Relevant bibliographies by topics / Curriculum policy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Curriculum policy'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Curriculum policy"

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Viirpalu, Piret, Edgar Krull, and Rain Mikser. "Investigating Estonian Teachers’ Expectations for the General Education Curriculum." Journal of Teacher Education for Sustainability 16, no. 2 (December 1, 2014): 54–70. http://dx.doi.org/10.2478/jtes-2014-0011.

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Abstract Finding a balance between a centralised and decentralised curricular policy for general education and seeing teachers as autonomous agents of curriculum development is a recurrent issue in many countries. Radical reforms bring about the need to investigate whether and to what extent different parties – and first of all, teachers – are ready to accept and internalise the new policies and roles as curriculum leaders to ensure the sustainability of curriculum development. The purpose of this paper is to describe the development of a questionnaire for investigating Estonian teachers’ curricular work and preferences and to introduce the results of its piloting. The main topics covered by the questionnaire are teachers’ experience and autonomy in using and developing curricula, their preparation for curriculum development and preferences and expectations for the best curricular solutions. The developed questionnaire can be used for investigating teachers’ curricular work and preferences in different national contexts, thus enabling comparative studies across countries with different practices regarding curriculum policy.
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Clarence, Kerrie. "Curriculum, Policy & Globalization." Curriculum Inquiry 41, no. 1 (January 2011): 57–61. http://dx.doi.org/10.1111/j.1467-873x.2010.00520.x.

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Davidson, Marie-Louise. "Multiethnicity and Curriculum Policy." Design For Arts in Education 86, no. 4 (April 1985): 32–37. http://dx.doi.org/10.1080/07320973.1985.9938122.

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Kerschner, Lee R. "Curriculum as public policy." New Directions for Community Colleges 1988, no. 64 (1988): 43–51. http://dx.doi.org/10.1002/cc.36819886408.

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Costa, Rejane Peres Neto, Anelise Monteiro do Nascimento, and Luana Ramos Neves. "BASE NACIONAL COMUM CURRICULAR:IMPLEMENTAÇÃO DA PROPOSTA CURRICULAR PARA A EDUCAÇÃO INFANTIL NO MUNICÍPIO DE NOVA IGUAÇU." COLLOQUIUM HUMANARUM 16, no. 4 (December 20, 2019): 35–49. http://dx.doi.org/10.5747/ch.2019.v16.n4.h445.

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This paper has as object the curriculum (re)formulation policy based on the Brazilian federal law nº 12.796/2013 curricular standards, known as Base Nacional Comum Curricular, and implemented by the Brazilian Ministry of Education (Ministério da Educação –MEC). The present article specifically addresses the early childhood education propositions in the mentioned policy. In order to analyze the development of such policy at the municipal level, as well as its arrangements, adjustments, tensions and results,we observed the work developed by the Educational Department of Nova Iguaçu city during the years of 2018 and 2019, department known as Secretaria Municipal de Educação do Município de Nova Iguaçu. As a methodological theoretical framework, Michael Apple’s Relational Analysis helped to understand the curricula formulation standards as one proposal among other educational policies. In a short period of time, alongside a school community’s low participation scenario and yet without the final document’s publication/circulation, the aforementioned city of Nova Iguaçu met its goals of curriculum reformulation.
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Gozali, Gozali, Ria Setyawati, Bambang Jati Kusuma, and Fitriyani Fitriyani. "Adopting Industry Based Curriculum Design towards Independent Campus Policy." Jurnal Sains Sosio Humaniora 4, no. 2 (December 30, 2020): 850–59. http://dx.doi.org/10.22437/jssh.v4i2.11548.

