Academic literature on the topic 'Curriculum proposals'
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Journal articles on the topic "Curriculum proposals"
Tsaparlis, Georgios. "First and second thoughts about teaching secondary chemistry." Lumat: International Journal of Math, Science and Technology Education 3, no. 3 (July 30, 2015): 371–80. http://dx.doi.org/10.31129/lumat.v3i3.1035.
Full textEngle, Shirley. "Proposals for a Typical Issue-Centered Curriculum." Social Studies 80, no. 5 (October 1, 1989): 187–91. http://dx.doi.org/10.1080/00377996.1989.9957476.
Full textSchmidt, Maria Auxiliadora. "Learning and the Formation of Historical Consciousness – a Dialogue with Brazilian Curricular proposals." History Education Research Journal 11, no. 2 (May 1, 2013): 21–33. http://dx.doi.org/10.18546/herj.11.2.03.
Full textZufiaurre, Benjamin. "Recent proposals for a National Curriculum in Spain." Journal of Curriculum Studies 23, no. 2 (March 1991): 185–86. http://dx.doi.org/10.1080/0022027910230208.
Full textBirkenhauer, Josef. "Proposals for a Geography Curriculum '2000+' for Germany." International Research in Geographical and Environmental Education 11, no. 3 (September 2002): 271–77. http://dx.doi.org/10.1080/10382040208667491.
Full textФінін, Георгій Іванович. "SPECIFICITY OF CURRICULUM DEVELOPMENT IN MODERN EDUCATION AND INNOVATIVE POTENTIAL OF CURRICULUM PROPOSALS." Bulletin of Yaroslav Mudryi National Law University. Series: Philosophy, philosophies of law, political science, sociology 1, no. 40 (February 22, 2019): 86–95. http://dx.doi.org/10.21564/2075-7190.40.155774.
Full textCezari, Eduardo, Jil-vanny Da Silva Cunha Sousa, and Rogério De Sousa Cunha. "A EDUCAÇÃO INFANTIL NA BASE NACIONAL COMUM CURRICULAR: conceitos e propostas de um currículo." Revista Observatório 2, no. 4 (October 30, 2016): 456. http://dx.doi.org/10.20873/uft.2447-4266.2016v2especial2p456.
Full textBigger, Stephen. "National Curriculum Geography and History proposals: an RE perspective." Journal of Beliefs & Values 11, no. 2 (January 1990): 9–10. http://dx.doi.org/10.1080/1361767900110203.
Full textAmani Suliman AL- HAZMI, Wafa Hafiz Al- Aowaidi, Amani Suliman AL HAZMI, Wafa Hafiz Al Aowaidi. "The development of the Arabic language curricula in public education in the Kingdom of Saudi Arabia: تطور مناهج اللغة العربية في التعليم العام بالمملكة العربية السعودية." مجلة العلوم التربوية و النفسية 5, no. 20 (May 30, 2021): 135–24. http://dx.doi.org/10.26389/ajsrp.a790121.
Full textHann, M. A., and B. G. Thomas. "Structure and Form: Proposals for Developments in the Design Curriculum." Design Principles and Practices: An International Journal—Annual Review 2, no. 1 (2008): 7–20. http://dx.doi.org/10.18848/1833-1874/cgp/v02i01/38135.
Full textDissertations / Theses on the topic "Curriculum proposals"
Lunde, Joel S. "Curriculum proposals in mission for the Lutheran Brethren Seminary." Online full text .pdf document, available to Fuller patrons only, 1985. http://www.tren.com.
