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Journal articles on the topic 'Curriculum planning'

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Published: 4 June 2021
Last updated: 3 March 2023

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1

Leinster, Sam. "Curriculum planning." Lancet 362, no. 9385 (August 2003): 750. http://dx.doi.org/10.1016/s0140-6736(03)14222-5.

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2

Sato, Irving S. "The C3 Model: Resolving Critical Curricular Issues Through Comprehensive Curriculum Coordination." Journal for the Education of the Gifted 11, no. 2 (January 1988): 92–115. http://dx.doi.org/10.1177/016235328801100208.

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Three critical curricular issues currently hinder many gifted/talented programs: Fragmentation, or disjointed curricula; limited availability of truly appropriate or legitimate curricula for the gifted/talented either commercially or locally; lack of systematic planning to improve curricula for the gifted/talented. The C3 Model (Comprehensive Curriculum Coordination) is one way of resolving these issues on a long-range basis through developing five curriculum products in sequence: (1) Long-range curriculum development/improvement plan, (2) curriculum framework, (3) scopes and sequences, (4) course descriptions, and (5) skeletal unit plans.
3

Balding, John. "Planning the curriculum." Health Education Journal 45, no. 1 (March 1986): 25–27. http://dx.doi.org/10.1177/001789698604500106.

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Harper, Betty J., and Lisa R. Lattuca. "Tightening Curricular Connections: CQI and Effective Curriculum Planning." Research in Higher Education 51, no. 6 (February 4, 2010): 505–27. http://dx.doi.org/10.1007/s11162-010-9167-2.

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Lister, T. A. J., and R. J. Cameron. "Curriculum Management (Part 1): Planning Curriculum Objectives." Educational Psychology in Practice 2, no. 1 (April 1986): 6–14. http://dx.doi.org/10.1080/0266736860020103.

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6

Neureuther, Brian D. "Implementation Of Enterprise Resource Planning In Business Curriculums." Review of Business Information Systems (RBIS) 9, no. 4 (October 1, 2005): 7–12. http://dx.doi.org/10.19030/rbis.v9i4.4439.

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SAP, the most pervasive enterprise resource planning software package in the world, is currently being used in several universities across the US. The use of this software varies from institution to institution, primarily by the degree in which it permeates the business curriculum. From a personal perspective, the author seeks to examine why SAP is fully integrated in some curriculums and why it is sporadically used in other curriculums. The question of how SAP can be successfully implemented into the business curriculum is addressed and explained.
7

Burge, S. M. "Curriculum planning in dermatology." Clinical and Experimental Dermatology 29, no. 1 (January 2004): 100–104. http://dx.doi.org/10.1111/j.1365-2230.2004.01426.x.

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8

HARDEN, R. M. "Approaches to curriculum planning." Medical Education 20, no. 5 (September 1986): 458–66. http://dx.doi.org/10.1111/j.1365-2923.1986.tb01193.x.

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9

Tooey, Mary Joan. "Planning an Internet Curriculum." Medical Reference Services Quarterly 14, no. 2 (June 7, 1995): 85–89. http://dx.doi.org/10.1300/j115v14n02_09.

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10

Carden, Nigel. "Planning National Curriculum Science." British Journal of Special Education 18, no. 3 (September 1991): 93–95. http://dx.doi.org/10.1111/bjsp.1991.18.3.93.

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11

Harnden, Julia. "Integrated curriculum financial planning." SecEd 2019, no. 5 (February 7, 2019): 7. http://dx.doi.org/10.12968/sece.2019.5.7.

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12

Roberts, G. D. "Planning a professional curriculum." BMJ 300, no. 6736 (May 26, 1990): 1398. http://dx.doi.org/10.1136/bmj.300.6736.1398.