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The relevance of the curriculum between vocational education (diploma) and industry needs is still a matter in the world of education in Indonesia. This happens the link and equivalent in the preparation of the education curriculum have not existed. The Indonesian government through the policy of an independent learning and independent campus learns to create appropriate curriculum designs between vocational education and industry. This research is to find out the industrial curriculum design for diploma graduates. The methodology used a study by finding theoretical references that are relevant to the topic and sought through descriptive analysis. the right and appropriate partnership, it can produce curricula based on the industry required by student competencies in four categories, namely (1) Core foundations, (2) Concentrations (3) Experiences (Industry Experience and Internship), (4) Final Projects. These four categories provide an increase in student competencies that are in line with industry needs.
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Cook, Neal F., Donna Brown, Deirdre O’Donnell, Tanya McCance, Caroline A. W. Dickson, Siri Tønnessen, Stephanie Dunleavy, et al. "The Person-centred Curriculum Framework: a universal curriculum framework for person-centred healthcare practitioner education." International Practice Development Journal 12, Suppl (July 6, 2022): 1–11. http://dx.doi.org/10.19043/12suppl.004.

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Background: Globally, humanising healthcare is a strategic response to a distinct need for person-centred approaches to practice. This movement has largely focused on the artefacts of healthcare practice, with an emergent focus on the role of healthcare education in instilling and espousing the core principles of person-centredness. It is increasingly recognised that how healthcare professionals are educated is fundamental to creating learning cultures where person-centred philosophies can be lived out and aligned with workforce and healthcare policy strategies. In 2019, six European countries began collaboration on an Erasmus+ project, Person-centredness in Healthcare Curricula, to develop a Person-centred Curriculum Framework. The other articles in this Special Issue focus on the methodologies employed by the project team, and this article describes the framework. Aim: While curricula exist with person-centredness as a focus, aim or component, few embrace person-centredness as an underpinning philosophy and theory, or use a whole-systems approach. This project aimed to develop a universal curricular framework with the agility to work synergistically with existing curricular processes, in pursuit of the development of person-centred healthcare practitioners and cultures. Methods: The project used an iterative multiphase, mixed methods approach, including an e-survey and interviews. Drawing on authentic co-design principles, to create our framework we engaged with stakeholders in clinical practice and academic institutions as well as healthcare students and those working in health policy and strategic workforce planning. Results: We present a framework for the design, delivery and evaluation of curricula, structured using a modified version of McKinsey’s 7S methodology, resulting in each component having a statement, outcomes, and thematic actions to support the realisation of a person-centred curriculum. Conclusion: Our Person-centred Curriculum Framework can facilitate congruency between healthcare education and practice in the way person-centredness is defined and lived out through healthful cultures. Given the iterative origins of the framework, we anticipate its evolution over time through further exploration following its implementation and evaluation.
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Hutabarat, Binsar Antoni. "Kebijakan Pendidikan di Indonesia: Evaluasi terhadap Rumusan Kebijakan Kurikulum Bidang Pendidikan Tinggi." Societas Dei: Jurnal Agama dan Masyarakat 4, no. 2 (January 4, 2018): 127. http://dx.doi.org/10.33550/sd.v4i2.69.

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ABSTRACT: This article entitled, The Policy of Education in Indonesia: An Evaluation towards The Formula of Curriculum Policy for Higher Education focuses on the study of the formulation of curriculum policy which refers to the framework of national qualification in Indonesia. This research uses qualitative method: the data was gathered through an interview, questionnaire distribution, and observation on three tertiary institutions in Indonesia, also secondary data in the form of selected books. This research finds that a curriculum policy which refers to the framework of national qualification in Indonesia is an elite product and weak in terms of socialization, and the consequence of this policys application is not as expected. policy. KEYWORDS: policy of education, evaluation of policy, higher education, higher education curriculum
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Nuessel, Frank, and David Corson. "Language Policy across the Curriculum." Modern Language Journal 75, no. 1 (1991): 127. http://dx.doi.org/10.2307/329846.

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Andreoli, Kathleen C., Leigh Anne Musser, and Dorothy A. Otto. "Health Policy in Nursing Curriculum." Journal of Nursing Education 26, no. 6 (June 1987): 239–43. http://dx.doi.org/10.3928/0148-4834-19870601-07.

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Dissertations / Theses on the topic "Curriculum policy"

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Mitchell, Beular. "Understanding curriculum policy : a case study of curriculum policy development for secondary education in Trinidad and Tobago." Thesis, University of Sheffield, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577550.