Full textCesar, Edilaine. "A produção acadêmica em currículo no Brasil (2004 2013)." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/9873.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
The present research aims to contribute for the state of the art of the academic productions on Curriculum within the period between 2004-2013. Its main objective is to trace a preliminary overview about the subject highlighting some aspects, dimensions and particularities identified in the process of organizing this academic works. Two specific objectives have orientated this research: a) to map the bibliographical material of Curriculum; and b) to identify the main themes of these productions. Through a qualitative and documental research it has been done a mapping of the scientific articles published in the A1, A2, B1, B2 and B3 journals extracts; of the published books; as well as in doctorate thesis and master dissertations in the whole national territory. It was possible to demonstrate an expressive growth in the number of doctorate thesis and master dissertations, articles and books on the subject of this work, mainly in the Southern region of Brazil, which is the great responsible of the major part of the productions that has been analyzed. The area of Curriculum has been consolidating itself as a scientific field that involves different kinds of knowledge and practices; meanwhile it legitimates historical, social and economic aspects of its constitution. It was also possible to foresee the Curriculum as a field of educational changes and transformations
A presente pesquisa visa contribuir para o estado da arte das produções acadêmicas em Currículo, no período compreendido entre 2004-2013. Tem como objetivo geral traçar um panorama preliminar sobre o assunto, procurando destacar aspectos, dimensões e particularidades identificados no processo de organização dessas produções. Dois objetivos específicos orientaram a pesquisa: a) realizar um mapeamento do material bibliográfico que versa sobre currículo; e b) identificar as principais temáticas abordadas nessas produções. Por meio de uma pesquisa qualitativa, de caráter documental produziu-se o mapeamento das produções publicadas em artigos científicos dos estratos A1, A2, B1, B2 e B3; de livros; e de teses de doutorado e dissertações de mestrado em todo o território nacional. Por meio da pesquisa, foi possível constatar um aumento expressivo de teses de doutorado, dissertações de mestrado, artigos de periódicos e livros que versam sobre o tema, com destaque para a região Sudeste, responsável pela maior parte das produções sobre o tema no período analisado. O Currículo tem demonstrado sua legitimidade enquanto uma área de conhecimento abrangente que envolve diferentes saberes e práticas, ao mesmo tempo que legitima as questões históricas, sociais, políticas e econômicas em sua constituição, sendo possível a identificação de uma perspectiva de mudanças das ações educacionais
Tofoli, Marcos Rogério. "A física do ensino médio no Brasil no início do século XXI: legislações e propostas curriculares estaduais." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-05072018-145006/.
Full textAimed at presenting part of the Physics teaching history in Brazil, from 1996 to 2011, period in which the educational system has had a new Lei de Diretrizes e Bases (LDB) - the LDB/1996, followed by the directives - DCNEM/1998, the parameters (PCN/1998 and PCN+/2002), among other guiding documents of Brazilian educational legislation (OCN/2006, ProEMI/2009) and, for the scope of this research, finalizing with the new directives - the DCN/2011. That LDB, among the other documents, caused significant modifications to the school curriculums by proposing a work aimed at the development of competences and abilities in a contextualized and interdisciplinary form, granting the States and their schools the flexibility to define their own curriculums, adjusted to their peculiarities and attending the new formation demands. From the analysis of state curriculum materials (proposals, orientations among others) which have guided the curriculums at schools, edited for the high school level, an understanding of how the guiding principles of Physics teaching, the PCNs (1998 and 2002), were inserted and considered in the context was sought. In the scope of the specific curriculum proposals, by utilizing Sacristán (2002), the direction of learning was objectified, comprehending the development of three PCN dimensions (general competences, structural themes and action strategies), unfolding in their respective analysis criteria. Seventeen States of the Brazilian federation were included, totalizing twenty-five analyzed documents, which existed in that period, and in its history of educational reorganization, their curricular proposals and orientations were elaborated and published with the objective of attending to the new demands of Physics teaching. From these states, the results reveal that they assume different meanings of the learning of Physics: the contradiction between the discourse of legal documents and the forms of curricular organization in five states (AP, GO, MS, PA and PE) was verified, assuming as an activity to be taught to the student science through content transmission (more informative approach); eight states (AC, ES, DF, RJ, RS, SC, SP and TO) assumed the pedagogical presupposition of granting elements of a more active teaching concept focused on their learning process, teaching of physics, as well as a description of the contents that were organized by thematic axes, aligned to the legislations and guidelines, in particular, when dealing with the elements of contextualization and interdisciplinarity; four states (CE, MG, MT and PR) sought a differentiated way of structuring the curriculum prioritizing different dimensions (sometimes Themes or Strategies), but assuming a particular way of meeting the law in the principles of contextualization and interdisciplinarity. Thus, through the different dimensions that these prescriptive curricular materials were considered and analyzed, it is visualized how much a curriculum is an object temporal space dependent on the context and its protagonists, reflecting the formal expression of the functions that it intends to perform from the point of view of current state education policy.