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13

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

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This study aims to find out how PAUD curriculum management in Fania Salsabila Barokah Jambi integrated Islamic kindergarten means management includes planning, implementing, organizing, supervising, and evaluating early childhood education curricula and knowing what problems are encountered in planning, implementing, organizing, supervision, and evaluation of early childhood education curricula. This type of research is descriptive and qualitative to obtain information related to curriculum management. The subjects in this study were school principals and teachers. Data collection techniques are by observing, interviewing, and documenting. Curriculum management is a set of plans and learning regarding objectives, content, learning materials, and the methods used as guidelines for learning activities. The curriculum is structured to realize educational goals that must be achieved and learning experiences that students must obtain. The curriculum applied in the Fania Salsabila Barokah Integrated Islamic Kindergarten, Jambi, is the 2013 curriculum, where education manages the 2013 curriculum by prioritizing needs and achieving goals in the vision, mission, and goals national policies that have been set. Curriculum management in Fania Salsabila Barokah Integrated Islamic Kindergarten, Jambi, includes planning, implementing, organizing, supervising, and evaluating the curriculum to ensure all learning activities can be carried out correctly and achieve the expected goals
14

Hakim, Abdul, and N. Hani Herlina. "Manajemen Kurikulum Terpadu di Pondok Pesantren Modern Daarul Huda Banjar." Jurnal Penelitian Pendidikan Islam 6, no. 1 (May 31, 2018): 111. http://dx.doi.org/10.36667/jppi.v6i1.157.

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This article is the result of research at Pondok Pesantren Modern Daarul Huda, Banjar City, West Java Province. The results of the research show that: (1) Integrated curriculum planning includes the program of faith development, noble character, science, nationality and nationality, art, entrepreneurship and technical skills, dakwah and community, leadership and management, teacher training, gender equality education, and health, tahfidz al-Qur'an; (2) curriculum structure consists of intra-curricular curriculum, co-curricular and extracurricular; (3) the implementation of integrated curriculum management in this institution is combining several curriculum types such as the formal government curriculum and curriculum of pondok pesantren
15

Abdelmalak, Mariam. "Participatory Curriculum Planning: Students’ Perceptions." Curriculum and Teaching 30, no. 1 (January 1, 2015): 67–84. http://dx.doi.org/10.7459/ct/30.1.06.

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16

Woodhouse, Howard, and Chris Nash. "Collaborative Curriculum Planning at Universities." Canadian Journal of Education / Revue canadienne de l'éducation 17, no. 4 (1992): 463. http://dx.doi.org/10.2307/1495445.

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17

CRAWFORD, N. B., and J. GARDNER. "Curriculum Planning Workshop: an evaluation." Journal of the Institute of Mental Subnormality (APEX) 7, no. 4 (August 26, 2009): 130–33. http://dx.doi.org/10.1111/j.1468-3156.1980.tb00483.x.

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18

Cooper, Chris. "Curriculum Planning for Tourism Education." Journal of Teaching in Travel & Tourism 2, no. 1 (January 2002): 19–39. http://dx.doi.org/10.1300/j172v02n01_02.

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19

Sparacino, Patricia S. A. "Clinical Nurse Specialist Curriculum Planning." Clinical Nurse Specialist 4, no. 1 (1990): 43–44. http://dx.doi.org/10.1097/00002800-199000410-00012.

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20

Tiwari, Agnes, Sophia Chan, and Beatrice Law. "Stakeholder Involvement in Curriculum Planning." Nurse Educator 27, no. 6 (November 2002): 265–70. http://dx.doi.org/10.1097/00006223-200211000-00007.

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21

Scarfe, N. V. "Curriculum Planning in Geographic Education." New Zealand Journal of Geography 47, no. 1 (May 15, 2008): 17–21. http://dx.doi.org/10.1111/j.0028-8292.1969.tb00042.x.

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22

Smith, Doris O. "Staff meetings: Planning meaningful curriculum." Day Care & Early Education 12, no. 4 (June 1985): 20–21. http://dx.doi.org/10.1007/bf01619852.

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23

Chiarella, E. Mary. "Ethical dilemmas in curriculum planning." Nurse Education Today 8, no. 2 (April 1988): 96–98. http://dx.doi.org/10.1016/0260-6917(88)90006-8.

