and the degree to which environmental education was taught in the different grades.
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Gondocz, T., and G. Wallace. "10. Designing an online curriculum supporting risk management and patient safety." Clinical & Investigative Medicine 30, no. 4 (August 1, 2007): 33. http://dx.doi.org/10.25011/cim.v30i4.2770.
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The Canadian Medical Protective Association (CMPA) is a not for profit mutual defence organization with a mandate to provide medico-legal assistance to physician members and to educate health professionals on managing risk and enhancing patient safety. To expand the outreach to its 72,000 member physicians, the CMPA built an online learning curriculum of risk management and patient safety materials in 2006. These activities are mapped to the real needs of members ensuring the activities are relevant.
Eight major categories were developed containing both online courses and articles. Each course and article is mapped to the RCPSC's CanMEDS roles and the CFPC's Four Principles.
This poster shares the CMPA’s experience in designing an online patient safety curriculum within the context of medico-legal risk management and provides an inventory of materials linked to the CanMEDS roles.
Our formula for creation of an online curriculum included basing the educational content on real needs of member physicians; using case studies to teach concepts; and, monitoring and evaluating process and outcomes.
The objectives are to explain the benefits of curricular approach for course planning across the continuum in medical education; outline the utility of the CanMEDS roles in organizing the risk management and patient safety medical education curriculum; describe the progress of CMPA's online learning system; and, outline the potential for moving the curriculum of online learning materials and resources into medical schools.
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Rajanthran, Subashini K., Walton Wider, Ling Shing Wong, Choon Kit Chan, and Siti Sarah Maidin. "Utilisation of High-Impact Educational Practises (HIPS) to Engage Undergraduates: A Preliminary Case Study." Journal of Curriculum and Teaching 12, no. 1 (January 2, 2023): 27. http://dx.doi.org/10.5430/jct.v12n1p27.
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The purpose of this preliminary study is, firstly, to identify the most preferred high-impact educational practises (HIPs) among undergraduates and, secondly, to recommend best practises and strategies for implementing HIPs in higher education. This study included 61 undergraduates from a variety of degree programmes that implemented HIPs in one general studies course. Descriptive statistics and frequency were used to analyse the data. The findings revealed that the most popular HIP among undergraduates is service/community-based learning (SBL), and the least preferred HIP among undergraduates is Intensive Academic Writing (IAW). This study's findings are critical for preliminary understanding of the importance of learning styles in order to be effective and sensitive in teaching and learning, to have flexible and diverse instructional planning, and to diversify teaching methods. This was a preliminary case study that emphasised the significance of HIPs in the higher education curriculum and their implementation for a positive academic learning experience among undergraduates.
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Weiss, Marie, Matthias Barth, and Henrik von Wehrden. "The patterns of curriculum change processes that embed sustainability in higher education institutions." Sustainability Science 16, no. 5 (June 18, 2021): 1579–93. http://dx.doi.org/10.1007/s11625-021-00984-1.
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AbstractImplementing education for sustainable development (ESD) in higher education institutions (HEIs) is critical to facilitating a transition toward sustainable development. However, little is known about the specific implementation processes that lead to the institutionalization of sustainability curricula in HEIs. This meta-study and cluster analysis uses 131 international case studies to shed light on six distinct implementation patterns: (1) collaborative paradigm change, (2) bottom-up, evolving institutional change, (3) top-down, mandated institutional change, (4) externally driven initiatives, (5) isolated initiatives, and (6) limited institutional change. A cluster comparison reveals two distinct implementation phases: ESD can be implemented from the bottom-up, from the top-down, or both, and the impetus can stem from manifold external or internal stakeholders. To achieve more comprehensive ESD implementation, open communication among all stakeholders should be facilitated and feedback as well as reflection encouraged. Maintaining a unified vision statement and active participation of all stakeholders fosters a sense of ownership in ESD implementation and ensures that it will be long-lasting. Collaboration between isolated ESD initiatives and various stakeholders leads to shared knowledge and resources. Strong informal collaboration and communication can compensate for a lack of formalized leadership support from the top. Moreover, thorough planning that involves creating a strategy with detailed steps, and balancing shared responsibilities among internal stakeholders further enables fuller implementation of ESD. This analysis represents a first synthesis of small-N case studies and facilitates a better understanding of sustainability curriculum implementation patterns, which are shared in different contexts. Most HEIs and practitioners can benefit from these findings by reflecting on the specific implementation pattern with which the most overlap is found and focusing on this pattern’s most pertinent drivers.
