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Journal articles on the topic 'Curriculum proposals'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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.

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This paper selectively reviews both early and more recent work by the author on the teaching of chemistry at secondary level. The purpose is twofold: (i) to review the proposals, their features, and the research behind them, (ii) to emphasize the strength over time of the work presented, but also the need for constant revision. The reviewed topics for lower secondary education (7th-9th grades) include: a revised curriculum (1984); a study of Greek students’ contextual chemistry knowledge (1987); an updated proposal about the curriculum (2001); an integrated physics and chemistry program for the 7th grade (2000), that has been further developed recently (2011) to include biology; two research studies on teaching methodology (2000)’; a chemistry course for the 8th grade (2010); revision of the current formal Greek chemistry curriculum (2014). The reviewed topics for upper secondary education (10th-12th grades) include: three early (1981, 1985a, 1985b) studies on Greek students’ strengths and difficulties with chemistry; a context-based chemistry curriculum (1988, 1991); proposals for new chemistry curricula (2000, 2011, 2014) for the 10th and 11th grades. Coupling to the PARSEL modules is also made. The paper concludes by making reference and connection to the work of Hans Jürgen Schmidt.

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2

Engle, 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.

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3

Schmidt, 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.

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This is a report of research about the development of concepts of historical learning in Brazil from 1917 until 2006, but especially in the period 1931 to 2006. The aim of this investigation is to examine the learning concepts which have been behind the structure of the Brazilian curricular proposals across a long period of time, indeed from the Francisco de Campos (1931) reforms until the present curricular proposals. The outline proposed in this work includes an analysis of curricular documents from the National History Curricular Parameters for elementary and high schools (1997; 1998). The methodology adopted is a combination of qualitative investigation through case studies as well as documentary and bibliographic investigation. Some studies which had been undertaken to appraise the curriculum and school subjects as socially constructed (Goodson, 1997) were used as models to guide the critique. The curriculum can be seen as a visible text within the concept of the 'disciplinary code of history' (Fernandez Cuesta, 1997; 1998). Initial results indicate the predominance of the concept of historical learning as a set of competences based on educational psychology, rather than on the proper (formal, orthodox) science of history (Lee 2003; 2006).

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Zufiaurre, 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.

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Birkenhauer, 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.

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6

Фінін, 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.

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7

Cezari, 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.

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Abordaremos de forma breve o desenvolvimento do Currículo Nacional no Brasil para a Educação Infantil, bem como este se apresenta na Base Nacional Comum Curricular (BNCC). Explanaremos os princípios e propostas de uma integração curricular, compreendendo os processos políticos relacionados ao currículo, e ilustrando-o como possível caminho para uma integralização curricular para esse nível de ensino. Com os estudos e discussões propostos pela BNCC, vemos a possibilidade dessa alfabetização de nível de ensino, retornar a uma ação assistencialista, reduzindo-a ao cuidar. É necessário dar a devida atenção a Educação Infantil, compreendendo que essa cumpre um papel socializador, propiciando o desenvolvimento da identidade das crianças, por meio de aprendizagens diversificadas, realizadas em situações de interação. PALAVRAS-CHAVE: Currículo, Integração Curricular, Educação Infantil. ABSTRACTWe discuss briefly the development of the National Curriculum in Brazil for Early Childhood Education, and this is presented in the National Curriculum Common Base (BNCC). Explanaremos the principles and proposals of curriculum integration, including political processes related to the curriculum, and illustrating it as a possible way for curricular paying for this level of education. With the studies and discussions proposed by BNCC, we see the possibility of this teaching literacy levels, return to a welfare action, reducing it to take care of. It is necessary to give due attention to childhood education, understanding that this plays a socializing role, promoting the development of the identity of children, through various learning, conducted in interaction situations. KEYWORDS: Curriculum, Curriculum Integration, Early Childhood Education. RESUMENSe discute brevemente el desarrollo del plan de estudios nacional en Brasil para la Educación Preescolar, y esto se presenta en el Currículo Nacional Base Común (BNCC). Explanaremos los principios y propuestas de integración curricular, incluidos los procesos políticos relacionados con el plan de estudios, y que ilustran como un posible camino para curricular pagar por este nivel de educación. Con los estudios y discusiones propuestas por BNCC, vemos la posibilidad de que esta enseñanza los niveles de alfabetización, el retorno a una acción de bienestar, reduciéndolo a cuidar. Es necesario prestar la debida atención a la educación infantil, entendiendo que esto juega un papel socializador, promoviendo el desarrollo de la identidad de los niños, a través de diversos aprendizaje, llevado a cabo en situaciones de interacción. PALABRAS CLAVE: Curriculum, integración curricular, Educación Infantil.

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8

Bigger, 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.

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9

Amani 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.

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The study aimed to identify the developments that took place in the Arabic language curricula in public education in the Kingdom of Saudi Arabia, which are the development of curriculum objectives, evaluation of Arabic language curricula, methods and techniques of education, strategies for teaching education and teacher preparation in general education. I took the historical approach as a research method, and I used the documents to discover the development of the Arabic language curricula. I explained the stages of development. They were presented in the form of simplified and clear tables, and I made some recommendations and proposals in the current study. Finally, I came to identify the developments that took place in the Arabic language curriculum in public education in the Kingdom of Saudi Arabia.