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24

Gallego, Amalia. "Curriculum planning in nursing education." Nurse Education Today 12, no. 1 (February 1992): 76. http://dx.doi.org/10.1016/0260-6917(92)90027-l.

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25

Yulianto, Edi, and Agus Zaenul Fitri. "PRACTISING CURRICULUM MANAGEMENT: THE IMPLEMENTATION OF INTEGRATED CURRICULUM MANAGEMENT IN ISLAMIC SCHOOL." MANAGERIA: Jurnal Manajemen Pendidikan Islam 6, no. 2 (December 31, 2021): 205–22. http://dx.doi.org/10.14421/manageria.2021.62-13.

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Chongraksat Wittaya School Pattani, Thailand, is one of the most prominent Islamic schools in Pattani, Southern Thailand. This school has a dualism of management, including the applied curriculum, namely the religious and academic curriculum. Although the Thai kingdom regulates these two curricula, schools can adapt to their needs for religious curricula. This article examines the planning, implementation, and evaluation of the curriculum at Chongraksat Wittaya School Pattani, Thailand. It uses a qualitative method and a phenomenological approach with data collecting from interviews, observation, and documentation techniques. Then, data analysis techniques consist of data reduction, model data, and conclusions. The results showed that the Chongraksat Wittaya school implemented an integrated curriculum, namely the religious curriculum (Sassanah), which contained Dirasah Islamiyah, and the academic curriculum (Saman) included general subject matter. This school has regular classes and special classes. Curriculum planning is carried out together with Village Experts at the beginning of each semester. The curriculum is implemented with 40% of the religious curriculum (Sassanah) and 60% of the academic curriculum (Saman). Evaluation is carried out by briefings, daily meetings, early semester meetings, and annual meetings. Student learning is in the form of numeric and descriptive. The evaluation of the model uses the CIPP (Context, Input, Process, and Product) model.
26

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.
27

Lawson, Raef A., Karen V. Pincus, James E. Sorensen, Kevin D. Stocks, and David E. Stout. "Using a Life-Cycle Approach to Manage and Implement Curricular Change Based on Competency Integration." Issues in Accounting Education 32, no. 3 (September 1, 2016): 137–52. http://dx.doi.org/10.2308/iace-51587.

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ABSTRACT Prior research and practitioner-academic bodies (Lawson et al. 2014; Lawson et al. 2015; Pathways Commission 2012) have called for the development of integrated accounting curricula to better prepare students for successful long-term careers. This paper recognizes accounting program leaders as important agents in the curricular-change process. Its goal is to provide accounting leaders ideas and tools that can be used to manage the process of implementing change to an integrated accounting curriculum. Using a life-cycle planning approach, we identify major stages in the curricular-change process and describe the characteristics and challenges associated with each stage. We then propose a framework for managing the curricular-change process based on the life-cycle approach, encompassing a comprehensive integration process and including spreadsheet formats to facilitate management of an institution's curricular-change initiative. While needed in an effort to develop an integrated curriculum, the approach is generalizable and can be used in any major revision of a curriculum. Appendix A of the paper contains a checklist of issues to be considered during each stage of the curricular-change cycle.
28

Tomasevic, Biljana, and Dragica Trivic. "Chemistry curricular knowledge of secondary school teachers." Journal of the Serbian Chemical Society 80, no. 3 (2015): 435–52. http://dx.doi.org/10.2298/jsc141002121t.

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the course of this research, we explored the extent of chemistry teachers? professional knowledge related to the structure, contents and application of chemistry curricula and their components. The research comprised 119 teachers from 69 secondary schools (25 grammar schools and 44 vocational secondary schools). The questions in the questionnaire referred to general curriculum knowledge, knowledge of chemistry curriculum and the views/assessments of teachers concerning the necessary changes in the curricula currently in effect. The teachers? answers show that the most important components of the curriculum for their work are the goals and operative tasks/outcomes. The results indicate that there exists information in the curriculum components that remains unused although it is relevant for a certain level of planning. Among the teachers in the sample, higher percentages of those with appropriate teachers training programme were applying information from the curriculum within teaching process through demonstration method and problem solving. The research that was conducted provides a basis for defining the indicators for monitoring the level of teachers? capability to apply curricular knowledge in their practice. Such indicators are important for creating teaching situations and teachers? activities within the framework of initial teacher education and continuing professional development.
29

Diana Riski Sapitri Siregar and Bahrissalim. "Desain Pengembangan Kurikulum." Jurnal Mahasiswa Pendidikan 2, no. 2 (October 1, 2022): 137–48. http://dx.doi.org/10.37286/jmp.v2i2.183.