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Up to 1998, there was no common curriculum policy for secondary education in Trinidad and Tobago. Against this background, there was widespread student underachievement and it was determined that the absence of a common curriculum policy could be a contributing factor. In an attempt to address these perceived deficiencies, the country embarked on curriculum reform. Critical to the reform was the establishment of curriculum policy designed to ensure equity and quality in secondary education. In this study, I spotlighted the curriculum policy process, seeking to gain insight into what the development process entailed. I explored the approach to policy making that was adopted; investigated the sociocultural and historical factors which influenced policy development and brought to light the dilemmas which were experienced and the opportunities which presented themselves. I adopted Taylor, Rizvi, Lingard and Henry's (1997) concept of educational policy and employed Bowe, Ball and Gold's (1992) notion of the policy cycle. In addition, I drew heavily on the principles of critical policy analysis to deepen the probe. Through an interrogation of these concepts, an understanding of curriculum as policy emerged and was elaborated to guide the structure of the study; suggest a methodological approach; and signal critical elements of policy analysis. I took a qualitative approach to the study and employed a case study design, using interviews and documentary analysis as research methods. The findings of the study revealed that curriculum policy in Trinidad and Tobago is state-centric, elitist in nature and locked into the positivistic paradigm. Curriculum policy making is undisputedly impacted by global factors, yet, at the same time, strongly influenced by socio-cultural practices, linked intrinsically to the country's colonial history and deeply embedded educational ideologies. Curriculum policy making IS, therefore, complex and takes place in a dynamic policy environment which gives rise to many dilemmas but which also offers opportunities for curriculum policy change.
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Matheus, Danielle dos Santos. "Políticas de currículo em Niterói, Rio de Janeiro: o contexto da prática." Universidade do Estado do Rio de Janeiro, 2009. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=1836.

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Esta pesquisa analisa a política curricular da Rede Municipal de Educação de Niterói, RJ, na gestão do Partido dos Trabalhadores, triênio 2005 2008. O currículo é abordado neste trabalho como artefato cultural marcado por processos de hibridação. Com base na abordagem do ciclo de políticas de Stephen Ball, as políticas de currículo são tratadas como textos, discursos e práticas produzidos em três contextos articulados entre si e permeados por relações de poder e disputas pela significação e controle simbólico do currículo. A partir das contribuições de Ernesto Laclau, entendo que no processo de produção da política curricular, sujeitos se articulam para defender determinadas concepções de currículo, as quais querem hegemonizar. A produção curricular, nessa perspectiva, é uma luta hegemônica caracterizada pela tensão entre particular e universal. O objetivo da presente pesquisa é analisar as interpretações que o contexto da prática opera sobre os textos que representam a política curricular defendida pelo poder público local. Defino o contexto da prática nesta pesquisa como o 3 e 4 ciclos do Ensino Fundamental de uma escola denominada, ficticiamente, Escola Niterói. Os sentidos curriculares produzidos nessa escola foram acessados por meio de entrevistas realizadas com professores das oito disciplinas que compõem o currículo escolar. O contexto de produção dos textos é acessado através da análise dos quatro documentos curriculares produzidos pela Fundação Municipal de Educação, nos quais investigo também sentidos do contexto de influência da política. Analisando os sentidos que estão em jogo nos documentos curriculares e na Escola Niterói, concluo que há interpretações diversas, desenvolvidas em consonância com as demandas defendidas pelos grupos em disputa pela hegemonia no currículo. Identifico dois projetos curriculares em disputa a partir dos quais dois grupos se constituem: os que defendem a proposta da FME e os que a ela se opõem. No grupo favorável à proposta da FME, está grande parte das pedagogas da Escola Niterói, alguns poucos professores e os membros da equipe da FME; no grupo que se opõe a proposta está a maioria dos professores entrevistados que acredita na inviabilidade de sua adequação à realidade do contexto da prática. A insatisfação declarada por alguns professores passa a ser um dos elementos que une esses professores, criando uma identidade que é ao mesmo tempo fomentada em função da oposição à proposta hegemônica e do desejo de constituírem outra proposta particular.
This research analyzes the curriculum policy of Niteróis Public Education System during the government (2005-2008) of Partido dos Trabalhadores (Labour Party). Curriculum is addressed here as a cultural artifact that suffers hybridation processes. Based on Stephen Balls study of policy cycles, the curriculum policies were discussed as texts, discourses and practices produced by three different contexts combined, surrounded by power relationships and disputes on curriculum symbolic control and meaning. Based on Ernesto Laclaus contributions, I understand that individuals gather to defend some curriculum conception wishing that it becomes hegemonic in the process of curriculum policy production. In this sense, the curriculum production is viewed as a struggle for hegemony marked by tension between particular and universal. The purpose of this research is to analyze the practice context interpretations of the curriculum policy texts defended by the local government. The practice context, here, is the 3rd and 4th cycles of a Middle School called Escola Niterói (fictional name), accessed by interviews with teachers from the eight academic subjects. Through the analysis of the four curriculum documents produced by the Fundação Municipal de Educação (municipal educational foundation) the context of text production is accessed, as well as the meanings of policy context of influence. On dealing with the meanings in the curriculum documents, I conclude that there are different interpretations made by different groups that are on struggle for hegemony on curriculum. Those interpretations are connected to the groups demands. Its possible to identify two disputing curriculum projects and to notice two groups linked to them: one defending the FMEs proposal and the other that is against it. Most of the pedagogues and some of the teachers of Escola Niterói, as well as the FMEs staff are in the group favorable to FMEs proposal. The majority of teachers interviewed in this research are in the opposite group, because they believe that is not viable to make the proposal adequate the context of practice. The teachers insatisfaction begins to bind them together, creating an identity that is stimulated by the opposition to the hegemonic proposal and by the desire of developing a new one at the same time.
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Jerome, Lee Paul. "Citizenship education : a case study of curriculum policy." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020664/.