Bortoletto-Santos, Rita de Cássia. "Professores de ciências do ensino fundamental II frente à implantação do currículo do estado de São Paulo/2008." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/2311.
Full textThe state of São Paulo lived in 2008 the implementation of a new curriculum on state elementary and middle schools. Investigate how science teachers respond to the guidelines, challenges and dilemmas that arise and how they were solved, especially in regard to content organization, objectives, methodology and evaluation, was the concern of this work. We adopted a qualitative approach to the delivery of research, using semi-structured interviews with eight science teachers. The interviews were evaluated from the perspective of content analysis, seeking to give voice to the agents of the curriculum. It starts with the discussion about curriculum, its aims as reproductive element of ideology and power, using the idea of teacher uniqueness as a counterpoint to this perspective. This work deepens the theoretical framework using the ideas of Sacristan, especially in regard to education as a mean to a nation‟s progress, the construction of the curriculum and the relationship between the formal curriculum and the actions of teachers. Among the results, it can be noted that although the curriculum intended to regulate the teacher's work, placing him as executor, they reacted using their own knowledge when applying adjustments to what was proposed in terms of content organization and suggested strategies for classes. The idea of state schools working as a network is supported by the research subjects, which at the same time feel uncomfortable when referring to the results of SARESP or to the control from the management team of the school. Although the curriculum is justifying pedagogy skills, this perspective is not identified by teachers who resent the difficulty of engaging students in the process and point to an increase in work preparation activities. The difficulty of working with the new arrangement points to a prior culture adopted in 1975 on the teaching of science. The results are important for the development of new Public Policy Education, including teachers in their preparation, because they are shaping the prescribed curriculum, making it reality; also, they are serving as element to discuss the role of creators and universities in the curriculum proposition and teacher training.
As escolas estaduais paulistas viveram em 2008 a implantação de uma nova proposta curricular, para ensino médio e fundamental. Investigar como os professores de Ciências reagem diante de uma nova organização curricular para as escolas do Estado de São Paulo, especificamente para o ensino de Ciências, na forma como percebem e organizam seu trabalho docente, identificando desafios e dilemas que surgiram e como foram resolvidos, principalmente, no que diz respeito à organização dos conteúdos, objetivos, metodologia e avaliação, foi a preocupação deste trabalho. Adotou-se uma abordagem qualitativa para o encaminhamento da pesquisa, utilizando-se entrevistas semiestruturadas com oito professoras de Ciências. As entrevistas foram analisadas sob a perspectiva da análise do conteúdo, procurando dar voz aos agentes do currículo. Parte-se da discussão sobre currículo, suas finalidades como elemento reprodutor de ideologia e poder, utilizando-se a ideia de singularidade do professor como contraponto a essa perspectiva. Aprofunda-se o referencial teórico, utilizando-se as ideias de Sacristán, principalmente, no que se refere à educação como meio para o progresso de uma nação, à construção do currículo e à relação entre o currículo prescrito e as ações dos professores. Entre os resultados obtidos pode-se destacar que, embora a proposta curricular pretendesse regular o trabalho do professor, colocando-o como executor, esse reagiu utilizando seu próprio saber quando faz adaptações ao que era proposto em termos de organização dos conteúdos e estratégias sugeridas para as aulas. A ideia das escolas estaduais trabalharem como uma rede é defendida pelos sujeitos da pesquisa, que ao mesmo tempo, se sentem incomodados quando se referem aos resultados do SARESP ou ao controle da equipe gestora da escola. Embora a proposta curricular fundamente-se na pedagogia das competências, essa perspectiva não é identificada pelos professores que se ressentem da dificuldade em envolver os alunos no processo educacional e apontam para um aumento de trabalho no preparo das atividades. A dificuldade de trabalho com a nova organização de conteúdos sinaliza para uma cultura, relativa ao ensino de ciências, preestabelecida e anterior à adotada em 1975. Os resultados obtidos são importantes para a elaboração de novas Políticas Públicas Educacionais, incluindo os professores em sua elaboração, porque são eles que moldam o currículo prescrito, tornando-o realidade; além de servir de elemento para discutir o papel dos idealizadores e das universidades na proposição de currículos e na formação de professores.
