Log in

Relevant bibliographies by topics / Curriculum policy / Journal articles

To see the other types of publications on this topic, follow the link: Curriculum policy.

Journal articles on the topic 'Curriculum policy'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Curriculum policy.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Elgström, Ole, and Mats Hellstenius. "Curriculum debate and policy change." Journal of Curriculum Studies 43, no. 6 (December 2011): 717–38. http://dx.doi.org/10.1080/00220272.2011.584562.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Werner, Walter. "Defining curriculum policy through slogans." Journal of Education Policy 6, no. 2 (January 1991): 225–38. http://dx.doi.org/10.1080/0268093910060210.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Reid, Andrew. "Epistemological Claims and Curriculum Policy." Scottish Educational Review 26, no. 1 (December 20, 1994): 18–26. http://dx.doi.org/10.1163/27730840-02601005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Chan, Jacqueline K. S. "Curriculum policy implementation: how schools respond to government's ‘soft’ policy in the curriculum reform." Curriculum Journal 23, no. 3 (September 2012): 371–86. http://dx.doi.org/10.1080/09585176.2012.703378.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Clune, William H. "The Best Path to Systemic Educational Policy: Standard/Centralized or Differentiated/Decentralized?" Educational Evaluation and Policy Analysis 15, no. 3 (September 1993): 233–54. http://dx.doi.org/10.3102/01623737015003233.

Full text

Abstract:

Systemic educational policy recommends creating more ambitious instruction in schools through a centralized strategy of mandatory curriculum frameworks, high-stakes student assessments, and coordinated teacher training. This article suggests serious problems with such a strategy and recommends a decentralized alternative involving local choice of curricula, technical assistance, and professional development. Arguments for, problems with, and alternatives to the centralized strategy are examined in eight dimensions of educational policy: curriculum development, curriculum stratification, educational indicators, high-stakes examinations for students, school improvement, educational finance, educational governance, and teacher training. The article concludes with recommendations for policy and research.

APA, Harvard, Vancouver, ISO, and other styles

16

Lubben, Fred, and Judith Benneth. "From novel approach to mainstream policy? The impact of context-based approaches on chemistry teaching." Educación Química 19, no. 4 (June 23, 2011): 252. http://dx.doi.org/10.22201/fq.18708404e.2008.4.25840.

Full text

Abstract:

This paper reports part of a study of the ways in which students everyday experiences are used in pre-university chemistry curricula in a centralised and a decentralised education system, in South Africa and England, respectively. The changing role of contextualisation over the last 15 years is explored, in the ideal, formal and perceived curriculum. Analysis of curriculum documents including examination papers and textbooks suggest that recent curricula make use of everyday contexts, as illustrations of chemical concepts, and less frequently as justifications for studying these concepts, or for application and synthesis of chemical knowledge. Discontinuities in the use of everyday experiences occur between ideal and formal curricula, or between the formal curriculum and textbooks in decentralised and centralised systems respectively. Meaningful contextualised assessment is problematic in a variety of curricula.

APA, Harvard, Vancouver, ISO, and other styles

17

Smith, Kim, Rebecca Wells, and Corinna Hawkes. "How Primary School Curriculums in 11 Countries around the World Deliver Food Education and Address Food Literacy: A Policy Analysis." International Journal of Environmental Research and Public Health 19, no. 4 (February 11, 2022): 2019. http://dx.doi.org/10.3390/ijerph19042019.

Full text

Abstract:

(1) Background: As one of the biggest drivers of health and climate change, the food system has unrealised potential to influence consumption toward affordable, healthy, sustainable diets. A range of policy levers, including mandating food education, are needed. Schools are considered the best place for food education and childhood is a crucial period when eating habits that persist into adulthood are formed. Food education as part of the curriculum is crucial in generating population shifts in food systems improvements. The purpose of this policy analysis was to analyse mandatory curriculums in different countries to explore the ways in which primary school food education addresses food literacy. (2) Methods: This study analyses how food education within primary school education policy, in 11 countries, addresses Food Literacy (FL). It is the first study of this kind. A case study methodology was employed, and curriculum policy content analysis was conducted using a Food Literacy framework. (3) Results: Each country has a curriculum dedicated to food education, supported by food education in non-food curriculums. There is no standardized approach to primary school food education policy, no consensus in primary food education nomenclature or what curriculums constitute. Curriculums focus on cooking and health topics, but significantly less on social-cultural, equity, and sustainability issues. (4) Conclusion: How primary curriculums around the world deliver food education policy to address FL varies enormously. All 11 countries have dedicated food curriculums, supported by non-food curriculums, but there is no consensus as to what food education is called or constitutes. Countries rarely deal with FL comprehensively. The most comprehensive are single, detailed food curriculums, complemented by non-food curriculums where food knowledge and skills progress clearly and are the intended learning outcome.