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In this thesis I argue that citizenship education was one of a range of domestic policies through which New Labour politicians imagined and sought to create the ideal citizen. It follows that in order to fully understand what happened to citizenship education policy under New Labour, it is essential to assess it within the broader political context. This is the first study to explore the connections between the political context of New Labour, the model of citizenship education which was promoted and the provision that developed in schools. Whilst most analyses of this area have characterised the policy as essentially communitarian, I argue that the model of citizenship education was broadly civic republican in character. I discuss the model and the tensions within it by considering (i) rights and responsibilities, (ii) active citizenship and (iii) community and diversity. I argue that the tensions in policy have often been replicated, rather than resolved, at school level. I have sought to understand the implementation of citizenship education policy from the top down and from the bottom up. The top down account draws on previously published national surveys and the bottom up story is told through an in-depth case study of a single school. The school case study was constructed in collaboration with a group of student co-researchers, which provides a distinctive methodological perspective and an insight into how Citizenship has been experienced by young people. Whilst the policy has failed to achieve all that was intended, there are important lessons to learn. I argue that future citizenship education policy should address the nature of the curriculum more explicitly by communicating aims and purposes more clearly, acknowledging the process of local interpretation, addressing the issue of subject status and connecting more explicitly with community-based opportunities.
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Ho, Yam Leung, and 何蔭良. "Target oriented curriculum: An analysis of the making of education policy in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31965519.

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Norman, Phillip Richard. "What place has grammar in the English curriculum? : an analysis of ninety years' policy debate, 1921 to 2011." Thesis, University of Plymouth, 2012. http://hdl.handle.net/10026.1/1180.