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10

Hann, 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.

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11

Iedema, Rick, Pieter Degeling, Jeffrey Braithwaite, and Daniel Kam Yin Chan. "Medical Education and Curriculum Reform: Putting Reform Proposals in Context." Medical Education Online 9, no. 1 (December 2004): 4368. http://dx.doi.org/10.3402/meo.v9i.4368.

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12

Lodge, Caroline. "History and the Personal-Social in the National Curriculum Proposals." Pastoral Care in Education 9, no. 3 (September 1991): 26–28. http://dx.doi.org/10.1080/02643949109470750.

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13

Parenti, Susan. "Composing the Music School: Proposals for a Feminist Composition Curriculum." Perspectives of New Music 34, no. 1 (1996): 66. http://dx.doi.org/10.2307/833485.

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14

Ellis, Rod. "Options in a task-based language-teaching curriculum." TASK / Journal on Task-Based Language Teaching and Learning 1, no. 1 (May 27, 2021): 11–46. http://dx.doi.org/10.1075/task.00002.ell.

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Abstract I draw on the education literature to describe four educational curriculum models, which serve as a basis for presenting four TBLT curricula based on the proposals of Prabhu (1987); Willis (1996), Long (1985, 2015a, 2015b) and myself (Ellis, 2003 and 2019) – all of which have figured in the development of TBLT. I propose a set of questions that can be used to evaluate these models. I then turn to examine the curriculum design process, identifying options in TBLT curricula that are available at each stage of the process. I point to a tension that exists between what SLA theory indicates is needed and what environmental constraints make feasible and conclude with a plea for flexibility by weighing up which options are appropriate in different teaching situations. I also summarize how I see TBLT benefitting from adopting a broad education perspective that includes critical language pedagogy.

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Byrnes, Heidi, Cori Crane, Hiram H. Maxim, and Katherine A. Sprang. "Taking Text to Task." Task-Based Language Teaching 152 (2006): 85–109. http://dx.doi.org/10.2143/itl.152.0.2017864.

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Abstract This article argues that the construct of task can provide a principled and effective foundation for the development of extended, multi-year curricula and pedagogies for second/foreign language learning of adults. That assertion is made with an important condition: "task" must be expanded, both theoretically and empirically, toward issues that arise in conjunction with textuality and literacy rather than being grounded primarily in psycho linguistic, sentence-oriented processing considerations, as original proposals by Long and Crookes (1992) had suggested. The article presents that overall theoretical argument and then describes how genre-based tasks have been used (1) for selection and sequencing decisions within an existing contentoriented collegiate curriculum in the German Department at Georgetown University; (2) as a way to inform pedagogical choices that target advanced levels of L2 ability, particularly the crucial area of vocabulary development; and (3) to devise genre-based tasks that assess L2 learners' language abilities and content knowledge across the curriculum and also help to further specify learning objectives and curricular choices.

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16

Doğan, Nejla. "Ethics education and curriculum proposals for the construction of common life." Forum Pedagogiczne 6, no. 2/1 (November 16, 2016): 317–28. http://dx.doi.org/10.21697/10.21697/fp.2016.2.21.

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In this study, the fact that the ethics or moral education of today does not achieve its objective and falls behind the conditions of modern society and the global world will be argued and this opinion will be discussed in the case of Turkey. In today's world where the use of communication and media tools becomes rapidly widespread and influences societies in all the world, basing ethics merely on religious morality or social values is not only unrealistic but also conflicting. Therefore, it seems necessary to accept a universal base consisting of top priority values in which morals do not depend on the time, space, society or the individual. In this respect, this study will argue that ethical thinking and behaviour should be based on secular and global values instead of religious and traditional ones and structuring the curriculums accordingly will be suggested. This will also be in opposition to the micro-moral forms generated by postmodern thought and the relativization of the ethics.

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Doğan, Nejla. "Ethics education and curriculum proposals for the construction of common life." Forum Pedagogiczne, no. 2/1 (November 16, 2016): 317. http://dx.doi.org/10.21697/fp.2016.2.21.

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Niniejszy artykuł przedstawia tezę, że współczesne wychowanie moralne oparte na religii nie spełnia swojej roli z powodu braku dostosowania do warunków społecznych i złożoności problemów nękających obecnie świat. Teza ta została omówiona na przykładzie Turcji. W czasach szerokiego rozpowszechnienia mass mediów i innych narzędzi społecznej komunikacji opieranie etyki wyłącznie na moralności religijnej jest nie tylko nierealistyczne, ale może również prowadzić do dodatkowych konfliktów na tle ideologicznym. Dlatego niezbędne wydaje się poszukiwanie innej uniwersalnej podstawy dla budowania wspólnego życia ludzi o różnych światopoglądach i wierzeniach. Za najważniejsze autorka uważa dążenie do uniwersalnego pojęcia moralności, które będzie niezależne od czasu, miejsca, społeczeństwa czy jednostki. W związku z tym jest ona zdania, że etyczny sposób myślenia i zachowania powinien być oparty raczej na wartościach świeckich niż na religijnych. W dalszej kolejności postuluje wprowadzenie do szkolnych programów nauczania edukacji etycznej ukierunkowanej racjonalistycznie. Wyraża przy tym sprzeciw wobec koncepcji etycznych formułowanych przez myślicieli postmodernistycznych, którzy relatywizują moralność.