Ballenger, Mary L. "Toward effective theological training for Africa's church leaders course proposals for the West Africa Advanced School of Theology curriculum /." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p068-0611.
Full textFilho, Roper Pires de Carvalho. "Currículo e ensino de história em uma escola da rede municipal de São Paulo: entre prescrições e práticas." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-27102015-091800/.
Full textIn this research, the teaching of History is investigated considering two spheres: the first comprises the retrospective analysis of academic productions and curriculum proposals drawn up by the municipal education system in the period 1982-2012, in order to contextualize them in relation to political-ideological and epistemological disputes around the History configuration in the curriculum of primary school as well as locate the educational and historiographical theories that underlie them. The second part implies the ethnographic inspiration approach, which involves interactive processes between the researcher and the observed reality allowing the focus on the curriculum built in the classroom, through the survey and analysis of History teachers daily practices at a municipal school. In particular, the study focused on the processes of appropriation and reconfiguration of the official curriculum guidelines front the demands placed to the discipline teaching in the context of the classroom, in order to capture the social processes involved in the relations of cultural exchanges occurred in the school routine. The analysis of information on practices, collected throughout the school year 2012 , made it possible to outlinean understanding of the strategies and practices used by History teachers facing the official curriculum proposals. Faced with the challenge of setting up the actual curriculum throughout the teaching-learning process , teachers seek to adapt the guidelines to the school context , modeling the processes of selection and organization of content , the pace of the teaching process and student assessment criteria. The practice of teachers has to do with the meanings they attribute to such guidelines , which are steeped by knowledge from their academic background and teaching experience , as well as aspects of school culture and specificity of the History teaching . This amalgamation results in teachinglearning processes excerpts of \"traditional\" teaching and notions and concepts \"contemporaries\", conveyed by the latestresearch on the teaching of the discipline in primary school.
Wong, Kai Shung. "A critical review of the proposals for reform of the education system in Hong Kong with particular reference to curriculum integration and lifelong learning." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/1286/.
Full textAbuazma, Mohammadnejib Hamza. "The evaluation and utilisation of educational media : a critical study, with proposals for a programme of training for secondary school teachers across the curriculum in Saudi Arabia." Thesis, University of Sheffield, 1991. http://etheses.whiterose.ac.uk/1806/.
Full textLauro, Maira Mendias. "Percepção - construção - representação - concepção. Os quatro processos de ensino da Geometria: uma proposta de articulação." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20042007-103710/.