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Ruesch Schweizer, Corinne, Antonietta Di Giulio, and Patricia Burkhardt-Holm. "Scientific Support for Redesigning a Higher-Education Curriculum on Sustainability." Sustainability 11, no. 21 (October 30, 2019): 6035. http://dx.doi.org/10.3390/su11216035.
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This paper is devoted to how a team of experts scientifically supported redesigning the curriculum of an elective study program that promotes competences for sustainable development. In contrast to other case studies of higher education for sustainable development (HESD), the paper does not present the outcome of the curricular-redesign process but focuses on its scientific support. It shows how this process was initiated and facilitated. It understands curricular redesign as a social process. The premises are, first, that supporting curricular processes means guiding the decision-making of those in charge but not making decisions in their place, and second, that the redesign of a curriculum has to consider the existing institutional situation as well as empirical and theoretical expectations. The article discusses how scientific support can help a curricular redesign draw on both experience-based knowledge and sound HESD theories and findings. Furthermore, it reflects on the role of those supporting such a process and on how they can help the actors find a realistic compromise between the existing situation and the perceived ideal. This requires competences in mining, aggregating, and reprocessing knowledge in the field of HESD, as well as in designing and supporting an interdisciplinary process.
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Kosasih, Aceng, Tedi Supriyadi, Mokh Iman Firmansyah, and Nan Rahminawati. "Higher-Order Thinking Skills in Primary School: Teachers’ Perceptions of Islamic Education." Journal of Ethnic and Cultural Studies 9, no. 1 (December 30, 2021): 56. http://dx.doi.org/10.29333/ejecs/994.
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One curriculum policy in countries, including Indonesia, is to provide students with higher-order thinking skills (HOTS) to meet the challenges of the 21st century, and success in doing so is closely related to the competence of teachers in integrating HOTS in the learning process. This study investigated HOTS implementation in Islamic Education (PAI) in primary schools in Indonesia. This study employed a case study design involving 58 PAI teachers in primary schools from several West Java, Indonesia regencies. The data were collected by distributing questionnaires with short answers followed by semi-structured interviews of 10 participants. Inductive and thematic data analysis was carried out to identify, evaluate, and create themes expressed by participants with the assistance of NVivo 12. Triangulation and expert review methods were used for instrument and data validation. This study explored five findings: teacher understanding, teaching resource support, instructional strategies, and student knowledge levels. This research contributes to improving the quality of PAI learning in HOTS-oriented primary schools, and policymakers can use its findings in determining the direction of the HOTS-based PAI curriculum. Policymakers should stress the importance of increasing teacher competence in mastering the HOTS concept comprehensively in planning, implementation, and evaluation. Support from various parties in optimizing HOTS-oriented PAI learning is a necessity for teachers.
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Rabin, Colette, and Grinell Smith. "Social studies from a care ethics perspective in an elementary classroom." Social Studies Research and Practice 12, no. 3 (November 20, 2017): 325–40. http://dx.doi.org/10.1108/ssrp-05-2017-0025.
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Purpose The purpose of this paper is to explore social studies from the moral perspective of an ethic of care. Care ethics considers not only the cognitive skills but also the affective dimensions of educative experiences for how they might forward an ethical ideal of caring. Design/methodology/approach This case study was conducted in a second-grade classroom at a small, diverse, urban, independent K-8th grade elementary school. Data were gathered from six sources: notes from the participating second-grade teacher’s planning meetings over the course of a two and a half month unit of instruction about genealogy; lesson plans and observation notes; interviews of participating teachers; interviews with participating students; surveys of students; and the second-grade teacher’s reflective journal. The authors took a phenomenological approach to data analysis, examining the entire data set and conducting inductive interpretive coding to identify emergent themes. Findings The authors found that adopting the theoretical perspective of care ethics helped a novice elementary teacher revise his/her approach to social studies instruction. Care ethics led to the teacher coming to see himself/herself as a teacher of care ethics, focusing on dialogue over stories to teach caring in diverse contexts, and highlighting social aspects of the curriculum. The students’ descriptions of their learning indicate that they perceived a larger purpose for their social studies lessons – in this case, participation in social life – and that this perception contributed to their engagement. Research limitations/implications The study was conducted at one school site where the teachers enjoyed the intellectual freedom to infuse new perspectives such as care ethics into their curriculum. More research needs to be done to explore the feasibility of application of these ideas elsewhere. Practical implications Implications include how adopting an ethic of care provides a larger purpose for social studies that may deepen the educative experience, both for the teacher and for the students. Adopting an ethic of care in social studies might help cultivate students’ inclination to act in more caring ways toward one another. Originality/value This paper addresses the overlooked ethical purposes of teaching social studies from a care ethics perspective.
