To see the other types of publications on this topic, follow the link: Curriculum projects.
Journal articles on the topic 'Curriculum projects'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Curriculum projects.'
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
Kasten, Peggy. "Projects: Hawaii Algebra Learning Project." Mathematics Teacher 93, no. 3 (March 2000): 260. http://dx.doi.org/10.5951/mt.93.3.0260.
Full textAbstract:
The Hawaii Algebra Learning Project of the Curriculum Research and Development Group, University of Hawaii, has both a curriculum component and a professional development component. The project was made possible through funding from the National Science Foundation, the U.S. Department of Education, the McInerny Foundation, and the University of Hawaii. The original goal of the project was to develop curriculum materials that make algebra accessible to students of all ability levels. This materials component has been identified as a promising program in mathematics education by the Laboratory Network Program of the U.S. Department of Education's Office of Educational Research and Improvement.
2
Durstenfeld, Matthew S., Scott Statman, Kerrilynn Carney, Brigette Cohan, Brian Bosworth, Kevin Hauck, and Andrew Dikman. "Swimming With Sharks: Teaching Residents Value-Based Medicine and Quality Improvement Through Resident-Pitched Projects." Journal of Graduate Medical Education 12, no. 3 (June 1, 2020): 320–26. http://dx.doi.org/10.4300/jgme-d-19-00421.1.
Full textAbstract:
ABSTRACT Background To create meaningful quality improvement (QI) curricula for graduate medical education (GME) trainees, institutions strive to improve coordination of QI curricula with hospital improvement infrastructure. Objective We created a curriculum to teach residents about QI and value-based medicine (VBM) and assessed curricular effectiveness. Methods We designed a 2-week required curriculum for internal medicine residents at a large academic program. After participating in basic skills workshops, trainees developed QI/VBM project ideas with faculty and nonclinical support and pitched them to hospital leaders at the end of the rotation. Pre-post and 1-year follow-up surveys were conducted for residents to self-assess knowledge, attitudes, and skills, participation in QI/VBM projects, and career intentions. We tracked QI/VBM project implementation. Results In the first 2 years (2017–2018), 92 trainees participated, and 71 of 76 (93%) recommended the curriculum. Surveys (76 of 92, 83%) show improvement in our learning objectives (12%–60% pre to 62%–97% post; P < .001 for all; Cohen's d effect size 0.7–1.2), which are sustained at 1-year follow-up (57%–95%; P < .01). Four of 19 projects have been implemented. At 1 year, 95% of residents had presented a quality/value poster presentation, 44% were involved in QI/VBM beyond required rotations, and 26% plan to pursue careers focused on improving quality, safety, or value. Conclusions Our project-based curriculum culminating in a project pitch to hospital leadership was acceptable to GME trainees, improved self-assessed skills sustained at 1 year, and resulted in successfully implemented QI/VBM projects.
3
Stenglein, Sharon. "Projects: The Connected Geometry Project." Mathematics Teacher 89, no. 7 (October 1996): 612–14. http://dx.doi.org/10.5951/mt.89.7.0612.
Full text
4
Kasten, Peggy. "Projects." Mathematics Teacher 91, no. 9 (December 1998): 809–10. http://dx.doi.org/10.5951/mt.91.9.0809.
Full textAbstract:
The Cincinnati Public Schools received a National Science Foundation, Urban Systemic Initiative (USI) Grant in 1994. The USl unit wanted to add an integrated mathematics component to its curriculum. Integrated Mathematics (SIMMS IM), an NSF curriculum project, seemed a good fit, and work began in 1995-1996 to plan its inclusion as a pilot curriculum.
5
Stenglein, Sharon. "Projects." Mathematics Teacher 89, no. 9 (December 1996): 786–87. http://dx.doi.org/10.5951/mt.89.9.0786.
Full textAbstract:
In 1989, the Geometry Learning Project (GLP) of the Curriculum Research and Development Group of the University of Hawaii set out to develop a high school geometry curriculum that effectively supports students' construction of geometric knowledge, carrying out the mandates of the NCTM's Standards documents (1989, 1991, 1995) and other calls for substantive change in the htgh school geometry curriculum. Following seven years of intensive research and field testing, which was funded by the National Science Foundation, the United States Department of Education, and the University of Hawaii, a final set of curriculum materials is being made available for broader dissemination.
6
Sepulveda, Debra, and Kalli Varaklis. "Implementing a Multifaceted Quality-Improvement Curriculum in an Obstetrics-Gynecology Resident Continuity-Clinic Setting: A 4-Year Experience." Journal of Graduate Medical Education 4, no. 2 (June 1, 2012): 237–41. http://dx.doi.org/10.4300/jgme-d-11-00158.1.
Full textAbstract:
Abstract Background Although many residency programs are instituting quality improvement (QI) curricula in response to both institutional and external mandates, there are few reports of successful integration of resident initiated projects into these QI curricula with documented impact on health care processes and measures. Intervention We introduced a multifaceted curriculum into an Obstetrics-Gynecology continuity clinic. Following a needs assessment, we developed a didactic session to introduce residents to QI tools and the how to of a mentored resident-initiated project. Resident projects were presented to peers and faculty and were evaluated. A postgraduation survey assessed residents' satisfaction with the curriculum and preparedness for involvement in QI initiatives after residency. We also assessed whether this resulted in sustained improvement in health care measures. Results The curriculum was presented to 7 classes of residents (n = 25) and 17 resident initiated projects have been completed. Twenty-one residents (84%) completed the preintervention survey and 12 of 17 (71%) residents who completed the entire curriculum completed the postintervention survey. Sustained change in surrogate health measures was documented for 4 projects focused on improving clinical measures, and improvement in clinical systems was sustained in 9 of the remaining 13 projects (69%). Most of the respondents (75%, n = 9) agreed or strongly agreed that the projects done in residency provided a helpful foundation to their current QI efforts. Conclusion This project successfully demonstrates that a multifaceted program in QI education can be implemented in a busy Obstetrics-Gynecology residency program, resulting in sustained improvement in surrogate health measures and in clinical systems. A longitudinal model for resident projects results in an opportunity for reflection, project revision, and a maintenance plan for continued clinical impact.