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Since 1921 England’s governments have commissioned enquiries into English and literacy teaching, leading towards published recommendations and requirements for English grammar teaching. Governments’ officially sanctioned publications represent their policy aspirations for English and literacy. Research studies have explored the subsequent challenge for schools and teachers who must integrate grammar into a subject whose wider philosophies may conflict with an explicit grammar element. My study draws on critical theory to analyse the ideological discourses of English grammar these official policy documents reveal, and how they conflict or coincide with wider ideologies of English and literacy in schools. My study uses a two-stage analysis. First is an intertextual analysis using a corpus approach to identify the data’s grammar topics through its keywords and argumentation types. Second is a qualitative critical discourse analysis (CDA) of the documents’ main ideas and ideological discourses. The CDA analysis reveals three main ideological discourses of grammar, namely of ‘heritage and authority’, ‘standards and control’, and ‘life chances and skills’. These discourses are constructed from both prescriptive and descriptive traditions of linguistic thinking, and draw on ideological perspectives of teaching and teachers, learning and learners, and changing philosophies of English over time. The findings show no direct connection between the topic keywords policy authors use and the ideological positions they adopt. But there is a clear trend in argumentation approaches used to make hoped-for claims for grammar’s place and benefits in subject English. The discourses found question whether teachers are sufficiently prepared for grammar teaching and whether learners are sufficiently prepared for communicating in the workplace. The policy ideologies of grammar found in the qualitative analysis are finally re-mapped against wider philosophies of subject English to identify the broad policy trends.
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Mendes, Juliana Camila Barbosa. "Avaliação como espaço de dissenso: traduções possíveis na política curricular da Secretaria Municipal de Educação do Rio de Janeiro." Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6892.

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Esta dissertação investiga os movimentos interelacionados da política de avaliação e da política curricular na Secretaria Municipal de Educação do Rio de Janeiro (SME/RJ), problematizando a introdução de estratégias como provas bimestrais, produção de material pedagógico, entre outras avaliações na rede que trazem novos sentidos para a produção curricular. A partir de análise de documentos curriculares que orientam essa política quanto aos procedimentos e concepções de avaliação, esse estudo visou melhor compreender os deslocamentos de sentido para a avaliação, como estratégia de legitimação de conhecimentos e práticas, bem como a análise dos sentidos do projeto educativo que foi assumido pelo município do Rio de Janeiro. Apoiada nas discussões de Ball (1992), recorro ao Ciclo de Políticas como modelo analítico para entender o processo de articulação entre esferas políticas. Concebo essa relação entre currículo e avaliação como lugar de negociação, embates e disputas, no qual analiso os sentidos de uma prática avaliativa padronizada vinculada a produção curricular. Argumento que está política criou um consenso hegemônico quanto a avaliação como competência técnica, a partir da inversão do sentido de qualidade, traduzido no discurso do texto político. Portanto, se estabelece um contexto avaliador para a escola, baseada numa política curricular que cria uma centralidade na avaliação como dispositivo de regulação do aluno e do trabalho docente, no qual o currículo e avaliação representam o exato local de disputa
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Krentz, Caroline D. "A theoretical-integrative model of core curriculum policy-making." Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/20769.

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McDonough, Edward Sean. "Measuring fidelity of implementation using the survey of enacted curriculum." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618629.

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The proper implementation of a curricular program is crucial in ensuring that the curricular content and learning intentions are delivered to students consistently and reliably. This being the case, it is essential that newly adopted curricular initiatives are evaluated for fidelity to the program's original standards. Currently, state and federal regulations require teachers to use instructional programs that have been shown to be effective through "scientifically based research" (Stavin, 2003). to satisfy the "scientifically based research" requirement of NCLB, curricular programs undergo rigorous efficacy and effectiveness testing to ensure that the program's standards are indeed valid. to further measure the validity, efficacy and effectiveness testing is often accompanied by fidelity of implementation (FOI) assessments (Century, Freeman, & Rudnick, 2008). FOI assessments serve to ensure that curricular programs are delivered to the standards prescribed by the original program model (Carroll et al., 2007; Century et al., 2008; Gresham, MacMillan, Boebe-Frankenberger, & Bocian, 2000; National Research Council, 2004 Reschly & Gresham, 2006; Schoenfeld, 2002).
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Gatt, Isabelle. "Challenging policy, changing practice : introducing drama as a curriculum innovation." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434359.

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Myers, Todd Darin. "Learning Outcomes for an Engineering and Technology Public Policy Curriculum." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178154472.

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Books on the topic "Curriculum policy"

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Warwickshire (England). Education Department. Curriculum policy statement. Warwick: Warwickshire County Council, 1996.