APA, Harvard, Vancouver, ISO, and other styles

18

Valle, Júlio César, and Vinício De Macedo Santos. "The teaching participation in curricular elaboration processes: Paulo Freire's democratic experience in São Paulo." Acta Scientiae 23, no. 8 (September 29, 2021): 262–88. http://dx.doi.org/10.17648/acta.scientiae.6477.

Full text

Abstract:

Background: The Curriculum Reorientation Movement proposed by educator Paulo Freire and carried out in the city of São Paulo, from 1989 to 1992, when he was secretary of education, was an educational management experience that, by developing a public policy for the production of curriculum documents for primary schools, recognized the key position of the teacher's work at school and moved it to the center of the discussion process, inaugurating a dynamic of dialogue and reflection that had not been experienced so far. Objective: To think and discuss about which has been the place for teaching work in the curricular policies, as well as its effects on the teaching profession and identity. Design: a part of a research already completed, for which documents, interviews and the analysis of the relevant bibliography were taken as the basis for taking and analyzing data from the investigated process. The documents are all those prepared by the management to conduct the curriculum policy in question; Among the interviewees, a small group composed of different actors involved in the curriculum reorientation process (manager, specialist technician, pedagogical advisor and teacher) was used to compose a panel of points of view of the different subjects responsible for the formulation, mediation and execution curriculum policies in schools; and by the bibliographical research. Setting and participants: Although the interviews do not explicitly constitute the cut that originated this text, some of the curricular policy makers and also mathematics teachers who worked in public schools in São Paulo at the time were interviewed. Data collection and analysis: The documents analyzed were obtained from the Memory Center of the Municipal Education Department of São Paulo. The analysis allowed us to identify a set of documents that led to curriculum reorganization. We identified, in documents, interviews and bibliographical research, how teachers participated in the curriculum development process. Results: The “non-place” given to teaching work in the prescriptive curricular policies, such as the BNCC, actively produces the teaching work as fragile, inconsistent, ineffective, and inefficient, weakening it and favoring its deprofessionalization. This weakening of the teaching work, actively produced, is used, as in a cycle, to justify more centralized, more prescriptive, and more authoritarian curricular policies. Conclusion: a democratic experience in curriculum policy can reaffirm the autonomy, authority and otherness of teachers. Freire's curriculum policy, despite its limits and obstacles, presented itself as capable of promoting and expanding the spaces for its collective and authorial participation and construction.

APA, Harvard, Vancouver, ISO, and other styles

19

Thiesen, Juarues Da Silva. "Estratégias de internacionalização da educação e do currículo: Das universidades aos territórios da Educação Básica." education policy analysis archives 27 (May 27, 2019): 58. http://dx.doi.org/10.14507/epaa.27.3622.

Full text

Abstract:

The objective of the study is to analyze implications of the movements for the curricular internationalization of higher education in terms of current curriculum policies and reconfigurations of basic education, particularly in Brazil and Portugal. This article presents and discusses a set of strategies that have been formulated and or adopted by the Brazilian state and by non-state organizations that seek to align higher education and basic education curriculums to movements that defend internationalization. Drawing on previous research, this exploratory and empirical study uses official texts of Brazilian educational and curricular policy, as well as projects of private institutions related to curriculum internationalization, as its primary sources. The article concludes that there is a significant process of alignment of Brazilian education to the expectations and demands of internationalization and that various strategies adopted in higher education are readapted for use in curricular territories of basic education.

APA, Harvard, Vancouver, ISO, and other styles

20

Priestley, Mark, Sarah Minty, and Michelle Eager. "School-based curriculum development in Scotland: curriculum policy and enactment." Pedagogy, Culture & Society 22, no. 2 (August 2013): 189–211. http://dx.doi.org/10.1080/14681366.2013.812137.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Maddalena, Victor, Amanda Pendergast, and Gerona McGrath. "Quality improvement in curriculum development." Leadership in Health Services 31, no. 4 (October 1, 2018): 409–12. http://dx.doi.org/10.1108/lhs-09-2017-0053.