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Ran, Guanyu Jason. "Liu, L.S., Chinese Transnational Migration in the Age of Global Modernity: The Case of Oceania , Routledge Studies in Asian Diasporas, Migrations and Mobilities. Routledge: Abingdon and New York, 2018, 307 pp. ISBN: 978‐1‐315‐43852‐8." Asia Pacific Viewpoint 61, no. 3 (February 11, 2020): 577–78. http://dx.doi.org/10.1111/apv.12262.
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H Chung, Sock, Badie N Farah, and Hung-Lian Tang. "The Relationships Between the Factors of a TOE Framework and Student ERP Systems Learning: A Curriculum Development Case." Journal of Information Technology Education: Research 21 (2022): 075–96. http://dx.doi.org/10.28945/4924.
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Aim/Purpose: The purpose of this study is to propose a curriculum development model for the integration of technology, organization, and environment (TOE) framework into enterprise resource planning (ERP) systems education. The study investigated the relationships between the three factors of the TOE framework and student learning outcomes from their ERP systems study. Background: As the demand for ERP systems grew and spread to diverse organizations, educational institutions have attempted to integrate the ERP systems into their curriculum. Yet, lacking a conforming framework to the systems results in a considerable gap between the integrated curriculum and student learning outcomes. A pedagogical framework to bridge the gap between educators and students is needed for the ERP systems education. Methodology: The study identified eight propositions from literature reviews and conceptualized a model with corresponding constructs to the propositions. The constructs comprise the seven predictor variables from the TOE contextual factors and one predictive variable for student learning. These constructs provide more details on the TOE factors and eight survey questions in the study. The study analyzed 133 survey responses of four semesters with a SPSS multiple linear regression. Contribution: The study contributes to the emerging body of ERP systems education and research by integrating the TOE framework to the technology curriculum development. The study model provides a structured approach for the selection of appropriate pedagogical contents to achieve a variety of student learning outcomes. Findings: The findings of the study indicate the use of the TOE framework enhances student learning of ERP systems. All the three factors of the framework were found to be statistically significant predictors in the ERP systems learning. The eight propositions depicting the relationships between the seven constructs of the TOE factors and student learning outcomes are all supported. Recommendations for Practitioners: The study recommends a practical guideline to ERP systems educators to utilize the TOE framework in their curriculum development. The guideline is aligned with typical teaching objectives for ERP systems courses. Recommendation for Researchers: Further studies are necessary by various scholars who have noted limited research pertaining to ERP systems and information technology education. The TOE framework demonstrates a practical application of a proven theory to student learning outcomes as a feasible approach to deliberate the use of the systems education and research. Impact on Society: This study will have a valuable impact on educators for their technology curriculum development and software vendors for their investment decisions on enterprise-wide system products. Future Research: Relying solely on student self-reported survey responses may be prone to response bias. For future work, researchers can extend this study and undertake similar research to empirically validate the efficacy of various teaching practices for student ERP systems learning. This could include objective measures of student learning by qualitatively coding behaviors at student project meetings or from hands-on ERP system exercise results.
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Harwood, Pamela. "Spatial and Eeducational Patterns of Innovation for Charter Schools." Open House International 34, no. 1 (March 1, 2009): 55–67. http://dx.doi.org/10.1108/ohi-01-2009-b0007.