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Feng, Xue Dong, Yan Fei Ma, and Jia Di Liu. "Curriculum Construction Research of Environmental Engineering." Advanced Materials Research 282-283 (July 2011): 51–54. http://dx.doi.org/10.4028/www.scientific.net/amr.282-283.51.

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With the changes of domestic environmental policy, the curriculum provision of environmental engineering should be continuous improved. This paper analyzes the current teaching situation of environmental engineering and brings up rationalization proposals. According to the found problems of theory course, experimental course and practical training, it is very necessary to adjust the training program and curriculum system of environmental engineering. The specific measures are adding some new courses to teaching system, and changing the assessment methods. There are different characteristics among theory course, experimental course and different courses, so the teaching methods and assessment methods are different, too.

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19

Davis, Jon D. "Connecting Procedural and Conceptual Knowledge Of Functions." Mathematics Teacher 99, no. 1 (August 2005): 36–39. http://dx.doi.org/10.5951/mt.99.1.0036.

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From 1989 through 1991 the National Science Foundation (NSF) solicited proposals for curricula that would embody the goals set forth in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and other documents such as Everybody Counts (National Research Council 1989). Eventually thirteen curricula at the elementary, middle, and secondary levels were developed with funds from NSF (Senk & Thompson 2003). More than ten years later evidence is beginning to accrue that students enrolled in these Standardsbased curricula learn how to solve problems set within real-world contexts and do well on standardized tests that measure more traditional material (Senk & Thompson 2003).

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Conti, Keli Cristina, and Sandra Gonçalves Vilas Bôas. "Acaso e probabilidades nos anos iniciais: potencial dos jogos como mediadores na construção do conhecimento." Revista Brasileira de Educação em Ciências e Educação Matemática 3, no. 2 (August 29, 2019): 379. http://dx.doi.org/10.33238/rebecem.2019.v.3.n.2.22625.

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Resumo: No Brasil, desde a publicação dos Parâmetros Curriculares Nacionais (1997), os conteúdos de Estatística e Probabilidade fazem parte dos currículos e foram reafirmados na Base Nacional Comum Curricular (2017, 2018). Neste artigo, objetiva-se apresentar um breve contexto histórico sobre Probabilidade e Acaso. Outro aspecto será a discussão da questão curricular envolvendo essas duas temáticas as quais podem ser trabalhadas nos Anos Iniciais do Ensino Fundamental (1.º ao 5.º ano), apresentar preâmbulo sobre o potencial dos jogos, exemplificar propostas para a sala de aula que permita trabalhar noções iniciais de probabilidade por meio de um jogo e de atividades investigativas, introduzindo assim as primeiras noções para posteriormente aprofundá-las nos anos seguintes. Esperamos subsidiar também o trabalho do professor e desmistificar o ensino de Probabilidade com as crianças nos Anos Iniciais do Ensino Fundamental. Palavras-chave: Educação Estatística; Probabilidade; Jogos; Formação de professores; Currículo. Account and challenges in initial years: potential of games as mediators in construction of knowledge Abstract: In Brazil, since the publication of the National Curricular Parameters (1997), the contents of Statistics and Probability are part of the curricula and were reaffirmed in the National Curricular Common Base (2017, 2018). This article aims to present a brief historical context about Probability and Chance. Another aspect will be the discussion of the curriculum issue involving these two themes which can be worked on in the Early Years of Elementary School (1st to 5th grade), presenting preamble about the potential of games, exemplifying proposals for the classroom that allow you to work on initial notions of probability through play, and investigative activities, thus introducing the first notions and then deepening them into subsequent years. We hope to subsidize the work of the teacher and demystify the teaching of Probability with the children in the Initial Years of Elementary School. Keywords: Statistical Education; Probability; Games; Teacher training; Curriculum.

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Brooks, Kim. "The World Needs More Rod Macdonald: The Potential of Big Ideas." Alberta Law Review 51, no. 4 (August 18, 2014): 871. http://dx.doi.org/10.29173/alr42.

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In this article, the author makes the case for thinking boldly and experimentally about the possibilities for legal education and law schools and urges us to embrace the potential for big ideas. She illustrates this approach through the lens of admissions, curriculum, and research. Within each of those aspects of legal education, the article suggests some guidelines that might be used to evaluate reform proposals and proposes one major change to spur reflection.

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Fontich, Xavier, and Carmen Rodríguez Gonzalo. "Perspectives on the teaching of grammar: curriculum, didactic proposals, and classroom practice." Didactica, no. 8 (October 9, 2020): 3–6. http://dx.doi.org/10.1344/did.2020.8.3-6.

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La enseñanza de la gramática es un tema de permanente actualidad en la enseñanza de las lenguas, tanto ambientales como extranjeras. A pesar de algunas posiciones que cuestionan su utilidad, en el momento presente numerosas acciones en el mundo académico (publicación de monografías y materiales, celebración de encuentros y debates, etc.) sugieren el vivo interés, en el plano internacional, que suscita la exploración del lugar de la gramática en la educación lingüística. Una de esas acciones ha sido la celebración del III Congreso Internacional de Enseñanza de la Gramática (Congram19), que tuvo lugar en Barcelona en enero de 2019, con asistencia de más de 250 delegados de una treintena de países. Este congreso constituye el origen del monográfico que presentamos.