7
Stenglein, Sharon. "Projects." Mathematics Teacher 89, no. 8 (November 1996): 696a—699. http://dx.doi.org/10.5951/mt.89.8.696a.
Full textAbstract:
Getting Ready for Algebra is a unique staff-development program that models curriculum strategies and practices for pre-algebra and first-year-algebra teachers. It is intended to offer teachers the opportunity to observe their students learning from rich classroom activities and help them understand the underlying curriculum design so that they can adopt and adapt these strategies and become more effective at teaching all students of algebra.
8
Mustafa, Reem A., Kristin Gillenwater, Suzanne K. Miller, Abdelrahman Aly, Hema Pamulapati, Travis M. Sifers, Darwish Naji, Betty Drees, and David Wooldridge. "QIPS CURE: Implementing a Quality Improvement and Patient Safety Curriculum and Resident Experience." Journal of Graduate Medical Education 12, no. 4 (August 1, 2020): 469–77. http://dx.doi.org/10.4300/jgme-d-19-00612.1.
Full textAbstract:
ABSTRACT Background Resident participation in quality improvement and patient safety (QIPS) programs is an essential training experience and Accreditation Council for Graduate Medical Education requirement. However, the most effective approach to achieve this is unclear. Objective We developed an experiential Quality Improvement and Patient Safety Curriculum and Resident Experience (QIPS CURE) program, which provides internal medicine (IM) residents with foundational QIPS knowledge, and evaluated its effectiveness. Methods After reviewing IM residency QIPS curricula and obtaining input from institutional stakeholders in 2013–2014, we launched a longitudinal QIPS curriculum for all 66 postgraduate year 1–3 IM residents in July 2014. The QIPS CURE included 2 major elements: didactics, delivered through a variety of sources, including online modules and workshops, and hands-on projects. We delivered this curriculum annually from 2014 to 2018. We used project completion and an attitude survey of participants to evaluate it. Results Six projects were completed in 2014–2015, and 10 projects completed yearly for the next 3 academic years. Residents presented all projects at regional meetings. Surveyed residents reported improvement in understanding (M = 5.71, SD = 1.07 pre- to M = 6.38, SD = 0.49 post-curriculum, P = .013) and competence (M = 3.31, SD = 1.18 pre- to M = 6.08, SD = 0.77, post-curriculum, P < .001) when comparing graduates of the curriculum with incoming interns. Qualitative analysis revealed perceived acquisition of skills needed to carry out successful QIPS projects. Conclusions This QIPS program was sustainable over 4 years and generally well-received by residents, with many projects completed each year.
9
Kaput, Jim. "Projects: SimCalc Project." Mathematics Teacher 96, no. 2 (February 2003): 158. http://dx.doi.org/10.5951/mt.96.2.0158.
Full textAbstract:
The SimCalc Project, partially supported for almost ten years by the National Science Foundation, is a research project involving colleagues from several universities, many middle schools, and high schools. Its goal is to use innovative but affordable technology and instructional materials to democratize access to the mathematics of change and variation. It includes, for example, ideas underlying calculus, beginning in the middle school through algebra and onward into university calculus. SimCalc approaches involve a growing mix of visually editable graphs that control dynamic simulations, visualization and data-import tools, and curriculum materials that use these software capabilities, as well as such traditional ones as function graphers. These strategies address the basic ideas of rate, slope as rate, linear functions, simultaneous conditions, interpreting graphs and modeling word problems (including more realistic ones than those that appear in most textbooks), the idea of average, mixture problems, equations, signed numbers and areas, variables and variation, and so on. They also include such ideas as periodicity, velocity and position, and rate and totals connections, including the slope and area ideas underlying the fundamental theorem of calculus.
10
Kasten, Peggy. "Projects: Delaware 6-12 Exemplary Mathematics Curriculum Implementation." Mathematics Teacher 93, no. 9 (December 2000): 798. http://dx.doi.org/10.5951/mt.93.9.0798.
Full textAbstract:
The Delaware 6–12 Exemplary Mathematics Curriculum Implementation (DEMCI) project seeks to substantially scale up from existing pilot projects to implement research-based, standardsdriven mathematics curricula in middle school and high school programs throughout Delaware. This National Science Foundation (NSF)–funded project is a partnership of fourteen Delaware school districts, the University of Delaware, and the Delaware Department of Education. Over the 38-month life of the project, 300 middle school and high school mathematics teachers—nearly two-thirds of all secondary mathematics teachers in Delaware— will engage in a substantial program of professional development that exceeds 150 hours for all teachers and may approach 200 hours for many.
11
Watson, Charles D. "New Projects." Mathematics Teacher 81, no. 2 (February 1988): 156. http://dx.doi.org/10.5951/mt.81.2.0156.
Full textAbstract:
At Kent State University, a National Science Foundation project, Development of a Logo-based Geometry Curriculum, is currently re· conceptualizing the elementary school geometry curriculum. Based on the premise that computers will be widely available to students in the near future, the project is exploring ways that the Logo computer language can be used to enhance the learning of geometry
12
Zhan, Wei, Ana Goulart, Joseph A. Morgan, and Jay R. Porter. "Vertical And Horizontal Integration Of Laboratory Curricula And Course Projects Across The Electronic Engineering Technology Program." American Journal of Engineering Education (AJEE) 2, no. 2 (November 23, 2011): 67–80. http://dx.doi.org/10.19030/ajee.v2i2.6639.
Full textAbstract:
This paper discusses the details of the curricular development effort with a focus on the vertical and horizontal integration of laboratory curricula and course projects within the Electronic Engineering Technology (EET) program at Texas A&M University. Both software and hardware aspects are addressed. A common set of software tools are introduced to the sophomore students in the EET curriculum; these tools are then used in several junior and senior level courses. Through early and repeated exposure to these tools, students learn to use them more effectively to solve various engineering problems in laboratory and course projects. A DC permanent magnetic motor is identified as one of the common hardware platforms for multiple course projects. By using a common platform for different course projects, the students can spend much less time preparing for the course projects. With each course adding different features to the common platform, the learning experience in several courses becomes seamlessly integrated. Surveys were conducted to show that the curriculum development effort improved the efficiency of student learning and enhanced the students’ educational experience.