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We present ten patterns and design examples in this paper, revealing some of the most relevant trends in educational design, drawn from our research on charter schools. An interdisciplinary team of students in architecture, urban planning, business, education, and psychology have completed a series of case studies of best practices, as well as profiled charter schools locally, to develop patterns and guidelines for the facility planning and educational development of charter schools. Charter schools are public schools of choice in the United States that receive more administrative and pedagogical autonomy and flexibility than district schools in exchange for meeting the performance goals specified in each school's charter. Charter schools often have innovative curriculum, challenging traditional education methods and facility design. This research addresses the connections between the designed physical environment and the learning innovations it supports, while encouraging the entrepreneurial charter school vision, emphasizing creativity in the renovation, adaptive reuse, and non-traditional use of existing buildings, efficiently maximizing student safety and learning, and adhering to best-practice standards of ecological design.
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Pollard, Vikki, Andrew Vincent, and Emily Wilson. "Learning-to-be in two vocationally-oriented higher education degrees." On the Horizon 23, no. 1 (February 9, 2015): 7–15. http://dx.doi.org/10.1108/oth-06-2014-0021.
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Purpose – This paper aims to explore the pedagogical approach of two higher education programmes aiming to develop both discipline-specific and key employability skills in graduates. Design/methodology/approach – This paper presents two case studies of degree programs in the broad field of the creative industries and focusses on the innovative pedagogy adopted based on a “learning to be” approach (McWilliam, 2008). Findings – The two case studies describe a different type of pedagogy taken up at one mixed-sector institution over two degree programs. The degrees offered within this institution are recognised as being vocationally oriented yet productive of the higher-order skills expected of degree programs. The case studies illustrate this through a pedagogy designed to orientate the students towards the development of a sense of identity whilst also placing them within the broader professional context of the discipline. Practical implications – The paper has practical implications for educators in the field and points towards the need to consider the broader professional context of the students in the course design and review phases of programmes in the creative industries. Originality/value – It is hoped the findings will be useful to educators and curriculum developers in other creative industries’ higher education programs with a vocational orientation to inform future course design, review and planning.
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Muhlas, Muhlas, and Riayatul Husnan. "Manajemen Pengembangan Kurikulum Pesantren di Jawa Timur." JIEMAN: Journal of Islamic Educational Management 3, no. 2 (December 30, 2021): 277–94. http://dx.doi.org/10.35719/jieman.v3i2.71.
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Kurikulum pondok pesantren merupakan hal yang sangat urgen dalam mencapai sebuah keberhasilan pembelajaran. Padahal yang kita ketahui pondok pesantren tidak memiliki kurikulum secara resmi dari pemerintah, karena hal itu merupakan kebijakan dari masing-masing pengasuh pondok pesantren. Kajian ini difokuskan untuk mengungkap kosep perencanaan, pola pelaksanaan, model evaluasi manajemen pengembagan kurikulum pesantren di Jawa Timur. Pendekatan yang digunakan dalam penelitian ini pendekatan diskriptif kualitatif dengan penerapan studi kasus. Teknik pengumpulan datanya menggunakan observasi, wawancara, dokumenter, sedangkan analisis datanya menggunakan reduksi data, penyajian data, verifikasi dan kesimpulan. Hasil penelitian menunjukkan bahwa pola perencanaan manajemen pengembagan kurikulum pesantren mengha-silkan program kegiatan, pertama, penyusunan program kerja visi misi dan tujuan. Kedua, adanya keterlibatan para ustadz dan stakeholders. Pola pelaksanaan manajemen pengembangan kurikulum pesantren diesuaikan degan visi-misi pesantren melalui kegiatan, 5 S antara lain: strategi inquiry, strategi inquiry sosial, strategi exposition learning, strategi rote learning, strategi contextual teaching learning. Model evaluasi manajemen pengembangan kurikulum pesantren meliputi evaluator, ruang lingkup atau objek evaluasi, alat evaluasi, kebijakan evaluasi. Kata Kunci: manajemen pengembangan kurikulum, pondok pesantren Abstract The Islamic boarding school curriculum is very urgent in achieving a learning success. In fact, what we know is that Islamic boarding schools do not have an official curriculum from the government, because it is the policy of each boarding school caregiver. This study is focused on revealing: planning concepts, Implementation patterns, evaluation models of islamic boarding school curriculum development management in East Java. The approach used in this study is a qualitative descriptive approach with the application of case studies. Data collection techniques use observation, interview, documentary. While the data analysis uses data reduction, data display, verification, and conclucation. the results of the study show that the pattern of management planning for the development of the Islamic boarding school curriculum produces a program of activities, first, the preparation of the work program of the vision, mission and objectives. Second, the involvement of the asatidz board and stakeholders. The implementation pattern of Islamic boarding school curriculum development management is adjusted to the vision and mission of the pesantren through activities, 5 S, including: inquiry strategy, social inquiry strategy, exposition learning strategy, rote learning strategy, contextual teaching learning strategy evaluation model of curriculum development management includes evaluator, scope or object of evaluation, evaluation tool, evaluation policy.