Full text

Abstract:

Purpose There is a growing emphasis on teaching patient safety principles and quality improvement (QI) processes in medical education curricula. This paper aims to present how the Faculty of Medicine at Memorial University of Newfoundland engaged medical students in quality improvement during their recent curriculum renewal process. Design/methodology/approach In the 2013-2014 academic year, the Faculty of Medicine at Memorial University of Newfoundland launched an undergraduate medical education curriculum renewal process. This presented a unique opportunity to teach quality improvement by involving students in the ongoing development and continuous improvement of their undergraduate curriculum through the implementation of quality circles and other related QI activities. Findings The authors’ experience shows that implementing QI processes is beneficial in the medical education environment, particularly during times of curriculum redesign or implementation of new initiatives. Originality/value Student engagement and participation in the QI process is an excellent way to teach basic QI concepts and improve curriculum program outcomes.

APA, Harvard, Vancouver, ISO, and other styles

22

Adewumi, Barbara, and Lavinia Mitton. "Diversifying the Social Policy Curriculum: A Collaborative Approach." Social Policy and Society 21, no. 1 (October 21, 2021): 54–67. http://dx.doi.org/10.1017/s1474746421000506.

Full text

Abstract:

This article offers a practical methodological ‘toolkit’ for creating more diverse reading lists for social policy teaching. It reports on the findings of the award-winning ‘Reading List Diversity Mark Project’, carried out at the University of Kent in 2018–20, which investigated how many Black, Asian and other ethnic minority authors were included on undergraduate reading lists. Through the application of critical race theory (CRT), we argue that inclusive curricula matter. We then analyse the reasons for the marginalisation of race and ethnicity in the social policy curriculum. A distinctive aspect of the project was the nature of our staff-student collaboration and we discuss how this shaped its design and outcomes. We argue that our approach could be implemented at other institutions and conclude with suggestions about how to achieve a more diverse social policy curriculum.

APA, Harvard, Vancouver, ISO, and other styles

23

Looney, Anne. "Curriculum as policy: some implications of contemporary policy studies for the analysis of curriculum policy, with particular reference to post-primary curriculum policy in the Republic of Ireland." Curriculum Journal 12, no. 2 (July 1, 2001): 149–62. http://dx.doi.org/10.1080/09585170110050819.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Looney, Anne. "Curriculum as policy: some implications of contemporary policy studies for the analysis of curriculum policy, with particular reference to post‐primary curriculum policy in the Republic of Ireland." Curriculum Journal 12, no. 2 (July 2001): 149–62. http://dx.doi.org/10.1080/09585170121749.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

House, Ernest R. "Race and Policy." education policy analysis archives 7 (April 26, 1999): 16. http://dx.doi.org/10.14507/epaa.v7n16.1999.

Full text

Abstract:

Beliefs about race have played a central role in American history, literature, and education. Racial beliefs are embedded in the national identity in complex and disguised ways. These beliefs attribute presumed character traits to African Americans and other minorities, who are thought of as different in character and ability, especially the ability to govern themselves. These beliefs lead to education policies which separate, differentiate, and mandate different curricula and treatment for minorities, policies justified as being fair and democratic. These beliefs influence not only curriculum content, but how the schools are organized, financed, and administered at a deeper level than is commonly understood.

APA, Harvard, Vancouver, ISO, and other styles

26

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

27

Starr, Joshua P. "On Leadership: To improve the curriculum, engage the whole system." Phi Delta Kappan 100, no. 7 (March 25, 2019): 70–71. http://dx.doi.org/10.1177/0031721719841343.

Full text

Abstract:

Education policy wonks are shifting their attention from standards and accountability to curriculum. Joshua Starr warns that curriculum reform cannot be handed down from above. When reforming their curricula, school and district leaders must take into account the existing curriculum, school governance, resource allocation, tracking and differentiation, politics and community engagement, and teachers’ roles and responsibilities.

APA, Harvard, Vancouver, ISO, and other styles

28

Prendergast, Jocelyn Stevens, and Brittany Nixon May. "Curriculum reform and policy considerations: A multiple case study of the inclusion of modern band into music teacher preparation programmes." Journal of Popular Music Education 4, no. 1 (March 1, 2020): 21–40. http://dx.doi.org/10.1386/jpme_00012_1.