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Hŏ, Kyŏng-ch'ŏl. Curriculum and textbook policy. Seoul, Korea: Korean Educational Development Institute, 2009.

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Authority, Dorset Education. The Dorset curriculum policy. [s.l.]: Dorset Education Authority, 1989.

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Rob, Moore, and Ozga Jennifer, eds. Curriculum policy: A reader. Oxford [England]: Pergamon Press, 1990.

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Davies, Anne. Curriculum policy and practical dilemmas. London: University of London, Institute of Education, Department of Art & Design, 1994.

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Newcastle upon Tyne (England). Education Committee. Curriculum policy statement: 14-19. Newcastle upon Tyne: Newcastle upon Tyne Education Committee, 1989.

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Council, Gloucestershire County. A policy for the curriculum. Gloucester: Gloucestershire County Council, 1988.

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Kunhi, Zahira, Lesley Vidovich, and Tom O'Donoghue. Twenty-first Century Curriculum Policy. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61455-3.

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Corson, David. Language policy across the curriculum. Clevedon [England]: Multilingual Matters, 1990.

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R, Sharp P., and Yeomans David, eds. The emerging 16-19 curriculum: Policy and provision. London: D. Fulton, 1996.

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Book chapters on the topic "Curriculum policy"

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Almeida, Sylvia Christine. "Curriculum and Policy." In Environmental Education in a Climate of Reform, 141–63. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-217-2_8.

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Alexander, Robin. "Curriculum capacity and leadership." In Education in Spite of Policy, 175–91. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315169378-16.

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Herrera, Alicia. "Educational Policy in Context." In Developmentally Appropriate Curriculum and Instruction, 272–300. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429353147-12.

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Li, Jian. "International School Curriculum in China." In International School Policy Development, 87–103. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8817-2_5.

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Gleeson, Jim. "Curriculum in Context: Evolution of Irish Curriculum Policy and Practice." In Education Policy in Ireland Since 1922, 43–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91775-3_3.

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Alexander, Robin. "Neither national nor a curriculum." In Education in Spite of Policy, 143–54. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315169378-13.

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Jenq-Jye, Hwang, and Lee Ya-Ting. "Implementation of Taiwan’s Curriculum Reform Policy." In Curriculum Innovations in Changing Societies, 61–84. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-359-1_4.

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González-Delgado, Mariano, and Tamar Groves. "UNESCO mediation in Francoist curriculum policy." In Transnational Perspectives on Curriculum History, 83–107. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429468384-6.

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Christie, Michael. "Developing Local Curriculum Materials—Learning Metaphors, Insightful Collaborations, Community Involvement." In Language Policy, 127–39. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2078-0_11.

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Kunhi, Zahira, Lesley Vidovich, and Tom O’Donoghue. "Results Relating to the Micro (School) Level – Case Study 1." In Twenty-first Century Curriculum Policy, 97–111. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61455-3_6.

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Conference papers on the topic "Curriculum policy"

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Al-Hamdani, Wasim A., and Wendy D. Dixie. "Information security policy in small education organization." In 2009 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1940976.1940991.

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Yuan, Xiaohong, Sahana Murthy, Jinsheng Xu, and Huiming Yu. "Case studies for teaching physical security and security policy." In 2010 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1940941.1940947.

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Amor, Hamza. "Training general users on the non-policy side of the IS program." In 2010 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1940941.1940970.

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Goode, Joanna. "Connecting k-16 curriculum & policy." In the 41st ACM technical symposium. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1734263.1734272.

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Price, Todd. "Critical Race Theory as Policy as Curriculum?" In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894429.

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Miyazaki, Kazuteru, and Masaaki Ida. "Consistency Assessment between Diploma Policy and Curriculum Policy using Character-Level CNN." In 2018 Joint 10th International Conference on Soft Computing and Intelligent Systems (SCIS) and 19th International Symposium on Advanced Intelligent Systems (ISIS). IEEE, 2018. http://dx.doi.org/10.1109/scis-isis.2018.00106.

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Reisel, John R. "Incorporating Public Policy Creation and Analysis Activities Into a Mechanical Engineering Curriculum." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86371.