Full textIn Geometry classes, in general way, are recognized a polarization between perceptive activities, manipulative - that are mainly propose in the firsts steps of education - and a conceptual systematization, a theorization, being formal or informal, in the following grades. In other words, there is no articulation between the processes that concern perception with those theoretical ones who concern conception. Generally these ways do that student do not understand the Geometry, do not build a concrete knowledge. In this work, considering that, in all levels of education, is fundamental the articulation between the perception and the conception and, together with then, two others dimensions of the dynamics constructions processes of the geometric knowledge - construction and representation - are essentials. The first one is related to elaboration of materials in physical way and the second one, to reproduction, by drawing, of perceived or constructed objects. Starting with theoretical referential established, first was done, a historical study about the Geometry teaching, particularly in the period around fifth grade to eighth grade of the Ensino Fundamental, in other words, investigated as the mains Curricular Proposals instituted in the national\'s education system, approaching the articulation between the four fundamental process necessary to construct the geometric knowledge. Supporting in these historical study, become notice the existence or not of a equilibrium and transit between the four aspects, in the specific case of some didactics books who was used by students and teachers since the XIX century, more specifically since the creation of the Colégio Pedro II, in the year 1837, until current day. The result shows that, in all times, authors of didactic books always approached the representation in the geometry teaching. With the construction doesn\'t occur the same fate, it was stimulated only in a few selected books. Finally, we conclude that, in a few didactic books that was investigated, are harmonious with the theoretical referential established. This means that, just considering older books, always existed authors who was preoccupied with an articulation between the four basics processes in Geometry teaching. Finishing, we propose a set of activities with the subject \"Golden Ratio\", to be applied in classroom. These activities were elaborated respecting the PCN\'s (National Curricular Parameters) and establishing the articulation between perception, construction, representation and conception.
Piero, Pedro José Di. "Um ambiente virtual de aprendizagem suporte para o estudo de funções segundo a proposta curricular do estado de São Paulo." Universidade Federal de São Carlos, 2011. https://repositorio.ufscar.br/handle/ufscar/4426.
Full textThis paper describes the development of a virtual learning environment for teaching functions, with viewers created using the GeoGebra, constituting one of the products developed in the Professional Masters Program of the University of São Carlos. It is available in Moodle of the Mathematics Department of UFSCar, was created in four topics, one for each learning situation provided in the student diary volume 3 of the third grade of High School of the Secretaria of Education of the State of São Paulo .Each topic consists of activities like lessons, quizzes, sending files and participation in specific forums. The lessons seek to lead the student to acquire the skills provided in the Student notebook. The questionnaires are used to strengthen and verify that learning. The purpose of sending files and participating in the forums is to provide a self-evaluation and development of students' writing skills The environment does not change the principles guiding the curriculum of the State of São Paulo, keeping the content and context of encouraging the development of personal skills, especially those related to reading and writing mathematics. It is expected that the application of the environment, the use of the viewers, the participation in the forums and execution of activities and exercises with the aid of technology, encourage, motivate and facilitate the teaching and learning of mathematics, leading each participant to resize their concepts and knowledge. The participation of undergraduated students in the activities of virtual learning environment seeks to provide grants to train a teacher who can act as mediator, facilitator and challenger of learning, ready to work with students to construct their knowledge through manipulation, exploitation, navigation and communication with the "objects" presented.
O presente trabalho relata a elaboração de um ambiente virtual de aprendizagem (AVA) para o ensino de Funções, com a utilização de visualizadores criados no GeoGebra, se constituindo em um dos produtos do Mestrado Profissional desenvolvido na Universidade Federal de São Carlos. Disponibilizado no Moodle do Departamento de Matemática da UFSCar, o AVA foi idealizado em 4 tópicos, um para cada situação de aprendizagem prevista no caderno do aluno volume 3 da 3a série do Ensino Médio, da Secretaria de Estado da Educação do Estado de São Paulo. Cada tópico é formado por atividades do tipo lições, questionários, envio de arquivos e a participação em fóruns específicos. As lições procuram levar o aluno a adquirir as habilidades previstas no Caderno do Aluno. Os questionários servem para reforço e verificação dessa aprendizagem. Já o envio de arquivos e a participação nos fóruns propiciam a auto-avaliação dos estudantes e o desenvolvimento das habilidades de escrita. O ambiente não altera os princípios norteadores do currículo do Estado de São Paulo, mantendo a contextualização dos conteúdos e favorecendo o desenvolvimento de competências pessoais, especialmente as relacionadas à leitura e a escrita matemática. Esperase que a aplicação do ambiente, a utilização dos visualizadores, a participação nos fóruns e a execução de atividades e exercícios com o auxílio da tecnologia incentive, motive e facilite o ensino e a aprendizagem da Matemática, levando cada participante a redimensionar seus conceitos e conhecimentos. A participação de alunos de Licenciatura nas atividades do AVA busca fornecer subsídios para formar um professor que possa atuar como mediador, facilitador e desafiador da aprendizagem, preparado para trabalhar com alunos que constroem o conhecimento por meio da manipulação, exploração, navegação e comunicação com os objetos apresentados.