Full text

Abstract:

Many music teacher education programmes in the United States are increasingly offering classes that fall within the scope of modern band. A number of policies impact music teacher education curricula in the United States. These include both hard policies, such as teacher certification and NASM accreditation requirements, as well as soft policies, such as institutional traditions. In this multiple case study, the researchers interviewed three music teacher educators from different universities to examine their individual experiences incorporating modern band into their music education curricula and identify any policy issues that arose as they proposed and instituted curricular changes. The themes identified with regard to implementing modern band into the music teacher education curriculum included time, support, curricular positioning, equity and access. Notably, the participants did not cite any specific policy issues as barriers to implementing modern band into music education coursework.

APA, Harvard, Vancouver, ISO, and other styles

29

Akrim, A., Hasrian Rudi Setiawan, Selamat Selamat, and Nurman Ginting. "Transformation of Islamic education curriculum development policy in the national education system." Cypriot Journal of Educational Sciences 17, no. 7 (July 29, 2022): 2538–52. http://dx.doi.org/10.18844/cjes.v17i7.7685.

Full text

Abstract:

The most essential tool in any education system and for any learning process is the educational curriculum. Curriculum orientation is used as a reference to the direction of studies in learning outcomes. In the presence of western-based models in the development of educational techniques, students in Islamic universities are found to be aloof from their religious and cultural norms as they graduate from educational institutions. This paper aims to describe the transformation of Islamic Education in national education programs and curricula. For the purpose of this study, we have taken Islamic pedagogy and research methodology as well as cultural reinvigoration as the independent variable. Whereas the development of national education system along the Islamic model is the dependent variable. State organized curriculum is deemed as the mediator, which affects the later and is affected by the presence of former. Data was collected via questionnaires from a total of 550 respondents where the respondents chosen were experts in curriculum development and Islamic education. The data collected was analyzed using the SPSS and Smart PLS. The results illustrate that with cultural reinvigoration and development of Islamic pedagogy, not only the development of the curriculum will be facilitated in Indonesia, but its implementation will also be expedited. Keywords: Curriculum, Islamic, education, pedagogy, culture, national

APA, Harvard, Vancouver, ISO, and other styles

30

Lukong, Emmanuel, and Yaro Loveline. "Curriculum Policy Implementation in Cameroon Education System Insights from Theories of Policy Change." International Journal of Social Sciences and Humanities Invention 7, no. 07 (July 16, 2020): 6028–45. http://dx.doi.org/10.18535/ijsshi/v7i07.04.

Full text

Abstract:

This study takes as its point of departure the assumption that policy implementation is a complex process that cannot be fully understood without analysis of the complexities, tensions, conflicts, perceptions and dilemmas related to those engaged in the implementation. In curriculum, theories are used to provide explanations for practice that help to facilitate the creation and implementation of the curriculum. They also provide justifications that enable school practitioners to articulate the reasons for their actions and therefore help to assist the understanding of what has been created. Theories also criticize the outcome or that which has been created and implemented. It is therefore necessary to develop a fundamental understanding of curriculum theory by providing the tools necessary when analysing curriculum endeavours. This study has adopted four theories to provide an understanding of Educational policies in Cameroon.Itreviews the different theoretical perspectives relating to factors that impact on policy implementation and provide insights on trends in the approaches to curriculum policy implementation practices.

APA, Harvard, Vancouver, ISO, and other styles

31

Lamont, Ross I., and Ann L. N. Chapman. "Incorporating medical leadership into undergraduate curricula: a proposal for a spiral curriculum." Leadership in Health Services 32, no. 3 (June 28, 2019): 435–44. http://dx.doi.org/10.1108/lhs-12-2017-0075.