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While it is easy to recognize that mechanical engineers can lend their expertise to public policy makers as they create public policy related to science and technology, it is not as clear as to how to introduce mechanical engineering students to public policy activities. The undergraduate curricula in most mechanical engineering programs are considered full, and there are always additional topics that people wish to add. Educators are likely to hesitate before removing material from their programs in order to add material on public policy. Yet, there are techniques that can be used to incorporate aspects of public policy into a standard mechanical engineering curriculum without the removal of much, if any, current content. In this paper, several techniques for introducing mechanical engineering students to the process of public policy creation will be discussed. While these methods will not make the students experts in policy, they can introduce students to the tools that they need to influence the public policy creation process. These techniques include a comprehensive semester-long project in a technical elective course, a short policy analysis paper for development in a required or elective course, incorporation of public policy considerations in a capstone design project, policy discussions or debates in relevant courses, and a focus on public policy development in extracurricular activities. In their education, students should not only become technically proficient, but also learn how to track current events and trends, communicate their knowledge effectively, gain knowledge on applying proper engineering ethics, and be aware of the environmental and social context of their work. Through these knowledge areas and skills, students will gain the fundamental working knowledge that they need to influence public policy creation. It may be noted that these are also desirable outcomes for a student’s educational program as defined by ABET. Therefore, finding opportunities in a mechanical engineering program’s curriculum to address public policy creation activities also benefits the program by helping it more completely fulfill ABET accreditation requirements.
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Narvekar, Sanmit, Jivko Sinapov, and Peter Stone. "Autonomous Task Sequencing for Customized Curriculum Design in Reinforcement Learning." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/353.

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Transfer learning is a method where an agent reuses knowledge learned in a source task to improve learning on a target task. Recent work has shown that transfer learning can be extended to the idea of curriculum learning, where the agent incrementally accumulates knowledge over a sequence of tasks (i.e. a curriculum). In most existing work, such curricula have been constructed manually. Furthermore, they are fixed ahead of time, and do not adapt to the progress or abilities of the agent. In this paper, we formulate the design of a curriculum as a Markov Decision Process, which directly models the accumulation of knowledge as an agent interacts with tasks, and propose a method that approximates an execution of an optimal policy in this MDP to produce an agent-specific curriculum. We use our approach to automatically sequence tasks for 3 agents with varying sensing and action capabilities in an experimental domain, and show that our method produces curricula customized for each agent that improve performance relative to learning from scratch or using a different agent's curriculum.
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Darmawan, Deni, Didi Supriadi, and Muthia Alinawati. "Communication Policy Management of the Curriculum Implementation in Indonesia." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007050108830887.

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Alif Mudiono, Alif. "Scientific Approaching in Development Policy of Elementary School Curriculum." In 3rd International Conference on Education and Training (ICET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icet-17.2017.12.

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Reports on the topic "Curriculum policy"

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Rodriguez-Segura, Daniel, and Isaac Mbiti. Back to the Basics: Curriculum Reform and Student Learning in Tanzania. Research on Improving Systems of Education (RISE), June 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/099.

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In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by the policy. We find that the policy increased learning by around 0.20 standard deviations in Kiswahili and math test scores one year after the start of the reform. Timely teacher training on the new curriculum was associated with even larger effects. Evaluating longer term outcomes, we find suggestive evidence that the reform decreased the dropout rate of children up to four years later. However, this was also accompanied with lower average passing rates in the national Grade 4 examination due to compositional changes as low-performing students became less likely to dropout.
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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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Balarin, María, and Mauricio Saavedra. Reforming Education in the Context of Weak States: The Political Economy of Education Reforms in Peru 1995-2020. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe04.