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The curriculum is one of the components and guidelines that facilitate the implementation of education to achieve its goals. The curriculum is an important component in education, because it regulates all educational processes from planning to evaluation. The purpose of this study is to discuss the design of curriculum development. The method used in this research is qualitative research with library research method, by reviewing some literature on curriculum development. The results of this study indicate that the micro curriculum goals can be seen from the institutional goals, curricular goals, and instructional goals. On a macro level, it aims to reconstruct and innovate the previous curriculum which still has weaknesses and shortcomings after being evaluated. Furthermore, curriculum development aims to adapt education to social change and explore knowledge that has not been touched before. While the curriculum development process generally consists of planning, implementation, and evaluation.
30

Al-Eraky, Mohamed M. "Curriculum Navigator: Aspiring towards a comprehensive package for curriculum planning." Medical Teacher 34, no. 9 (May 30, 2012): 724–32. http://dx.doi.org/10.3109/0142159x.2012.689445.

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31

Neidermeyer, Adolph A., and Presha E. Neidermeyer. "The Missing Curriculum Link: Personal Financial Planning." American Journal of Business Education (AJBE) 3, no. 4 (April 1, 2010): 79–82. http://dx.doi.org/10.19030/ajbe.v3i4.417.

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With increasing personal and business financial challenges facing today’s professionals, we, as business school faculty, have a responsibility to offer the educational background that should enable rising professionals to successfully manage finances. Unfortunately, the results of a recent analysis of curriculum offerings in Personal Financial Planning indicate that we, as faculty, have not fully accepted this responsibility. Only three out of the 131 four-year institutions reviewed have a required Personal Financial Planning course in their curriculums. Quite frankly, we’re permitting launching a generation of students who are unprepared to manage both their own and potentially others’ financial affairs. With that shortfall of a course offering as a backdrop, we suggest the following content for a required Personal Financial Planning course for all students majoring in Business Administration.
32

Ali, Agus, Nurwadjah Ahmad EQ, and Andewi Suhartini. "Manajemen Kurikulum Terpadudi Pondok Pesantren Modern Ummul Quro Al-Islami Bogor." Jurnal Dirosah Islamiyah 4, no. 1 (November 14, 2021): 59–77. http://dx.doi.org/10.47467/jdi.v4i1.677.

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This article aims to discuss integrated curriculum management at the modern Islamic boarding school Ummul Quro Al-Islami Bogor, including: planning and implementing an integrated curriculum. By using a descriptive qualitative method, Based on the results of research on integrated curriculum management at the Modern Islamic Boarding School Ummul Quro Al-Islami, it can be concluded as follows: (1) Integrated curriculum planning consists of, intra-curricular, co-curricular and extracurricular, integrated curriculum planning include: (1) goals, (2) programs, (3) schedule of activities. Educational programs include; Faith, Islam, Akhlaq Karimah, Science, Citizenship / Nationality, Art and Beauty (Aesthetics), Entrepreneurship and Technical Skills, Da'wah and Society (Khidmah al-Ijtimaiyyah), Leadership and Management, Teacher Training, Islamic Boarding School, Physical Education and Health, Scouting Tahfidzul Qur'an. Santri live in disciplined dormitories for 24 hours under the guidance of teachers and Kyai, the activity schedule consists of Daily, Weekly, Semester and Yearly. (2) The organization of the curriculum that applies at the Modern Islamic Boarding School Ummul Quro Al-Islami is a combination of the pesantren education curriculum and the government curriculum (Ministry of Religion), so that graduates can continue to higher education levels, both at home and abroad. Modern Islamic Boarding School Ummul Quro Al-Islami is a level of education for 6 (six) years and 4 (four) years, 6 years namely, I, II and III which are equivalent to classes I, II, III SMP and classes IV, V and VI which equivalent to class I, II and III MA and 4 years, namely one year of intensive Arabic and English language training using an integrated curriculum. Keyword: Management, Integrated Curriculum And Modern Pesantren
33