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23

Elliott, John. "Revising the national curriculum: a comment on the Secretary of State's proposals." Journal of Education Policy 15, no. 2 (March 2000): 247–55. http://dx.doi.org/10.1080/026809300285935.

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24

Mower, Deborah S. "Reflections on . . . Shifting the Educational Narrative." Teaching Ethics 19, no. 2 (2019): 91–111. http://dx.doi.org/10.5840/tej20209877.

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I describe four different approaches to ethics education that are commonly implemented in Ethics Across the Curriculum (EAC) programs: the Case-based, Internalist, Supplementation, and Responsibilist. This typology is useful to categorize the range of institutional practices. As our Society moves into its next twenty years, I consider what we have learned about ethics education and whether we should promote a particular approach. I use a literary resource to shift our perspective and a philosophical resource to introduce a new structure. Using insights from these resources, I offer two proposals. First, I develop a theoretical proposal for an integrated model of ethics education that I call the Comprehensive Ethics Education (CEE) model. Second, I offer two pedagogical proposals for use in quantitative courses and degree programs as well as institution-wide EAC programs.

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25

Sáez-Rosenkranz, Isidora. "La enseñanza de la historia en el currículum chileno de educación básica como reflejo del contexto político actual." Kultura-Społeczeństwo-Edukacja 10, no. 2 (December 15, 2016): 9–22. http://dx.doi.org/10.14746/kse.2016.9.1.

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The aim of this article is to explain the characteristics on current History teaching proposed into the curriculum of primary education in Chile under the present social process. We employ Raymond Williams cultural materialism and specifically his categories on cultural products to apprehend the curriculum and link it to the context where it is pro duced. To do so, we use the historical method, and considering pedagogical and didactical elements. The documental corpus analyzed is conformed by the official documents guiding education but also other historical sources coming from the current political situation. The results on this analysis show that there is a curricular dichotomy between traditional history teaching based on events of national history and learning by rote and, current didactical proposals, which tend to develop historical thinking. This situation reflects the political tension on social demands and the institutional longstanding objectives for education.

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S .Vasanthakumari. "Writing research proposal." World Journal of Advanced Research and Reviews 10, no. 1 (April 30, 2021): 184–90. http://dx.doi.org/10.30574/wjarr.2021.10.1.0138.

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A research proposal is a written document specifying what a researcher intends to study and written before beginning the research which communicate research problem and proposed methods of solving it. A research proposal should be built on a concrete plan to conduct academic or scientific research. Types of proposals include internal, external, solicited, unsolicited, preproposals, continuation or non-competing and renewal or competing. Purpose of a Research Proposal is to convince the organization and readers .Characteristics need to be based on attention, interest, desire and action. Qualities of good proposal include specific scope, realistic nature, appropriate credentials, fulfill needs, beneficial, short and simple. Need for good preparation of proposal is vital in formulating proposal, assisting researcher and improving the research quality. Functions of Proposal consists to synthesize critical thinking, clarifies own thinking, refine proposed research, communicate ideas, open thinking and negotiation between researcher and involved parties. Basic composition of Proposal needs a beginning, middle and an end. Typical proposal format includes title, abstract, introduction, background, preliminary studies, research methodology, budget, curriculum vitae for principal investigators, appendix and human subjects. Proposal development strategies and writing tips includes use of outline , listings, visuals, forecasting , internal summaries , significant issues , sequencing components , review , edit , proof read , avoiding overkill point and errors . Proposals are turned down when problems are trivial, complex, nebulous, diffuse without clear aim, lack of sufficient evidence, imagination and originality.

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Thomas, Thomas P., and William H. Schubert. "RECENT CURRICULUM THEORY: PROPOSALS FOR UNDERSTANDING, CRITICAL PRAXIS, INQUIRY, AND EXPANSION OF CONVERSATION." Educational Theory 47, no. 2 (June 1997): 261–85. http://dx.doi.org/10.1111/j.1741-5446.1997.00261.x.

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Rich, John Martin, and Joseph L. Devitis. "Speaking Out: An Evaluation of the Aims and Curriculum Proposals in Sizer'sHorace's Compromise." Clearing House: A Journal of Educational Strategies, Issues and Ideas 60, no. 5 (January 1987): 219–22. http://dx.doi.org/10.1080/00098655.1987.9959329.

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McKendry, Eugene, and Noel Purdy. "The position of German in the Northern Ireland curriculum." TEANGA, the Journal of the Irish Association for Applied Linguistics 22 (July 17, 2019): 70–83. http://dx.doi.org/10.35903/teanga.v22i0.153.

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This paper aims to assess the current position of German in Northern Ireland schools. Anecdotal evidence and recent research (Neil, Phipps, and Mallon 1999, 2000) prompted a study to determine if German really is in decline in Northern Ireland, why this might be the case, and what, if anything, can be done to secure the future of the language in schools, particularly in the context of the current curricular review, which contains potentially challenging proposals for German and languages in general.

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Hatfield, Mary M., and Jack Price. "Promoting Local Change: Models for Implementing NCTM's Curriculum and Evaluation Standards." Arithmetic Teacher 39, no. 5 (January 1992): 34–37. http://dx.doi.org/10.5951/at.39.5.0034.