13
Wu, Yanqiong, Zhinan Zhang, and Junliang Zhang. "Enhancing Engineering Education through Design-Driven Curriculum." International Journal for Innovation Education and Research 5, no. 6 (June 30, 2017): 129–38. http://dx.doi.org/10.31686/ijier.vol5.iss6.730.
Full textAbstract:
In China, there is a strong demand for reforming higher engineering education both from industry and tertiary education perspective. School of Mechanical Engineering (ME), Shanghai Jiao Tong University (SJTU) is ongoing developing design-driven curricula to enhance engineering education through project-based teaching, learning and assessment. More than 3000 students have completed over 600 projects in various courses since 2014. Of these projects, solving open-end problem accounts for about 25%, developing simple products about 25%, focusing on creative mechanism about 25%, and industry sponsored projects about 25%. Evaluation from industry at project showcase and students’ self-assessment showed the positive effects of the undergoing reform of undergraduate courses conducted by ME, SJTU on the enhancement of engineering education.
14
Osbeck, Christina, and Olof Franck. "Funded Research in Relation to Curriculum Development—Tendencies in Religious Education in Sweden 2001–2019." Religions 11, no. 10 (October 12, 2020): 521. http://dx.doi.org/10.3390/rel11100521.
Full textAbstract:
In 2001, the Swedish Research Council (VR) set up a new section to expand educational research. The section has now existed for almost 20 years without receiving much attention within research. During the same period, the demands on teachers to base their teaching on research have increased, e.g., through the revised Education Act, which can be understood as presupposing available relevant research and a research-based curriculum. In this article, the focus of funded research projects relevant to religious education (RE) during these years is explored. The resulting patterns are discussed against the background of published RE research and put in relation to a study of curriculum changes in Sweden during the same period. The overall aim of this paper is to discuss the relationship between RE research and RE curricula in Sweden. The study is conducted through content analyses of project applications and reports to VR, and of curricula. The research interest of the projects concerning ‘religion’ and ‘ethics’ are presented, and their possible contribution to curriculum development is also outlined. The absence of obvious research influence on current curriculum development suggests further research on this topic is required, since the legitimacy of the curriculum can be understood to be dependent on its being based on research.
15
Wong, Brian M., Jeannette Goguen, and Kaveh G. Shojania. "Building Capacity for Quality: A Pilot Co-Learning Curriculum in Quality Improvement for Faculty and Resident Learners." Journal of Graduate Medical Education 5, no. 4 (December 1, 2013): 689–93. http://dx.doi.org/10.4300/jgme-d-13-00051.1.
Full textAbstract:
Abstract Background Despite a mandate to teach quality improvement (QI) to residents, many training programs lack faculty capacity to deliver a QI curriculum. Objective We piloted a co-learning curriculum in QI to train residents while simultaneously developing QI teachers. We evaluated the curriculum's acceptability and feasibility and its effect on faculty engagement in doing and teaching QI. Methods The curriculum involved 2 half-day, interactive sessions, a team-based QI project, and end-of-year project presentations. Key curriculum design principles included (1) residents and faculty co-attend all interactive sessions, (2) residents and faculty work together on team-based QI projects, and (3) QI projects align with divisional QI priorities. Using the Kirkpatrick framework for learner outcomes, we focused our program evaluation on Level 1 (satisfaction) and Level 2 (knowledge and skills acquisition) outcomes using year-end curriculum evaluations. Results Our study included 14 residents (70%) and 6 faculty members (30%). With respect to satisfaction (Kirkpatrick Level 1 outcome), 93% (13 of 14) of residents and 100% (6 of 6) of faculty participants rated the overall curriculum as “above average” or “outstanding.” Regarding faculty knowledge and skills acquisition (Kirkpatrick Level 2 outcomes), faculty self-rated their QI knowledge and interest in QI higher than their intent to incorporate QI into future practice and their comfort in teaching or supervising QI projects. All 5 faculty respondents (100%) rated the co-learning model for faculty development in QI as “above average” or “outstanding.” Conclusions Teaching QI to residents and faculty as co-learners is feasible and acceptable and offers a promising model for programs to teach QI to residents while concurrently building faculty capacity.
16
Reardon, Claudia L., Greg Ogrinc, and Art Walaszek. "A Didactic and Experiential Quality Improvement Curriculum for Psychiatry Residents." Journal of Graduate Medical Education 3, no. 4 (December 1, 2011): 562–65. http://dx.doi.org/10.4300/jgme-d-11-0008.1.
Full textAbstract:
Abstract Background Quality improvement (QI) education in residency training is important and necessary for accreditation. Although the literature on this topic has been growing, some specialties, in particular psychiatry, have been underrepresented. Methods We developed a didactic and experiential QI curriculum within a US psychiatry residency program that included a seminar series and development of QI projects. Evaluation included resident knowledge using the Quality Improvement Knowledge Application Tool, implementation of resident QI projects, and qualitative and quantitative satisfaction with the curriculum. Results Our curriculum significantly improved QI knowledge in 2 cohorts of residents (N = 16) as measured by the Quality Improvement Knowledge Application Tool. All resident QI projects (100%) in the first cohort were implemented. Residents and faculty reported satisfaction with the curriculum. Conclusions Our curriculum incorporated QI education through didactic and experiential learning in a moderately sized US psychiatry residency program. Important factors included a longitudinal experience with protected time for residents to develop QI projects and a process for developing faculty competence in QI. Further studies should use a control group of residents and examine interprofessional QI curricula.
17
Webster, Tupper. "Projects as Curriculum: Under What Conditions?" Childhood Education 67, no. 1 (October 1990): 2–3. http://dx.doi.org/10.1080/00094056.1990.10521565.
Full text
18
Dolan, Charles W., and Gary Searer. "Design Projects in Civil Engineering Curriculum." Journal of Professional Issues in Engineering Education and Practice 119, no. 3 (July 1993): 309–16. http://dx.doi.org/10.1061/(asce)1052-3928(1993)119:3(309).