Alnaji, Abdulssalam Omar. "Curriculum Planning Model in General Education." Journal of Curriculum and Teaching 11, no. 5 (August 11, 2022): 275. http://dx.doi.org/10.5430/jct.v11n5p275.

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The purpose of this study was to establish the appropriateness of a comprehensive model for curriculum planning in the Kingdom of Saudi Arabia, including its processes and procedures. The researcher employed a descriptive approach. The researcher created a curriculum planning model containing the objectives, foundations, procedures, and a visual schematic diagram illustrating the 14 specialists' responses. They demonstrated the model elements' suitability for curriculum development by a very high agreement rate of 100%. The average proportion of procedures for each planning process was 100%, and the average percentage of suitable procedures for each process was 99.4%. The average ratio of procedures incorporated into the planning process was 100%. The research concluded that the curriculum planning methodology is appropriate for the Kingdom of Saudi Arabia's public education planning. The study advises that curriculum planners utilize curriculum planning methods.
34

Tuti Marlina and Ziyadatul Khoiriyah. "Development of Pendidikan Pancasila dan Kewarganegaraan Module as Curriculum Combination (K-13 and Merdeka) in islamic primary school." Fikroh: Jurnal Pemikiran dan Pendidikan Islam 16, no. 1 (January 15, 2023): 47–55. http://dx.doi.org/10.37812/fikroh.v16i1.664.

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This research aims to produce a product development. The module developed is a combination curriculume module (K-13 and merdeka) because it is an accordance with a orientation of the two curricula and provisions set. The methode applied in this research is research and development (RnD) besed on the Rowntree model. The result of this research are the development of teaching modules. The teaching module developed is in the form of printed modules for pendidikan Pancasila dan kewarganegaraan subjects in class 1 MI. The development process goes through three stages of the Rowntree model, namely: 1) the planning stage (planning) the researhers studies and analyzes starting from the perspective of the basic curriculum and teaching module and analyzing the need of teaching modules from the two curricula provided by kemenag; 2) at the writing preparation stage, the developer combines and develops modules from the two curricula (merdeka and k-13); 3) at the writingband rewriting implementation stage, the developer combines the two modules by implementing, adjusting, compiling and presenting them in a draft from that has been determined by the developer and includes evaluation materialThis research aims to produce a product development. The module developed is a combination curriculume module (K-13 and merdeka) because it is an accordance with a orientation of the two curricula and provisions set. The methode applied in this research is research and development (RnD) besed on the Rowntree model. The result of this research are the development of teaching modules. The teaching module developed is in the form of printed modules for pendidikan Pancasila dan kewarganegaraan subjects in class 1 MI. The development process goes through three stages of the Rowntree model, namely: 1) the planning stage (planning) the researhers studies and analyzes starting from the perspective of the basic curriculum and teaching module and analyzing the need of teaching modules from the two curricula provided by kemenag; 2) at the writing preparation stage, the developer combines and develops modules from the two curricula (merdeka and k-13); 3) at the writingband rewriting implementation stage, the developer combines the two modules by implementing, adjusting, compiling and presenting them in a draft from that has been determined by the developer and includes evaluation material
35

Sefer, Jasmina. "Thematic curriculum approach." Zbornik Instituta za pedagoska istrazivanja, no. 35 (2003): 79–93. http://dx.doi.org/10.2298/zipi0335079s.