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For more than thirty years the mathematics education programs of the United States have been the subject of proposals for change. Such efforts as those of the School Mathematics Study Group (SMSG), the University of Illinois Committee on School Mathematics (UICSM), and the Madison Project were well intentioned but fell short of attaining the anticipated reform.

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Sypniewski, Jakub. "Where the geographical expanse ends – Space education in primary school. Implementation of inquiry based science education (IBSE) in geography lessons in Polish school." Miscellanea Geographica 23, no. 4 (October 31, 2019): 256–66. http://dx.doi.org/10.2478/mgrsd-2019-0024.

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Abstract Inquiry based science education has been more and more popular strategy in teaching sciences in recent years. Transregional pressure put by international, standardized knowledge and skills tests (e.g. PISA) to converge curricula (Rundgren 2015) of different European states paradoxically helps to promote the open inquiry method which involves the student in the teaching process. Earlier research done in many countries such as Turkey, Israel, Sweden, The Czech Republic (Heinz et al. 2017), Ireland (Dunne et al. 2013) or The Netherlands (Uum van Martina et al. 2016) shows the increase of interest in IBSE both in Europe and in the world. Teaching geography in Polish primary schools follows international educational trends. This study analyses several proposals of educational activities connected with Space which support geography teaching. All of them are conducted with using open inquiry method, which is recommended in New National Curriculum of geography (Core Curriculum, 2017, Geography-classes V-VIII).

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Killick, David. "Beyond competencies and silos: Embedding graduate capabilities for a multicultural globalizing world across the mainstream curriculum." Research in Comparative and International Education 15, no. 1 (January 23, 2020): 27–35. http://dx.doi.org/10.1177/1745499920901946.

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This article presents a critical analysis of key elements within the conference question as the basis for proposals for an inclusive and systematic approach to the development of mainstream disciplinary higher education curricula designed to meet the needs of students and societies in a multicultural globalizing world. The critical analysis considers key objectives, understandings and limitations of GII ‘competencies’, how we conceptualize ‘students’ within a globalizing higher education, how ‘effective’ strategies might be framed, and how internationalization abroad and at home might be re-envisioned in the era of the post-national university. The article illustrates how this critical analysis points to the need to embed internationalization efforts, and their success indicators, within the mainstream curriculum across the disciplines.

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CAMPBELL, R. J. "Conservative Curriculum and Partial Pedagogy: a critique of proposals in the Cambridge Primary Review." FORUM 52, no. 1 (2010): 25. http://dx.doi.org/10.2304/forum.2010.52.1.25.

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Seonjung Kim and 민경모. "A Study on the Descriptive Principles and Application Proposals for Korean Language Standard Curriculum." korean language education research ll, no. 41 (August 2011): 251–77. http://dx.doi.org/10.20880/kler.2011..41.251.

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Kennelly, Julie, Neil Taylor, and Pep Serow. "Education for Sustainability and the Australian Curriculum." Australian Journal of Environmental Education 27, no. 2 (2011): 209–18. http://dx.doi.org/10.1375/ajee.27.2.209.

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A national curriculum is presently being developed in Australia with implementation due during 2014. Associated standards for the accreditation of teachers and for teacher education providers have been prepared with the standards describing skills and attributes that teachers are expected to attain. The developing Australian Curriculum, along with the teacher accreditation and initial teacher education program standards, claim to support guiding statements that describe aspirations for all young Australians. Those guiding statements acknowledge that ‘sustainability’ is an essential element of education for young people in Australia. However ‘sustainability’ is unconvincingly represented in the curriculum and is not visible in the standards. This could potentially result in its omission from teacher education and qualification at all levels. A similar situation already exists in New South Wales (NSW). This article illustrates the positioning of five freshly graduated primary teachers within the context of their five NSW schools and from this distils implications for teaching ‘sustainability’ within the developing national proposals.

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Foster, Victoria. "Different but Equal? Dilemmas in the Reform of Girls' Education." Australian Journal of Education 36, no. 1 (April 1992): 53–67. http://dx.doi.org/10.1177/000494419203600106.

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This article presents a critique of attempts to achieve equality for young women in education. It examines from a philosophical perspective some important issues in reform efforts which, it is argued, have received insufficient attention in educational theorising. These include the public-private dichotomy within education and attempts to increase young women's access to, and participation in, the male-dominated subject areas of mathematics, science and technology. These issues are then related to a significant Australian curriculum strategy, the gender inclusive curriculum and briefly to current proposals to achieve gender equity.

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Costa Júnior, José Gerardo Bastos da, Francisca Leidiana de Souza, Luiz Antonio Da Silva dos Santos, and Francisco das Chagas Silva Souza. "O CURRÍCULO INTEGRADO NOS DOCUMENTOS DO IFRN: PERSPECTIVAS E DESAFIOS." Revista Labor 2, no. 18 (August 28, 2018): 180. http://dx.doi.org/10.29148/labor.v2i18.33515.