Books on the topic "Curriculum proposals"
Group, Science Working. Proposals for the science curriculum. Belfast: Northern Ireland Curriculum Council, 1989.
Find full textNickless, Frank. Urban adventure: Curriculum proposals 5-16. Dudley: Dudley Education Services, 1991.
Find full textSaskatchewan. Core Curriculum Policy Advisory Committee. Program policy proposals: Report of the Core Curriculum Advisory Committee. [Regina, Sask.]: Saskatchewan Education, 1986.
Find full textCouncil, National Curriculum. English in the National Curriculum: Draft proposals. York: National Curriculum Council, 1994.
Find full textCouncil, National Curriculum. Music in the National Curriculum: Draft proposals. York: NCC, 1994.
Find full textCouncil, National Curriculum. Mathematics in the National Curriculum: Draft proposals. York: NCC, 1994.
Find full textGreat Britain. School Curriculum and Assessment Authority. History in the national curriculum: Draft proposals. London: The Authority, 1994.
Find full textSchool Curriculum and Assessment Authority. Music in the national curriculum: Draft proposals. London: SCAA, 1994.
Find full textSchool Curriculum and Assessment Authority. Art in the national curriculum: Draft proposals. London: SCAA, 1994.
Find full textSchool Curriculum and Assessment Authority. Science in the national curriculum: Draft proposals. London: SCAA, 1994.
Find full textBook chapters on the topic "Curriculum proposals"
Michelini, Marisa. "Innovation of Curriculum and Frontiers of Fundamental Physics in Secondary School: Research-Based Proposals." In Fundamental Physics and Physics Education Research, 101–16. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52923-9_10.
Full textWenzel, Thomas J. "Writing More Competitive Grant Proposals for NMR Spectrometers: Research and Curriculum Programs of the National Science Foundation." In ACS Symposium Series, 321–34. Washington, DC: American Chemical Society, 2013. http://dx.doi.org/10.1021/bk-2013-1128.ch021.
Full textLevine, Glenn S. "Chapter 8. Building Meaning Through Code Choice in Second Language Learner Interaction: A D/discourse Analysis and Proposals for Curriculum Design and Teaching." In First Language Use in Second and Foreign Language Learning, edited by Miles Turnbull and Jennifer Dailey-O’Cain, 145–62. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691972-011.
Full textCapon, Noel. "The Process of Forging the Curriculum Review Proposal." In Planning the Development of Builders, Leaders and Managers for 21st-Century Business: Curriculum Review at Columbia Business School, 179–209. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1822-1_9.
Full textForato, Thaís Cyrino de Mello, and Alexandre Bagdonas. "A Proposal for Overcoming Obstacles to Teaching Natural Science." In Crossing the Border of the Traditional Science Curriculum, 181–206. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-041-7_11.
Full textKoren, Snježana. "History, Identity, and Curricula: Public Debates and Controversies Over the Proposal for a New History Curriculum in Croatia." In Nationhood and Politicization of History in School Textbooks, 87–112. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38121-9_6.
Full textCostabile, Francesco A., and Annarosa Serpe. "Archimedes in Secondary Schools: A Teaching Proposal for the Math Curriculum." In The Genius of Archimedes -- 23 Centuries of Influence on Mathematics, Science and Engineering, 479–91. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9091-1_36.
Full textJones, Christopher. "A Proposal for Integrating DevOps into Software Engineering Curricula." In Software Engineering Aspects of Continuous Development and New Paradigms of Software Production and Deployment, 33–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-06019-0_3.