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Thematic curriculum combines disciplines and media. The process is problem-oriented and the scenario most often follows the logic of exploring or storytelling. Those two approaches to teaching are appropriate because they fit into interdisciplinary and creative open-ended problem solving through play, as insisted upon by thematic curriculum. The matrix, where seven types of abilities intersect with five types of problems according to their degree of openness, defines well the outcomes of teaching. However, it did not prove to be suitable for planning the majority of activities in thematic curriculum, for it follows with difficulty the process of exploring or storytelling i.e. it disrupts the subject matter coherence of thematic curriculum. Therefore, it is suggested that matrix should be used for disciplinary curriculum planning but for that of thematic curriculum only in exclusive cases. The matrix should be used primarily as a framework for evaluating the distribution of various types of abilities and problem situations in teaching. The logic of diverse approaches to teaching reflects itself in the manner of planning and organizing the teaching process. Conceptual, visual-graphic, structural and other aids employed during educational process planning should suit the nature of the approach chosen. On the basis of qualitative investigations of educational process, in the present paper considerations are given to various approaches to teaching development of various drafts for the planning of teaching, and recognition of the logic of storytelling and exploring in thematic curriculum.
36

Witkosky, David V., and Paul Sandrock. "Planning Curriculum for Learning World Languages." Die Unterrichtspraxis / Teaching German 36, no. 1 (2003): 100. http://dx.doi.org/10.2307/3531702.

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Oxford, Raquel, and Paul Sandrock. "Planning Curriculum for Learning World Languages." Hispania 87, no. 4 (December 1, 2004): 743. http://dx.doi.org/10.2307/20140901.

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38

HASSAN, ZEINA. "Curriculum planning in the educational process"." Journal Ishraqat Tanmawya 27 (June 2021): 40–62. http://dx.doi.org/10.51424/ishq.27.1.

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Abstract: Language is the greatest blessing that God bestowed upon man and distinguishes him from other creatures, the individual's tool that helps him communicate with others, and an important means in the field of understanding and understanding that represents the relationship between the individual and society. She also learned that her message in the Persian language is a form of human behavior, negativity, negativity, weapon, negativity, behavior, thoughts, ideas, initiation of communication, initiation of communication, and initiation of communication with the facility. It is a relationship to build letters, vocabulary and sentences that form the thoughts and minds of individuals, so the relationship is a relationship and influence. And the Arabic language, which God honored with His Qur’an, is a tool for thinking and spreading culture and education, for it is the language of Arab creativity before Islam and the language of divine miracles after it, and the Arabic language is a means for the learner to express himself, his feelings and his culture, and the correct understanding of what others say or write, and it is the learner’s tool in study, achievement and success, as well as Every educational activity in and outside school depends on it. The educational process faces many challenges as a result of the information and technology revolution, and the communications revolution, which requires us to speed up the development of thinking minds capable of solving problems. The development of these thinking mindsets is the responsibility of all state institutions, on top of which are educational institutions, as the development of an individual's thinking takes place through curricula. Scholarships, if the necessary capabilities are available for teaching it. The process is closely related to learning theories that are concerned with the study of educational situations and the interpretation of human behavior and the mental processes behind it, so it directs the educational process and determines its effectiveness, and this requires us to follow the new in this field so that we can develop the teaching and learning processes and provide peaceful educational programs, and from modern theories. Which explained the diversity of students and called for designing educational programs about this diversity, the theory of learning that is assigned to the brain. Induction includes two topics, the first topic (the theory of learning based on the brain, while the second topic includes (some learning strategies assigned to the brain)). Keyword(learning-predicate-brain)
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HASSAN, ZEINA. "Curriculum planning in the educational process"." Journal Ishraqat Tanmawya 27 (June 2021): 40–62. http://dx.doi.org/10.51424/ishq.27.2.