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Neste artigo, abordamos as perspectivas e os desafios enfrentados pelo Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN) para colocar em prática a integração curricular. A metodologia constou de um pesquisa documental na qual foram analisados o Projeto Político-Pedagógico (PPP) dessa instituição e cinco Projetos Pedagógicos dos Cursos Técnicos de Nível Médio Integrados (PPC). Constatamos, no PPP, a preocupação do IFRN em destacar as bases teóricas marxistas em que se assentam o seu currículo. A formação integral e a necessária articulação entre a formação geral e a profissional são ressaltadas ao longo do documento. Entretanto, nos textos dos PPC, embora haja recorrências aos princípios defendidos pelo PPP, em algumas situações percebemos um distanciamento com relação às propostas desse documento que norteia o currículo integrado no IFRN. ABSTRACTThis article approaches the perspectives and challenges faced by the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) that sets in motion the curricular integration. The methodology had documental research that analysed the Pedagogical Political Project (PPP) of the institution and another five Course Pedagogical Projects (PPC) of different Integrated Vocational High School Courses. We perceived, in the PPPs, the concern of IFRN to highlight the theoretical Marxist basis that are present in their curriculum. The integral formation and the necessary articulation between general formation and vocational formation are also highlighted throughout the entire document. Although the PPCs have some recurrences of the principles defended by the PPPs, we also perceived the detachment, in some occasions, from the proposals of the document that supports the integrated curriculum at IFRN.

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Colletti, Lisa M., Joseph C. Kolars, and James O. Woolliscroft. "GME Innovations Grant Program at the University of Michigan Health System—Fostering Changes in Education and Clinical Care." Journal of Graduate Medical Education 5, no. 4 (December 1, 2013): 665–67. http://dx.doi.org/10.4300/jgme-d-12-00317.1.

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Abstract Background Changes in graduate medical education (GME) have resulted in curricula, goals and objectives, and assessment methods becoming more formal, yet there is little financial support for the educational research required to develop better teaching approaches and assessment tools. Objective We sought to encourage the development of new educational tools and assessment methods to improve the overall conduct of GME at the University of Michigan. Intervention The University of Michigan Health System has recently established a new educational grant that is designed to foster innovative educational research in GME. We describe the experience with a new and robust internal educational grant, including the source of funding, mechanisms for reviewing and assessing the proposals, the types of proposals that have currently been funded, and the effect and results of these studies on GME at the University of Michigan Health System. Outcomes Projects funded by the grant have changed the curriculum in the involved programs, and many have resulted in sustained changes, including new methodologies in the simulation center, the development of an “academy” of faculty physicians with significant teaching expertise, and the creation of web-based teaching and assessment tools for “just in time” learning, and have been disseminated at national meetings and in peer-reviewed journals. Conclusions The GME Innovations Grant Program at the University of Michigan Health System has been successful to date, funding 11 proposals during the course of 6 years. Some of these proposals have resulted in permanent changes and additions to residency training programs.

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Coker, David. "The Canary in the Mine: Remote Learning in the Time of COVID-19." Journal of Curriculum and Teaching 9, no. 3 (August 18, 2020): 76. http://dx.doi.org/10.5430/jct.v9n3p76.

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National organizations in the United States issued policy proposals for returning to school during the COVID-19 pandemic. A qualitative review, using the constant comparison model, examined six policies from different organizations. The policies operate on the notion of a progressive curriculum, with the values of equity, access, and adaptations driving the planning process. There are five variables national policies utilize to operationalize the progressive curriculum and values: organizing, staffing, scheduling, envisioning, and vulnerabilities. A case study using an individual school district examined the impact on learning within the framework of the policies. Recommendations to improve online and remote learning follow.

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Ogilvie, Len. "Key Stage-Struck! Assessment and class music making." British Journal of Music Education 9, no. 3 (November 1992): 201–9. http://dx.doi.org/10.1017/s0265051700009086.

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As the time for the implementation of the National Curriculum in Music approaches, will the tail of assessment begin to wag the dog of class-room music and dissipate all that has been achieved in providing the dynamic, challenging and fulfilling experiences that now characterise many class music lessons? This article sets out some proposals for an assessment strategy which, it is hoped, is faithful to the intentions of the National Curriculum Music Working Group in allowing practical music to flourish but with a greater sense of direction and enhanced awareness of the power of musical expression for teachers and students alike.

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Pullin, Diana. "Learning to Work: The Impact of Curriculum and Assessment Standards on Educational Opportunity." Harvard Educational Review 64, no. 1 (April 1, 1994): 31–55. http://dx.doi.org/10.17763/haer.64.1.l44t02622p7741gl.

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The increased involvement of business in fostering school reform, and the subsequent focus on setting standards for curriculum and assessment, raise a number of questions rooted in public policy and law. In this article, Diana Pullin provides a valuable analysis of the legal issues in current education reform proposals — the Secretary's Commission on Achieving Necessary Skills (SCANS), Goals 2000, and the report of the National Council on Education Standards and Testing (NCEST) — that attempt to link education and employment through assessment and curriculum. She also offers important insights into the complexities that we must consider if these proposals are truly to advance our commitment to equity. The author dissects the issues in governance, contrasting the national assessment programs called for in both SCANS and NCEST with federal approaches, and, given the inherent "high-stakes" nature of these assessments, foresees problems with validity, reliability, and fairness. She explores the grounds for due process and equal protection challenges, and details the legal protections against discrimination in employment that might be applied in cases of employment-related curriculum and assessment. In the end, Pullin asserts that those who have historically been denied equal educational opportunity are most likely to bring legal challenges to reforms that use assessment to link schools and work, and concludes that only those reforms that are fair and equitable will be legally defensible.