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Pažur Aničić, Katarina, and Blaženka Divjak. "Maturity Model for Supporting Graduates’ Early Careers Within Higher Education Institutions." SAGE Open 10, no. 1 (January 2020): 215824401989873. http://dx.doi.org/10.1177/2158244019898733.
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Recently, the employability of higher education graduates has been a topic of interest within many policy documents and scientific studies. Given the lack of comprehensive research identifying the implications of this issue for practice, this article presents a maturity model to support graduates’ early careers within higher education institutions (HEIs). The model is developed using a five-step approach, following the design science paradigm and exploiting four case studies across Europe. The final maturity model contains 65 practices within four key process areas—13 within strategic planning, 26 within curriculum design and delivery, 16 within student support, and 10 within the provision of extracurricular activities. In addition, a description of capability assessment criteria at the five maturity levels for each practice is provided. The model presented in this article can be used by HEIs as a tool to assess the maturity of their practices that contribute to graduates’ employability.
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Chen, Yasheng, and Zhuojun Wu. "Taking Risks to Make Profit during COVID-19." Sustainability 14, no. 23 (November 26, 2022): 15750. http://dx.doi.org/10.3390/su142315750.
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The COVID-19 pandemic has inflicted substantial losses on a large number of enterprises and brought about the risk of unsustainable operations across the world. However, certain enterprises still managed to grow against the trend prevailing during the epidemic and succeeded in taking risks to make profits. This study discusses how global enterprises adopt a proactive risk management approach to transform crises into sustainable business performance during the period starting from the epidemic outbreak to normalization. By mainly obtaining research data from the Internet news media and official websites of the enterprises using content analysis technique, this paper chose case studies, from December 2019 to December 2021, of eight different companies, namely: BYD (China, Asia), Mafengwo (China, Asia), Xiamen Airlines (China, Asia), Zhijiang Bio (China, Asia), The Bund (United States, America), Walmart (United States, America), Qantas Airways (Australia, Oceania), and Honotel Group (France, Europe), from different industrial sectors including manufacturing, tourism, transportation, technical services, catering, retail, airlines, and accommodation, respectively. The study results show that each enterprise specifically incorporates the method of proactive risk management, to deal with a sudden crisis and take risks to make profits during the epidemic. The study findings provide a feasible way for enterprises to cope with sudden crises and enhance their ability to maintain sustainable operations.
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Mead, Taryn, Carlie Pietsch, Victoria Matthew, Surbhi Lipkin-Moore, Ellen Metzger, Ilya V. Avdeev, and Nancy J. Ruzycki. "Leveraging a Community of Practice to Build Faculty Resilience and Support Innovations in Teaching during a Time of Crisis." Sustainability 13, no. 18 (September 11, 2021): 10172. http://dx.doi.org/10.3390/su131810172.
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Amidst the COVID-19 upheaval to higher education, a grantor-led community of practice (CoP) supported faculty members to deliver an innovative, sustainability-oriented entrepreneurship curriculum and maintain resiliency as teaching professionals. This paper discusses how through engagement in the CoP, this group of faculty from across engineering, material science, business, and geosciences demonstrated resilience, adaptability, and pivoted to create curriculum for students in real time, as the events of the COVID-19 pandemic unfolded throughout 2020 and impacted face-to-face learning. The role the community of practice played in sustaining and supporting the faculty will be discussed. Case studies from faculty members will demonstrate how sustainable design and social responsibility can be integrated into entrepreneurially focused classes and student experiences across disciplines. The primary contribution of this research is the important role that an emergent learning framework can play in informing how best to optimize the CoP format and approach in a way that leverages and addresses individual member strengths, challenges, and experiences, and supports the needs of CoP members during a time of significant change and crisis.