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Abstract: Language is the greatest blessing that God bestowed upon man and distinguishes him from other creatures, the individual's tool that helps him communicate with others, and an important means in the field of understanding and understanding that represents the relationship between the individual and society. She also learned that her message in the Persian language is a form of human behavior, negativity, negativity, weapon, negativity, behavior, thoughts, ideas, initiation of communication, initiation of communication, and initiation of communication with the facility. It is a relationship to build letters, vocabulary and sentences that form the thoughts and minds of individuals, so the relationship is a relationship and influence. And the Arabic language, which God honored with His Qur’an, is a tool for thinking and spreading culture and education, for it is the language of Arab creativity before Islam and the language of divine miracles after it, and the Arabic language is a means for the learner to express himself, his feelings and his culture, and the correct understanding of what others say or write, and it is the learner’s tool in study, achievement and success, as well as Every educational activity in and outside school depends on it. The educational process faces many challenges as a result of the information and technology revolution, and the communications revolution, which requires us to speed up the development of thinking minds capable of solving problems. The development of these thinking mindsets is the responsibility of all state institutions, on top of which are educational institutions, as the development of an individual's thinking takes place through curricula. Scholarships, if the necessary capabilities are available for teaching it. The process is closely related to learning theories that are concerned with the study of educational situations and the interpretation of human behavior and the mental processes behind it, so it directs the educational process and determines its effectiveness, and this requires us to follow the new in this field so that we can develop the teaching and learning processes and provide peaceful educational programs, and from modern theories. Which explained the diversity of students and called for designing educational programs about this diversity, the theory of learning that is assigned to the brain. Induction includes two topics, the first topic (the theory of learning based on the brain, while the second topic includes (some learning strategies assigned to the brain)). Keyword(learning-predicate-brain)
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CRAWFORD, NICK, and JILL GARDNER. "CURRICULUM PLANNING WORKSHOP: AN EVALUATION POSTSCRIPT." Journal of the Institute of Mental Subnormality (APEX) 8, no. 2 (August 26, 2009): 47. http://dx.doi.org/10.1111/j.1468-3156.1980.tb00513.x.

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Carpenter, Barry. "Curriculum and Achievement Planning for Transition." International Journal of Adolescence and Youth 6, no. 3 (January 1996): 261–71. http://dx.doi.org/10.1080/02673843.1996.9747795.

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Muir, Mike. "Planning Integrative Curriculum with Skeptical Students." Middle School Journal 30, no. 2 (November 1998): 9–17. http://dx.doi.org/10.1080/00940771.1998.11494568.

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Lindahl, Ronald A., Samuel Obaki, and Shouhong Zhang. "Curriculum Planning for a Globalized World." International Journal of Educational Reform 12, no. 2 (April 2003): 165–75. http://dx.doi.org/10.1177/105678790301200206.

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Davidson, J. Mark. "Quantitative Reasoning in the Planning Curriculum." Journal of Planning Education and Research 6, no. 1 (October 1986): 30–36. http://dx.doi.org/10.1177/0739456x8600600106.

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Friedmann, John. "The Core Curriculum in Planning Revisited." Journal of Planning Education and Research 15, no. 2 (January 1996): 89–104. http://dx.doi.org/10.1177/0739456x9601500202.

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Stewart, William J. "Facilitating Holistic Curriculum Planning in Schools." Clearing House: A Journal of Educational Strategies, Issues and Ideas 67, no. 2 (December 1993): 112–15. http://dx.doi.org/10.1080/00098655.1993.9956036.

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Zaret, Esther. "The uncertainty principle in curriculum planning." Theory Into Practice 25, no. 1 (January 1986): 46–52. http://dx.doi.org/10.1080/00405848609543198.

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Wallace, Belle. "Book Review: Knowledge and Curriculum Planning." Gifted Education International 6, no. 3 (January 1990): 202–3. http://dx.doi.org/10.1177/026142949000600324.

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Mazmanian, Paul E. "Policy decisions, curriculum planning, and evaluation." Journal of Continuing Education in the Health Professions 24, no. 3 (2004): 133. http://dx.doi.org/10.1002/chp.1340240302.

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Hendry, John. "Design in the town planning curriculum." Design Studies 12, no. 2 (April 1991): 114–17. http://dx.doi.org/10.1016/0142-694x(91)90054-z.

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