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Maughan, Sarah. "Improving the Acceptability of Teacher Assessment for Accountability Purposes - Some Proposals within an English System." CADMO, no. 2 (December 2009): 39–53. http://dx.doi.org/10.3280/cad2009-002004.

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- The National Curriculum was introduced in England after the Education Reform Act of 1988. The compulsory curriculum is made up of four key stages, and until very recently there have been high stakes assessment at the end of each stage. Over time additional tests and examinations were added to the system leading to English children being some of the most tested in the world. In parallel to this, the use of test results to hold schools and teachers to account has emerged as one of the key purposes of the tests and examinations. This article describes the use of the results for accountability purposes, and the ever increasing criticism of this due to the distorting effects it has on teaching and learning. A number of recent changes to the system, in response to the criticisms, mean that test results are no longer available at all the stages to meet the accountability purpose. The article discusses whether the teacher assessment that has been proposed as a replacement could be used for accountability purposes in such a high stakes system, or whether the accountability system will be forced to change.

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Noronha, Vânia, and Daniel Marangon Duffles Teixeira. "Gestão e avaliação: desafios para a educação física como área de conhecimento." @rquivo Brasileiro de Educação 3, no. 5 (March 18, 2016): 84. http://dx.doi.org/10.5752/p.2318-7344.2015v3n5p84.

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<p>O presente artigo tem por objetivo analisar as transformações que vêm ocorrendo no Brasil, nas últimas décadas, especialmente relacionadas com a gestão (escolar e pedagógica) e com a avaliação no âmbito do componente curricular Educação Física. Tendo como referência a produção sobre essa temática, este texto identifica os desafios enfrentados pelos professores, na condição de gestores, em escolas públicas e privadas, bem como na condução de processos de avaliação. A discussão levou em consideração as experiências dos autores na gestão em cursos de graduação e de pós-graduação, e na realização de consultorias em escolas públicas e privadas de educação básica que tiveram como objeto a produção, a implantação e a avaliação de propostas curriculares. Os desafios identificados estão relacionados com: resistência dos professores com a compreensão da Educação Física como área de conhecimento; construção com os próprios alunos do conhecimento que lhes interessa; construção coletiva de propostas interdisciplinares; necessidade de os professores terem resiliência durante os processos de inovação pedagógica; desenvolvimento de habilidades e competências para a construção de instrumentos de avaliação; condições materiais de trabalho inadequadas e que desestimulam os professores; inexistência de livros didáticos; dificuldades na gestão democrática das escolas, dentre outros.</p><p> </p><p><strong>ABSTRACT</strong></p><p> </p><p>This article aims to analyze the changes taking place in Brazil in recent decades, especially related to the management (educational and pedagogical) and the evaluation within the curricular componente Physical Education. Referring to the literature on this theme, this paper identifies the challenges faced by teachers, provided managers in public and private schools, as well as conducting assessment processes. The discussion took into account the experiences of the authors in management at undergraduate and postgraduate courses, and carrying out consultancies in public and private schools of basic education which had as its object the production, implementation and evaluation of curriculum proposals. The challenges identified are related to: teachers’ resistance to the understanding of physical education as a field of knowledge; construction with the students of knowledge that interests them; collective construction of interdisciplinary proposals; need for teachers to have resilience during the pedagogical innovation processes; development of skills and competencies for building assessment tools; material conditions of poor working and that discourage teachers; lack of textbooks; difficulties in the democratic management of schools, among others.</p><p><strong>Keywords</strong>: Physical Education. Knowledge. Curriculum. Collective Construction. Democratic Management.</p><p> </p>

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McKenney, Cynthia B. "063 IMPLEMENTING WRITING ACROSS THE CURRICULUM IN HORTICULTURE COURSES." HortScience 29, no. 5 (May 1994): 436h—437. http://dx.doi.org/10.21273/hortsci.29.5.436h.

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Writing Across the Curriculum (WAC) programs are viewed as a plausible solution to poor student communication skills. These programs are further justified on the premise that writing fosters and reinforces learning in any discipline. WAC programs integrate easily into horticulture. Traditional writing opportunities frequently utilized in horticulture include essays, papers, presentation critiques, lab reports, field trip summaries, business proposals, and cropping schedules. New opportunities might include microthemes and target audience writings. WAC programs have their own share of pitfalls: increased grading time, reduced course content, ill-equipped faculty to teach language arts, and unrecognized objectives. Ultimately, the success or failure of a WAC program hinges on the commitment of faculty in the discipline who should have the best understanding of the language and style needed to communicate effectively in their field.

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Christie, Pam. "Globalisation and the curriculum: Proposals for the integration of education and training in South Africa." International Journal of Educational Development 16, no. 4 (October 1996): 407–16. http://dx.doi.org/10.1016/s0738-0593(96)00061-2.

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Adrjan, Beata, and Alina Kalinowska. "Cyfrowy świat w podręczniku dla klasy pierwszej szkoły podstawowej – analiza treści." Problemy Wczesnej Edukacji 41, no. 2 (June 30, 2018): 60–68. http://dx.doi.org/10.26881/pwe.2018.41.06.