Full text
19
Clay, Cassandra, Maryann Amodeo, and Mary Elizabeth Collins. "Youth as Partners in Curriculum Development and Training Delivery: Roles, Challenges, Benefits, and Recommendations." Families in Society: The Journal of Contemporary Social Services 91, no. 2 (April 2010): 135–41. http://dx.doi.org/10.1606/1044-3894.3971.
Full textAbstract:
This article describes youth involvement in a set of national curriculum development and training projects focused on assisting foster youth to transition successfully out of the child welfare system. Various forms of youth involvement occurred in these projects: youth served on advisory committees, as focus group members, as curriculum reviewers, and as trainers and cotrainers. The benefits and challenges of youth involvement, identified by project staff and youth themselves, are outlined. Recommendations are presented for working with youth more effectively, for example, ensuring that the organization is prepared for substantial mentoring of youth and seeking certain groups of youth that match the project's needs. Recommendations are presented that are relevant to a host of educational and human service settings.
20
Stenglein, Sharon. "Projects." Mathematics Teacher 90, no. 9 (December 1997): 756–57. http://dx.doi.org/10.5951/mt.90.9.0756.
Full textAbstract:
The time is ripe to strengthen the mathematics capacity of inner-city high schools, creating wider access to powerful and exciting mathematics courses for public high school students in America's cities. A particular national weakness is that a significant percent of urban secondary schools offer no calculus course. Access and availability to a curriculum comparable to that offered in virtually every suburban and private high school is denied these students.
21
Foletta, Gina. "Projects: Millennium Mathematics Project: Enriching Maths for All." Mathematics Teacher 97, no. 3 (March 2004): 223. http://dx.doi.org/10.5951/mt.97.3.0223.
Full textAbstract:
The Millennium Mathematics Project (MMP) was set up within the University of Cambridge in 1999 as a joint project between the faculties of mathematics and education. It brings together a number of existing outreach activities, which have since been developed and extended and which now have a national and international user base. The MMP aims to support maths education and promote the development of mathematical skills and understanding, particularly through enrichment and extension activities beyond the school curriculum.
22
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 textAbstract:
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.
23
Cleveland, Simon, and Cristelia Hinojosa. "Complexity Framework for the Project Management Curriculum." International Journal of Information Technology Project Management 10, no. 1 (January 2019): 34–54. http://dx.doi.org/10.4018/ijitpm.2019010103.
Full textAbstract:
Universities' core project management courses address the key principles and best practices of project management methodologies, while elective courses are utilized to introduce alternative project frameworks. The concept of project complexity can be taught to strengthen competency in project managers and enhance the success of the projects they manage. Previous instruction methods were evaluated to determine the key concepts that pertain to project complexity. This article proposes a preliminary framework for the development of an elective course on project complexity.
24
Stafford, Janaína Ribeiro. "O currículo e o trabalho por meio de projetos: construindo alternativas pela prática investigativa - Curriculum and work in projects media: building alternatives for practice investigative." Revista de Gestão e Avaliação Educacional 5, no. 10 (June 7, 2016): 55. http://dx.doi.org/10.5902/2318133821972.
Full textAbstract:
Neste artigo tem-se como objetivo apontar alternativas de reconstrução do currículo escolar por meio do trabalho com projetos. Vale salientar que o currículo se refere à organização do conhecimento escolar, sendo uma construção social do conhecimento, real, significativa, com intencionalidade político-pedagógica, aberto o suficiente para ser percebido como um processo, no qual as questões oriundas da relação ensino e aprendizagem possam dar-lhe um caráter dinâmico e transformador. Um instrumento relevante para reconstrução curricular são os denominados projetos de trabalhos, pois o ponto de partida do processo de construção do conhecimento é a prática social concreta e a realidade em que acontece.Palavras-chave: currículo, projetos de trabalho, conhecimento. CURRICULUM AND WORK IN PROJECTS MEDIA: BUILDING ALTERNATIVES FOR PRACTICE INVESTIGATIVEAbstractThis article same has the objective of pointing reconstruction alternatives of the school curriculum by working through projects. It is worth noting that the curriculum refers to the school knowledge organization, being a social construction of knowledge, real, significant, with political-pedagogical intent, open enough to be perceived as a process in which issues arising in the teaching / learning can give you a dynamic and transforming character. A relevant tool for curricular reconstruction is the so-called work projects, because the starting point of the knowledge construction process is the concrete social practice and reality where it happens.Key-words: curriculum, work projects, knowledge.
25
Drinka, Dennis, and Minnie Yi-Miin Yen. "A Project-Centric Curriculum Design." College Teaching Methods & Styles Journal (CTMS) 2, no. 2 (July 22, 2011): 25. http://dx.doi.org/10.19030/ctms.v2i2.5258.
Full textAbstract:
Student success was the motivation for evolving an individual project-based course into a project-centric curriculum. A one semester project was first extended across a sequence of three interrelated courses tied together through their focus on the success of small team projects that spanned those courses. This sequence was then targeted as the core of a redesign of the entire program curriculum focused on project and student success. Currently, the department is in the process of introducing the measurement of project success as a tool for assessment and control of the departments learning objectives. An overview of the design of this curriculum, lessons learned from developing it, and benefits of this type of curriculum in quality of student learning, community engagement, and reputation of the university, will be discussed.
26
Guarany, Ann Letícia Aragão, and Lívia de Rezende Cardoso. "Before the storm, the apparent calm: gender and sexuality in the humanities teacher education curriculums at UFS." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (May 6, 2021): e12312. http://dx.doi.org/10.20952/jrks2112312.
Full textAbstract:
In this paper, we analyze the place of gender and sexuality issues in the Pedagogical Course Projects (PPC) of ten teacher education courses at UFS, located at the Center for Human Sciences and Education (CECH), and in the specific National Curriculum Guidelines (DCN in portuguese) that are based on. We argue that the specific DCN in the humanities area, crossed by discourses of modern science and education, promoted investments in scenarios, neutral and normalizing regarding gender and sexuality in these curriculums. Not discussing gender sexuality relations, nor how to consider, directs the curriculums to materialize the norms prescribed for each biological sex, defining the appropriate and inconsiderable bodies in curricular concerns. The moment of production of the curriculum documents seems to be of light winds, of an apparent cultural calm, while different temporal pressures have already announced the arrival of the storms that moved from the margins.