Full textPacheco Torgal, F. "A proposal on a new curriculum for the smart eco-efficient built environment." In Insights and Innovations in Structural Engineering, Mechanics and Computation, 2175–1279. Taylor & Francis Group, 6000 Broken Sound Parkway NW, Suite 300, Boca Raton, FL 33487-2742: CRC Press, 2016. http://dx.doi.org/10.1201/9781315641645-360.
Full textShirai, Daisuke, Makoto Oka, Sakae Yamamoto, and Hirohiko Mori. "Proposal of Educational Curriculum of Creating Hazard Map with Tablet-Type Device for Schoolchildren." In Human Interface and the Management of Information: Supporting Learning, Decision-Making and Collaboration, 74–84. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58524-6_7.
Full textConference papers on the topic "Curriculum proposals"
Cysneiros Filho, Gilberto Amado de Azevedo, Neiton Carvalho da Silva, and Barbara Silva Morais. "A REVIEW OF PAPERS ABOUT BLOCK PROGRAMMING FROM THE WORKSHOP ON COMPUTING AT SCHOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end024.
Full textAnderegg, B., R. Pimmel, S. Sorby, and B. Watford. "Special session - strengths and weakness in NSF curriculum development proposals as identified by reviewers and strategies for dealing with them." In 2007 37th Annual Frontiers in Education Conference - Global Engineering: Knowledge Without Borders, Opportunities Without Passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4418226.
Full textAl Khateeb, Ula, and Rubén Comas-Forgas. "ACTIVE CITIZENSHIP IN SYRIAN FORMAL EDUCATION: THE GAP BETWEEN THE EDUCATION POLICY AND THE CURRICULUM, POTENTIALITY AND PROPOSALS FOR ITS IMPROVEMENT." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1099.
Full textCastaneda-Villa, N., A. Jimenez-Gonzalez, and M. R. Ortiz-Posadas. "An assessment strategy for proposals of engineering projects in the Bachelor of Biomedical Engineering Curriculum at Universidad Autónoma Metropolitana-Iztapalapa." In 2015 37th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2015. http://dx.doi.org/10.1109/embc.2015.7319186.
Full textKyprianidis, Konstantinos G., Tomas Grönstedt, and João R. Barbosa. "Lessons Learned From the Development of Courses on Gas Turbine Multi-Disciplinary Conceptual Design." In ASME Turbo Expo 2012: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/gt2012-70095.
Full textMaras, Karen. "This time without ‘feeling’: Children’s intuitive theories of art as a logical basis for learning progression in visual arts." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_3.
Full textGhalichi, Narmin Shahin, and Gillian Roehrig. "The Role of Coherent Research-Based Curricular Unit in Mediating Students’ Integrated Vision of Human Impact on the Environment." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5489.
Full textNeira Embus, Manuel Fernando, Jesus Hernán Camacho Tamayo, and María Alejandra Guzmán Pardo. "Chart for Flexible Curriculum in terms of Time and Similarity." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11271.
Full textSweeney, Robert B. "Creativity in the information technology curriculum proposal." In Proceeding of the 4th conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/947121.947153.
Full textEstrela, Elsa, Rosa Serradas, and Vítor Teodoro. "THE INTEGRATED CURRICULUM: AN INNOVATIVE PEDAGOGICAL PROPOSAL." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1080.
Full textReports on the topic "Curriculum proposals"
Chislett, Carol. Creating Collaborative Learning Environments: A Curriculum Proposal for Instructors. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6959.
Full textHayes, Kathryn. Gender Complex Curriculum for the Portland Public School District: Proposal. Portland State University Library, January 2014. http://dx.doi.org/10.15760/honors.98.
Full textGarlan, David, and Mary Shaw. Architectures for Software Systems: A Curriculum Development Proposal in Undergraduate Software Engineering. Fort Belvoir, VA: Defense Technical Information Center, May 1993. http://dx.doi.org/10.21236/ada266703.
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