Full text

Abstract:

Purpose There is increasing recognition of the importance of incorporating medical leadership training into undergraduate medical curricula and this is now advocated by the General Medical Council (GMC) and supported through the development of the Undergraduate Medical Leadership Competency Framework (MLCF). However to date, few medical schools have done so in a systematic way and training/experience in medical leadership at undergraduate level is sporadic and often based on local enthusiasm. The purpose of this paper is to outline a theoretical curriculum to stimulate and support medical leadership development at undergraduate level. Design/methodology/approach This study describes a theoretical framework for incorporation of medical leadership training into undergraduate curricula using a spiral curriculum approach, linked to competences outlined in the Undergraduate Medical Leadership Competency Framework. The curriculum includes core training in medical leadership for all students within each year group with additional tiers of learning for students with a particular interest. Findings This curriculum includes theoretical and practical learning opportunities and it is designed to be deliverable within the existing teaching and National Health Service (NHS) structures. The engagement with local NHS organisations offers opportunities to broaden the university teaching faculty and also to streamline medical leadership development across undergraduate and postgraduate medical education. Originality/value This theoretical curriculum is generic and therefore adaptable to a variety of undergraduate medical courses. The combination of theoretical and practical learning opportunities within a leadership spiral curriculum is a novel and systematic approach to undergraduate medical leadership development.

APA, Harvard, Vancouver, ISO, and other styles

32

Mahfud, Choirul. "Evaluation of Islamic Education Curriculum Policy in Indonesia." Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran 9, no. 1 (June 21, 2019): 34. http://dx.doi.org/10.25273/pe.v9i1.4016.

Full text

Abstract:

<div><p>The most sensitive thing in the context of Islamic education policy in Indonesia is the change of curriculum. The Islamic education curriculum cannot be separated from the national education curriculum, because Islamic education is a national education subsystem. If the national education curriculum changes, then the Islamic education curriculum also changes. In this context, as adagium "changing ministers, changing curriculum" applies always interesting to discuss. This article intends to discuss how to evaluate Islamic education curriculum policies in Indonesia; and what are the supporting and inhibiting factors in implementing curriculum policies in learning in schools in Indonesia.</p></div>

APA, Harvard, Vancouver, ISO, and other styles

33

Liu, Feifei. "Preparing Students for the Internationalized World — Is Hong Kong Secondary English Curriculum Ready?" Journal of Higher Education Research 3, no. 6 (December 13, 2022): 442. http://dx.doi.org/10.32629/jher.v3i6.1079.

Full text

Abstract:

To educate students for an internalized world and knowledge-based economy, education in Hong Kong needs to keep up with internalization of education. English's status as a global language is crucial to achieving the objective. Based on Rizvi's (2007) critique of curriculum internationalization, this paper examines the secondary English curriculum of Hong Kong as a case study and assesses the curriculum's readiness for internationalization at the policy, school, and classroom levels. The results of this study demonstrate that curriculum internationalization has had a subtle impact on secondary English curriculum decision-making, particularly at the office and school policy levels. However, because to Hong Kong's strongly engrained exam-oriented setting, internationalization adoption at the classroom level continues to be a difficult and convoluted process.

APA, Harvard, Vancouver, ISO, and other styles

34

Abbiss, Jane. "Editorial: Policy shifts and curriculum effects." Curriculum Matters 15 (December 20, 2019): 1. http://dx.doi.org/10.18296/cm.0033.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Stringer, Bill. "Education policy, national curriculum and schools." Melbourne Studies in Education 33, no. 1 (January 1992): 63–70. http://dx.doi.org/10.1080/17508489209556249.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Solomon, Sally B., and Susan C. Roe. "Integrating Public Policy into the Curriculum." Nurse Practitioner 12, no. 1 (January 1987): 61???63. http://dx.doi.org/10.1097/00006205-198701000-00010.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Hellman-Rosenthal, Geraldine. "Curriculum Policy: Academic Study About Religion." Religion & Public Education 12, no. 1-2 (January 1985): 31. http://dx.doi.org/10.1080/10567224.1985.11487848.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Short, Edmund C. "Strengthening the Curriculum: Eight Policy Recommendations." Educational Forum 49, no. 3 (September 30, 1985): 351–60. http://dx.doi.org/10.1080/00131728509335855.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Hopman, Marit, Micha de Winter, and Willem Koops. "The Hidden Curriculum of Youth Policy." Youth & Society 46, no. 3 (February 5, 2012): 360–78. http://dx.doi.org/10.1177/0044118x11436187.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Gao, Xuesong (Andy). "Language learner autonomy: policy, curriculum, classroom." Journal of Multilingual and Multicultural Development 32, no. 1 (February 2011): 97–99. http://dx.doi.org/10.1080/01434632.2010.515719.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Bennett, John. "Curriculum issues in national policy-making." European Early Childhood Education Research Journal 13, no. 2 (January 2005): 5–23. http://dx.doi.org/10.1080/13502930585209641.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Dulude, Eliane, James P. Spillane, and Xavier Dumay. "High Stakes Policy and Mandated Curriculum." Educational Policy 31, no. 3 (August 25, 2015): 364–403. http://dx.doi.org/10.1177/0895904815598396.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Bascia, Nina, Shasta Carr-Harris, Rose Fine-Meyer, and Cara Zurzolo. "Teachers, Curriculum Innovation, and Policy Formation." Curriculum Inquiry 44, no. 2 (March 2014): 228–48. http://dx.doi.org/10.1111/curi.12044.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Lynn, Laurence E. "The changing public policy curriculum: Introduction." Journal of Policy Analysis and Management 20, no. 1 (2001): 161–62. http://dx.doi.org/10.1002/1520-6688(200124)20:1<161::aid-pam2010>3.0.co;2-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Greany, Toby, and Joanne Waterhouse. "Rebels against the system." International Journal of Educational Management 30, no. 7 (September 12, 2016): 1188–206. http://dx.doi.org/10.1108/ijem-11-2015-0148.