27
Malloy, Carol E. "Mathematics Projects Promote Students' Algebraic Thinking." Mathematics Teaching in the Middle School 2, no. 4 (February 1997): 282–88. http://dx.doi.org/10.5951/mtms.2.4.0282.
Full textAbstract:
Teachers in all curricular areas, especially science, have encouraged students to develop projects to extend their knowledge of specific phenomena. As middle school mathematics teachers grapple with methods to help students enhance algebraic thinking, they should consider the power of the mathematics project. My experiences with students have demonstrated that mathematics projects must be structured as investigations in which students work cooperatively and where the mathematics in the proj-ects is substantial. Projects can provide middle school students with the opportunity to investigate, conjecture, and reach mathematical conclusions that require algebraic thinking, as recommended in the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989). This article describes how various projects helped middle school students harness their experiences and construct mathematical conclusions through algebraic thinking Students employed algebraic thinking as they used number patterns and verbal rules to “explore the interrelationships of these representations” (NCTM 1989, 102) and reach conclusions in their projects.
28
Joy *, Mike. "Group projects and the computer science curriculum." Innovations in Education and Teaching International 42, no. 1 (February 2005): 15–25. http://dx.doi.org/10.1080/14703290500048788.
Full text
29
Friedman, Stewart D. "Community involvement projects in Wharton's MBA curriculum." Journal of Business Ethics 15, no. 1 (January 1996): 95–101. http://dx.doi.org/10.1007/bf00380265.
Full text
30
Parr, Damian M., and Mark Van Horn. "Development of Organic and Sustainable Agricultural Education at the University of California, Davis: A Closer Look at Practice and Theory." HortTechnology 16, no. 3 (January 2006): 426–31. http://dx.doi.org/10.21273/horttech.16.3.0426.
Full textAbstract:
In the mid-1970s, University of California, Davis, students concerned about the environmental and social consequences of modern agriculture were interested in exploring the practice and theory of “alternative” agriculture. These students organized to create new educational opportunities to address needs that were not being met by the existing curricula. These student-initiated opportunities emphasized interdisciplinary analyses of agriculture and field-based experiential learning; they included student-organized courses and the development of the Student Experimental Farm (SEF) as a site for student education, research, demonstration, and extension projects. Over the next three decades, the SEF developed diverse experiential educational projects, classroom and field-based courses focusing on sustainable and organic agriculture, and several departments and programs offered additional, related courses and curricula. In 2004, an interdisciplinary curriculum committee within the College of Agricultural and Environmental Sciences began to develop an undergraduate major in sustainable agriculture. A team of faculty and students within the committee conducted a broad stakeholder survey of agricultural practitioners, academics, students, and alumni to help inform decisions regarding what content, skills, and experiences to include in the curriculum. The survey findings reinforced the original curricular and pedagogical themes articulated and acted upon by students 30 years prior. The proposed curriculum is aimed at integrating disciplinary and interdisciplinary coursework in natural and social sciences, significant on- and off-campus experiential learning, and an emphasis on professional and interpersonal problem-solving and communication skills. Educational theory supports these diverse educational approaches and is useful in helping design courses and curricula in organic and sustainable agriculture.
31
Stenglein, Sharon. "Projects." Mathematics Teacher 90, no. 5 (May 1997): 413–14. http://dx.doi.org/10.5951/mt.90.5.0413.
Full textAbstract:
For all students to succeed in learning more mathematics, content and instruction must change. Access to all will be open when teachers are prepared to assist all students with learning rich, contextual mathematics in a standards-based classroom. In Minneapolis-Saint Paul, Minnesota, Project Open Access, funded primarily by the National Science Foundation (NSF), attempts to meet the needs of teachers who are ready for professional development that will support them in reaching this goal. The intent of the project is to increase the readiness of large numbers of teachers to implement one of the new curriculum projects for middle or high school mathematics that have been funded by the NSF.
32
Jarrett, Olga S., and Vera Stenhouse. "Problem Solution Project." Urban Education 46, no. 6 (April 1, 2011): 1461–95. http://dx.doi.org/10.1177/0042085911400336.
Full textAbstract:
This article presents findings of 6 years of implementing a Problem Solution Project, an assignment influenced by service learning, problem-based learning, critical theory, and critical pedagogy whereby teachers help children tackle real problems. Projects of 135 teachers in an urban certification/master’s program were summarized by cohort year and grade-level taught. A subset of 22 projects was analyzed qualitatively to determine the decision-making process, degree of implementation, evidence of teacher and student empowerment, and extent of curriculum integration. Results confirm the Problem Solution Project as a powerful way to meet curriculum standards while empowering teachers and children.
33
Fine, Michelle. "Commentary: Creating a Curriculum of Intention and Justice." LEARNing Landscapes 2, no. 2 (February 2, 2009): 31–41. http://dx.doi.org/10.36510/learnland.v2i2.292.
Full textAbstract:
In this essay we will wander into the vibrant space of a college in prison, schools and communities in which research projects have been initiated by coalitions of youth and elder activists. And we will bear witness to a lived curriculum—curriculum in the making. Shaped by the wisdom of youth and adults and the conversations between, these projects breathe a fierce intentionality to expose the contours of social injustice and a thick desire to reveal the spaces of possibility for educational engagement. At the intersection of deep inquiry, the politics of survival and affective engagement, these projects represent a way to re-vision curriculum building as a public project fed by participation, across generations, fueled by a desire for a life not yet. In each case, youth, educators and elders came together to deliberate about the purpose of the work, the depth of participation, the nature of the processes, the shape of the products we would create, and the range of worthy audiences to whom we would hold ourselves accountable.
34
Hall, Laura L., and Roy D. Johnson. "Preparing IS Students for Real-World Interaction with End Users Through Service Learning." Journal of Organizational and End User Computing 23, no. 3 (July 2011): 67–80. http://dx.doi.org/10.4018/joeuc.2011070104.