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In this paper, we explore the political economy of education reforms in Peru through an analysis of the recent history of education policies in the country. Starting in 1995, arguably the inception point for quality-oriented reforms, we follow policy developments in three selected areas – curriculum, teachers and assessment – up to 2020, the year when the study was conducted. Through a detailed reconstruction of policies and policy changes that was based on documentary analysis and in-depth interviews with key stakeholders, we analyse the changing nature of agendas throughout this period and the factors that may explain changes and continuities.
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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Gurung, M. B., Uma Pratap, N. C. T. D. Shrestha, H. K. Sharma, N. Islam, and N. B. Tamang. Beekeeping Training for Farmers in Afghanistan: Resource Manual for Trainers [in Urdu]. International Centre for Integrated Mountain Development (ICIMOD), 2012. http://dx.doi.org/10.53055/icimod.564.

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Beekeeping contributes to rural development by supporting agricultural production through pollination and by providing honey, wax, and other products for home use and sale. It offers a good way for resource-poor farmers in the Hindu Kush Himalayas to obtain income, as it requires only a small start-up investment, can be carried out in a small space close to the home, and generally yields profits within a year of operation. A modern approach to bee management, using frame hives and focusing on high quality, will help farmers benefit most fully from beekeeping. This manual is designed to help provide beekeepers with the up-to-date training they need. It presents an inclusive curriculum developed through ICIMOD’s work with partner organizations in Bangladesh, Bhutan, India, and Nepal, supported by the Austrian Development Agency. A wide range of stakeholders – trainers, trainees, government and non-governmental organizations (NGOs), associations and federations, and private entrepreneurs – were engaged in the identification of curriculum needs and in development and testing of the curriculum. The manual covers the full range of beekeeping-related topics, including the use of bees for crop pollination; production of honey, wax and other hive products; honey quality standards; and using value chain and market management to increase beekeepers’ benefits. It also includes emerging issues and innovations regarding such subjects as indigenous honeybees, gender and equity, integrated pest management, and bee-related policy. The focus is on participatory hands-on training, with clear explanations in simple language and many illustrations. The manual provides a basic resource for trainers and field extension workers in government and NGOs, universities, vocational training institutes, and private sector organizations, and for local trainers in beekeeping groups, beekeeping resource centres, cooperatives, and associations, for use in training Himalayan farmers. Individual ICIMOD regional member countries are planning local language editions adapted for their countries’ specific conditions.
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McGee, Steven, Everett Smith, Andrew Rasmussen, and Jeremy Gubman. Using Rasch analysis for determining the cut score of a computer science placement exam. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.4.

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A key strategy for broadening computer science participation in the Chicago Public Schools has been the enactment of a yearlong computer science course as a high school graduation requirement. The Exploring Computer Science (ECS) curriculum and professional development program serves as a core foundation for supporting policy enactment. However, students with prior background in computer science might find the course repetitive. This paper reports on district efforts to develop a placement exam for students to take an advanced computer science course in lieu of the introductory computer science course. The placement exam tasks were modeled after the ECS exam tasks but with higher difficulty. We used Rasch modeling to equate the placement exam tasks to the ECS exams and to establish a cut score for passing the placement exam.
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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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Adeniran, Adedeji, Dozie Okoye, Mahounan P. Yedomiffi, and Leonard Wantchekon. COVID-19 Learning Losses, Parental Investments, and Recovery: Evidence from Low-Cost Private Schools in Nigeria. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/120.

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About 2 billion children were affected by school closures globally at the peak of the COVID-19 pandemic. This has led to documented learning losses while children were out of school, and an especially precarious future academic path for pupils in developing countries where learning and continued enrolment remain important issues. There is an urgent need to understand the extent of these learning and enrolment losses, and possible policy options to get children back on track. This paper studies the extent of learning losses and recovery in Africa's most populous country, Nigeria, and provides some evidence that a full recovery is possible. Using data from a random sample of schools, we find significant learning losses of about .6 standard deviations in English and Math. However, a program designed to slow down the curriculum and cover what was missed during school closures led to a rebound within 2 months, and a recovery of all learning losses. Students who were a part of the program do not lag behind one year later and remain in school.
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Kaye, Tom, Caspar Groeneveld, Caitlin Moss, and Björn Haßler. Nepal “Ask me anything” Session: Responses to audience questions. EdTech Hub, May 2020. http://dx.doi.org/10.53832/edtechhub.0014.

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On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.
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