Full text

Abstract:

Purpose The purpose of this paper is to describe and analyse the development of school autonomy, school leadership and curriculum innovation in England over the past 40 years. It provides a baseline picture for the wider international study on school autonomy and curriculum innovation. Design/methodology/approach An initial literature review was undertaken, including policy document analysis. Interviews and observations were undertaken with participants on a pilot professional programme for school leaders seeking to develop their school curriculum. Findings While all schools in England have needed to adapt their curricula to reflect the new National Curriculum introduced from 2014, relatively few schools appear to have used this opportunity to design genuinely innovative curricula that respond to the changing needs of learners in the twenty-first century. This includes the academies and free schools – currently around one in four schools – which are not legally required to follow the National Curriculum. The authors posit that leadership agency by principals and their professional teams is more important than policy/legal freedoms for securing curriculum innovation. Such agency appears to depend on the capacity and confidence of leaders to shape an alternative and innovative curriculum in the face of structural constraints, in particular England’s sharp accountability system, effectively making these leaders “rebels against the system”. Research limitations/implications The empirical findings are preliminary and based on a small convenience sample. Originality/value Given England’s position as a relatively extreme example of high-autonomy-high-accountability quasi-market school reforms this paper provides valuable insights on school autonomy and curriculum innovation that can inform policy and practice more widely.

APA, Harvard, Vancouver, ISO, and other styles

47

Wang, Yueying. "A Critical Analysis of the Implementation Process of Education Policy Borrowing: New Curriculum Reform in China." Asian Education Studies 7, no. 3 (August 31, 2022): 24. http://dx.doi.org/10.20849/aes.v7i3.1278.

Full text

Abstract:

xamines the situation of education policy reference. New curriculum reform, namely “a new round of basic education curriculum reform”. Alternative approaches, such as school-based curricula, student-centred teaching methods, and formative assessment, have been used to draw on the NCR. In this essay, the borrowing process of China’s new curriculum reform will be analysed and discussed based on the four-stage analysis of Phillips and Ochs. At the same time, it focuses on the analysis of the core content—the specific implementation process of NCR, especially the content of “student-centred” pedagogy.

APA, Harvard, Vancouver, ISO, and other styles

48

Maluleke, Hlanganani Maggie, and Abraham Tlhalefang Motlhabane. "Teachers Beliefs and Practices Influencing Curriculum Policy Implementation: Pedagody and Curriculum." International Journal of Pedagogy and Curriculum 22, no. 3 (2015): 13–25. http://dx.doi.org/10.18848/2327-7963/cgp/v22i03/48885.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Archbald, Doug. "Curriculum Control Policies and Curriculum Standardization: Teachers’ Reports of Policy Effects." International Journal of Educational Reform 6, no. 2 (April 1997): 155–73. http://dx.doi.org/10.1177/105678799700600204.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Harris, Richard, and Katharine Burn. "Curriculum theory, curriculum policy and the problem of ill‐disciplined thinking." Journal of Education Policy 26, no. 2 (March 2011): 245–61. http://dx.doi.org/10.1080/02680939.2010.498902.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!