Full textAbstract:
Although teaching the technical skills required of Information Systems (IS) graduates is a straightforward process, it is far more difficult to prepare students in the classroom environment for the challenges they will face interacting with end users in the real world. The ability to establish a successful relationship with end users is a critical success factor for any IS project. One way to prepare students for interaction with end users is through the implementation of service learning projects. Service learning projects provide a rich environment for students to experience real world interactions with users. This paper presents an organizational model to guide the implementation of service learning projects in IS curriculums. Service learning projects better prepare students to assume important management positions by giving them experience in applying the system development life cycle to an IS project and working with people. This organizational model uses the system development life cycle approach to integrate typical curriculum and service learning models. The organizational model is grounded in anecdotal evidence from prior experiences with IS students in service learning environments.
35
DA SILVA SILVA, GISELLE, Francisco Pereira de Oliveira, Leidiane Santos Ferreira Correa, DANUSA LOPES CUNHA, JAIR FRANCISCO CECIM DA SILVA, MARCUS ALEXANDRE CARVALHO DE SOUZA, ADRIANE BEATRIZ LIMA DE SOUZA, GEISA BRUNA DE MOURA FERREIRA, and Daniel Gomes de Sousa. "Meaningful curriculum." International Journal for Innovation Education and Research 8, no. 6 (June 1, 2020): 426–40. http://dx.doi.org/10.31686/ijier.vol8.iss6.2437.
Full textAbstract:
The study took place at Maria Benedita Mota School, located in the coastal community of Perimirim, which is part of the Araí-Peroba Marine Extractive Reserve (RESEX-Mar) in the municipality of Augusto Corrêa-PA. The participants of the study are educational agents (principals, pedagogical coordinators, teachers and students) immersed in the context and who have knowledge related to local biodiversity, such as the sea, mangroves, small-scale fishery, crustaceans, and family farming. The aim of the study is to understand how the school develops the meaningful curriculum based on the local reality and to systematize the traditional knowledge through oral texts about the mangrove and preservation of the local ecosystem in order to reach students. The methodology is a participatory observation of qualitative nature, which allows the understanding of the object under study having as starting point its reality. The project developed at the school comprised a class trip to the mangrove, drawings, paintings, poetry, paper folding, research, paper cutting and collage, ending up with the presentation in the pedagogical projects exhibition of the school. The results show that the teaching and learning processes become pleasurable, relevant and meaningful for students when the curriculum is based on the reality of people, especially students.
36
McConnell, Susan, and Jan Scholl. "Addressing Criteria in the Development of a New 4-H Foods Project." Journal of Youth Development 5, no. 3 (September 1, 2010): 89–96. http://dx.doi.org/10.5195/jyd.2010.211.
Full textAbstract:
As youth and society changes, 4-H projects must change and adapt. Make it with Mixes, a 4-H curriculum, provides a new way of looking at food preparation. It may be one of the first state foods projects created without an emphasis on “from scratch” cooking or baking. Aimed at beginning 4-H members, ages 9 to 13, the project teaches cooking skills with the aid of commercial mixes. However, the main focus of the project is on making comparisons between food labels, costs per serving, and recognizing quality food products. Science and mathematics activities are also incorporated into the curriculum. This article discusses the organization, criteria and strategies used to create this new foods project.
37
Darabi, G. Abbas, and John V. Dempsey. "A Quality Control System for Curriculum-Based CBI Projects." Journal of Educational Technology Systems 18, no. 1 (September 1989): 15–31. http://dx.doi.org/10.2190/4xm2-vyv7-kepw-vk7l.
Full textAbstract:
Development of a curriculum-based instructional system is a complex process. This process becomes more complicated when the system is developed as a computer-based instruction (CBI) system. Because of the size of the curriculum and the number of people involved in developing these systems they are heavily dependent upon a well planned and organized quality control (QC) system. This article discusses the significance of QC for a curriculum-based CBI program and describes one way to establish a QC system. It explains in detail the stages involved in that system and offers a set of recommendations for its maintenance. The system described in this article evolved in response to needs encountered by developers of a particular curriculum-based CBI project and may be adjusted for effective operation of similar projects.
38
Mohd Hawari, Ahmad Dasuki, and Azlin Iryani Mohd Noor. "Project Based Learning Pedagogical Design in STEAM Art Education." Asian Journal of University Education 16, no. 3 (October 19, 2020): 102. http://dx.doi.org/10.24191/ajue.v16i3.11072.
Full textAbstract:
This paper explores the potential of Project-Based Learning (PBL) approach in a multidisciplinary art classroom involving STEAM (Science, Technology, Engineering, Art, and Mathematics) education. The PBL approach involves a dynamic classroom approach, which emphasises on long-term learning, interdisciplinary and student-centred art activities. This implementation would benefit the teaching strategies in art projects; helping students understand lessons, improving communication and soft skills, as well as enhancing leadership skills and creativity. However, there are some concerns related to the PBL approach: i) difficulties in finding appropriate teaching strategies, ii) choosing suitable projects, iii) selecting relevant measurement tools or assessing rubrics, and iv) developing learning content to suit the objective and the main purpose of the art curriculum. In identifying this approach’s potential, a study was carried out involving two art teachers in their respective classrooms. Data was collected through interviews, observations, and document analysis of their teaching strategies, which included three main phases of PBL implementation in creating art projects. The findings suggest that the PBL pedagogical design has the ability to improve teaching strategies and with potential to replace a traditional, teacher-led art classroom. The approach is effective in guiding teachers to manoeuvre an authentic art lesson while benefiting the students through emphasis on the artistic process of creating a STEAM project, while focusing on culminating the necessary art content through active collaboration, exploration of real-world challenges and curricular activities’ problem-solving. However, a number of challenges were identified, such as curriculum demand, learning content, teachers’ and students’ attitude, and access to instruments. Hence, a number of suggestions and recommendations are proposed to help resolve the challenges. The implications of the study on arts curriculum, school systems and other higher institutions are also discussed.
Keywords: Project-Based Learning, Art Education, STEAM
39
Moran, Lynn. "New Physics Curriculum." New Directions in the Teaching of Physical Sciences, no. 8 (February 12, 2016): 17–21. http://dx.doi.org/10.29311/ndtps.v0i8.489.
Full textAbstract:
Developing the critical thinking and problem-solving skills of students as rapidly as possible is a key requirement in improving learning outcomes at every stage of their degree. The Department of Physics at the University of Liverpool has entirely redeveloped years 1 and 2 of the undergraduate degree with a focus on students becoming independent learners as early as possible. The aims are to better integrate the undergraduate teaching provision and to complete the Institute of Physics core curriculum in years 1 and 2, in order to focus on research led teaching and independent projects in years 3 and 4. This new programme, entitled New Physics, starts in Welcome Week with the Undergraduate Physics Olympics and continues through the Year 1 Project (Mission to Mars) in the first week of semester one. The aim is to set the standard for collaborative achievement and introduce students to the way that physicists think. Innovative problem solving classes incorporating active learning such as peerassessment,group learning and exemplars designed to improve these skills andenhance the quality of learning among its first-year students have been introduced.
40
Cheng, A. H., L. B. Chartier, S. Hawes, S. Vaillancourt, M. McGowan, and K. Dainty. "LO104: A collaborative approach to developing and delivering a multi-modal quality improvement and patient safety curriculum for emergency medicine residents." CJEM 18, S1 (May 2016): S66. http://dx.doi.org/10.1017/cem.2016.141.
Full textAbstract:
Introduction / Innovation Concept: The 2015 CanMEDS framework requires all Canadian residency programs to increase their focus on Quality Improvement and Patient Safety (QIPS). A survey of the FRCP Emergency Medicine Residency Program Directors in Canada (63% response rate, 8/13) found that 75% (6/8) of programs have QIPS curricula with 84% (5/6) in the form of didactic lectures and 67% (4/6) as resident participation in a local project. Lectures alone do not expose learners to the practicality of conducting a QIPS project, and local resident projects often do not expose learners to the complexities of organization-wide QI initiatives. Furthermore, QI initiatives require working in interdisciplinary teams. We therefore hypothesize that an effective QIPS curriculum will require multiple education methods delivered using a multi-disciplinary lens. Methods: A collaborative longitudinal QIPS curriculum for emergency medicine residents at the University of Toronto (UT) was developed using multiple educational methods by physicians and non-medical QI specialists. The curriculum addresses three levels of QIPS training: Knowledge (lectures in PGY1 and 2), practical skills at the local clinical microsystem level (QI project in PGY3), and practical skills at the organization level (problem solving using the case method in PGY5). Curriculum, Tool, or Material: The lectures are taught by physicians involved in local and organization-wide QI projects and by those in senior management. The PGY3 residents enrol in a co-learning curriculum developed by the Department of Medicine, where residents and faculty conduct a local QI project together. The PGY5 teaching cases were created with management consultants using material from a real hospital QIPS initiative. PGY5s are taught using the case method that places the learner in the role of the organization’s manager who discusses the issues in class and proposes actions. Residents learn about the practicality of their recommendations by discussion with the management consultants, who disclose the case outcomes and review the lessons learned. Conclusion: A longitudinal QIPS curriculum for emergency medicine residents at UT was developed collaboratively. Multiple teaching methods address all three levels of QIPS training. This curriculum represents a novel use of the case method to instruct QIPS project leadership and management outside of the business school setting. Discussions with management consultants provide a different perspective of the real-life challenges of conducting QIPS initiatives.
41
Ford, Emily, Betty Izumi, Jost Lottes, and Dawn Richardson. "Badge it!" Reference Services Review 43, no. 1 (February 9, 2015): 31–44. http://dx.doi.org/10.1108/rsr-07-2014-0026.
Full textAbstract:
Purpose – The purpose of this article is to discuss the collaborative learning outcomes-based approach taken by a librarian and disciplinary faculty members to improve information literacy (IL) curriculum within disciplinary courses. To this end, the team aimed to award badges to certify IL skills. Design/methodology/approach – This article considers relevant literature on competency-based curriculum, technological innovation in higher education, collaboration between library and disciplinary faculty and badges. This literature is used to frame the approach to plan a successful and sustainable project to embed IL in disciplinary curriculum using digital badges. The approach includes mapping learning outcomes and engaging in instructional design tasks – including planning for content delivery and student assessment. Findings – An approach to technological innovation for instructional projects based on the principles of pedagogical design can result in improvements to IL pedagogy and collaboration between librarians and disciplinary faculty, whether or not a technological implementation is successful. Practical implications – Librarians and disciplinary faculty can take a pedagogical and learning outcomes-based approach to embedding IL into disciplinary curricula. Further, despite administrative push for technological innovation, projects can succeed when focused on improvements to pedagogy rather than solely on the implementation of new technologies. Originality/value – Planning for and implementing badges for IL curriculum is in an incipient phase in higher education. This paper uniquely addresses a collaborative approach to be used by librarians to plan and implement embedded library instruction in disciplinary courses, with or without the use of badging technology.
42
Burston, Jack. "Video Dubbing Projects in the Foreign Language Curriculum." CALICO Journal 23, no. 1 (January 14, 2013): 79–92. http://dx.doi.org/10.1558/cj.v23i1.79-92.
Full text
43
Qatu, Mohamad S., and Amir Ghamat Rezaei. "Industrial based senior projects in the engineering curriculum." International Journal of Innovation and Learning 1, no. 3 (2004): 240. http://dx.doi.org/10.1504/ijil.2004.004881.
Full text
44
Lancaster, Juliana S. "Rubric-Based Mapping for Institutional Curriculum Development Projects." Assessment Update 27, no. 1 (January 2015): 8–12. http://dx.doi.org/10.1002/au.30011.
Full text
45
Cline, K., J. Fasteen, A. Francis, E. Sullivan, and T. Wendt. "A Vision for Projects Across the Mathematics Curriculum." PRIMUS 30, no. 4 (June 3, 2019): 379–99. http://dx.doi.org/10.1080/10511970.2019.1600176.
Full text
46
Freeman, Diana, and John Levett. "Quest—Two curriculum projects: Perspectives, practice and evidence." Computers & Education 10, no. 1 (January 1986): 55–59. http://dx.doi.org/10.1016/0360-1315(86)90052-7.
Full text
47
Accordino, Melissa Kate, and Mark L. Heaney. "Quality improvement and safety curriculum for hematology/oncology fellows at Columbia University." Journal of Clinical Oncology 36, no. 30_suppl (October 20, 2018): 247. http://dx.doi.org/10.1200/jco.2018.36.30_suppl.247.
Full textAbstract:
247 Background: It is imperative to provide Hem/Onc fellows with experiential training in quality improvement (QI) and patient safety methodology. Our objective was to design a curriculum that would provide experience in designing, implementing, and analyzing a QI/safety project with the ultimate aim of engagement in QI/safety efforts throughout their careers. Methods: The curriculum focused on experiential learning and was led by a faculty member with QI/safety methodology training who provided didactics and supervisory support of the projects. Fellows worked in groups (3-5 fellows) to implement a project. Plan-Do-Study-Act (PDSA) methodology was introduced early in the academic year and workshops continued over a one-year time period. At the year end, projects were presented at an institution-wide symposium. Two cohorts (2015-2016, 2017-2018) have completed the curriculum. Results: Program efficacy was measured in several ways. The QIKAT-R tool was administered prior to the curriculum in August 2015 (n = 12) and at completion June 2016 (n = 14). At baseline, the mean score was 3.97 (out of 9) which improved to 7.57 at completion. Comfort level with QI also increased by 42.9%. Annual ACGME survey questions pertaining to an institutional culture of patient safety increased from 88% (2015) to 100% (2016 and 2018) and participation in QI increased from 53% (2015) to 95% (2106) to 100% (2018). Further, fellows (n = 33) successfully completed nine projects which included: improvement of fertility preservation, improvement in the adequacy of bone marrow aspirates performed by fellows, increasing genetic counseling referrals in select patients with colorectal cancer, improvement in smoking cessation counseling, increasing timely chemotherapy order entry, and reduction of unnecessary heparin induced thrombocytopenia antibody testing. The curriculum is currently being adapted to other fellowship programs at Columbia. Conclusions: Our curriculum is an effective method to teach fellows at Columbia University Medical Center a skill set necessary to conduct successful QI/safety projects. PDSA methodology of small cycles of change can be used life-long to continuously assess and improve care quality and safety.
48
Aalst, Jan van. "An introduction to physics education research." Canadian Journal of Physics 78, no. 1 (March 1, 2000): 57–71. http://dx.doi.org/10.1139/p00-005.
Full textAbstract:
At a number of U.S. universities, some physicists are focusing their research effort on physics education research (PER). This paper examines this development in terms of the knowledge of teaching and learning, curriculum projects and practices it has produced. First, a selective review of research and curriculum development projects provides an introduction to PER for readers unfamiliar with it. Studies based on surveys and interviews are emphasized, as well as curriculum projects that make use of microcomputer-based laboratory tools (MBL). Other efforts are mentioned more briefly, but illustrate the breath of research and development activity. Following the review, I examine the evidence for the effectiveness of some of the curricula discussed, and identify three areas in which greater interaction between the PER and educational researchers working in other fields should be fostered: (a) statistical data analysis, (b) micro-analysis of learning situations, and (c) ways in which subject matter knowledge in physics can contribute to school-based projects and educational research. The concluding section of the paper argues for multi-disciplinary graduate programs in physics education, which are intended to provide a solid base in physics as well as research and innovation in education. PACS Nos.: 01.40.Fk, 01.50.Ht
49
Seguin-Fowler, Rebecca, Meredith Graham, Urshila Sriram, Galen Eldridge, Jimin Kim, and Madeleine Tom. "Web-Based Dissemination of a Civic Engagement Curriculum to Promote Healthy Eating and Active Living in Rural Towns: The eHEART Study." International Journal of Environmental Research and Public Health 17, no. 7 (April 9, 2020): 2571. http://dx.doi.org/10.3390/ijerph17072571.
Full textAbstract:
Civic engagement interventions aimed at improving food and physical activity environments hold promise in addressing rural health disparities, but ensuring feasible and sustained dissemination remains a challenge. The present study aimed to evaluate the feasibility of a civic engagement curriculum adapted for online dissemination (Healthy Eating and Activity in Rural Towns (eHEART)). The eHEART curriculum and website were developed based on feedback from local health educators and community members. eHEART groups were facilitated by local Extension educators across three rural towns in three U.S. states (Montana, Wisconsin, and Alaska). Implementation feasibility was assessed through monthly project reports and interviews with educators. All eHEART groups successfully completed curriculum activities and met their project goals after nine months (November 2018 to July 2019). Groups ranged in size from 4 to 8 community residents and implemented varied strategies to improve aspects of their local food and/or physical activity environments. Facilitators of implementation included clear guidance on facilitating curriculum activities and the flexible and community-driven nature of eHEART projects. Recommended changes included more guidance on evaluating projects and contacting stakeholders as well as providing online tools and support for project management. Findings from this work have important implications for creating healthier rural environments. Local health educators and other community groups can feasibly use the eHEART curriculum to foster environmental changes that support healthy eating and active living.
50
Гуляев and Igor Gulyaev. "«Using Computers in Physics Experiments» Elective Course Curriculum." Profession-Oriented School 3, no. 6 (December 18, 2015): 51–56. http://dx.doi.org/10.12737/12040.
Full textAbstract:
Proposed is the curriculum for the elective course on using computers for physical experiments. This includes planning the students’ project activities on
studying physics phenomena based on using a computer as the main measuring instrument.
The students are expected to master technology of how to fabricate an electronic device, as well as computer oscillographic testing of physics processes;
to examine motions of physical bodies using the computer stroboscope, to learn to measure short time intervals and small temperature changes, to
study a pulse method for measuring the speed of sound. All projects are investigative by nature and intended to motivate students to study Physics
and contribute to their intellectual development. Consecutive implementation of the proposed investigative projects would help students to develop
experimental skills in the fi eld of natural computer-based experiments. Testing the elective course proposed at the school premises has confi rmed its
comprehensibility for students and suitability for the high school.