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The digital world is becoming accessible to ever younger children, who are increasingly looking for and building their presence in it. The school seems to be a place that should respond to these trends by incorporating digitality into its educational proposals. Research into the content of textbooks for the first year of primary school shows infantile character and inadequacy in time and cognition of content related to the digital world. First-grade students are unlikely to encounter (in the currently offered school’s curriculum) a reflection on the dangers it poses or proposals to use digital skills. The contents of the textbooks constitute a world existing alongside the digital natives.

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Pauluk, Dorota. "Akademickie ocenianie i jego niezamierzone konsekwencje. Od wymiaru ukrytego do nowej kultury oceniania." Kwartalnik Pedagogiczny 64, no. 2 (252) (August 22, 2019): 86–101. http://dx.doi.org/10.5604/01.3001.0013.3614.

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The aim of the article is to present selected aspects of academic assessment as an element of a hidden curriculum. Based on the literature on the subject, the results of the research will be presented showing how the assessment system, deep rooted in educational environment, generates unplanned educational outcomes, including a surface approach to learning and various strategies of coping. Proposals of alternative solutions in evaluation procedures will be presented, involving active involvement of students in designing, managing and checking the effects of their own work. The new assessment culture should support the learning process and reduce the gap between the explicit and hidden curriculum.

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Novrinda, Herry. "IMPLEMENTATION OF MULTI-PROFESSIONAL EDUCATION: A SHORT REVIEW OF THE RESEARCH METHODOLOGY AND BIOSTATISTICS COURSE." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 10, no. 2 (June 21, 2021): 125. http://dx.doi.org/10.22146/jpki.61616.

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Background: The faculty of Dentistry Universitas Indonesia (FDUI) has implemented multiprofessional education (MPE) since the academic year of 2012/2013. Some concerns about facilitators and the achievement of students arose. This study aims (1) to describe the curriculum mapping, (2) to elaborate the perception of facilitators regarding the implementation of MPE, and (3) to assess the achievement among non-MPE and MPE groups in a particular subject.Methods: This research used a quantitative and qualitative approach. This research collected the data of achievement, perception of facilitators, and the curriculum in order to assess the implementation of MPE.Results: The curriculum consisted of common subjects or topics. There were some suggestions regarding the facilitators and the curriculum in the implementation of MPE. In line with one-way Annova, the mean score of students among Non-MPE (76.52±4.36), MPE_2012 (75.52±4.39), and MPE_2013 groups (75.46±4.66) were not statistically different with p-value = 0.154. Conclusion: The faculty has succeeded in compiling an integrated MPE curriculum. There are opportunities for an improvement in several areas. The academic achievement of MPE students is as good as Non-MPE students. The MPE group’s research proposals seemed to have a spirit of collaboration.

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Pavón, Víctor, and America Pérez. "Enhancing disciplinary literacies: languages of schooling and whole-school language projects in Spain." European Journal of Applied Linguistics 6, no. 1 (March 8, 2018): 109–30. http://dx.doi.org/10.1515/eujal-2017-0023.

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AbstractEuropean language policy focusing on the development of the languages of schooling is opening new paths to best fit the necessities of students, whether in bilingual or monolingual communities. Bilingual education is no longer an exclusive entity, but is increasingly becoming mainstreamed. In doing so, it can promote the consolidation of linguistic competence in all languages in the curriculum. Thus, in parallel with proposals whose aim is primarily to improve the use of disciplinary literacies in the foreign language used as the vehicle of instruction, there are programmes which seek to strengthen the foreign language, the mother tongue, and perhaps a second foreign language, through the use of subject-specific literacies (pluriliteracies) in all the languages. An example of this strategy can be found in some regions of Spain, with the decision to promote the academic language in distinct areas and in different languages through implementation of whole-school language projects. This article describes the forces and mechanisms underlying the proposal, its characteristics and practical application, and ultimately addresses the relevance of the scheme as a valuable tool to surpass the traditional objectives of bilingual education programmes and to enhance the attainment of pluriliteracies in the curriculum.

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Pires, Célia Maria Carolino. "Panorama da Educação Matemática em alguns países da América Latina Overview of Mathematics Education in some Latin American countries." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 19, no. 3 (December 30, 2017): 1. http://dx.doi.org/10.23925/1983-3156.2017v19i3p1-12.

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Nesta conferência objetivamos apresentar um panorama da Educação Matemática em alguns países latino-americanos (Argentina, Bolívia, Brasil, Chile, México, Paraguai, Peru e Uruguai), apoiado no Projeto “Pesquisas comparativas sobre organização e desenvolvimento curricular na área de Educação Matemática, em países da América Latina” desenvolvido de 2009 a 2017. Nos baseamos em concepções e procedimentos da metodologia de estudos comparativos, de Ferrer Juliá (2002) e Pilz (2012). Partimos de questões de pesquisa como: Que Matemática está sendo proposta no ensino de crianças e jovens de países latino-americanos neste início de milênio? Que pressupostos norteiam os documentos curriculares em países latino-americanos? Como se dá o processo de implementação curricular nesses países? Que currículos estão de fato sendo realizados em sala de aula? Como resultados destacamos que, no tocante à educação até a faixa dos 14 anos, as propostas dos diferentes países são muito similares, tanto nas finalidades conferidas ao ensino de Matemática, com foco na formação do cidadão, como em relação aos conteúdos e à incorporação de metodologias como a resolução de problemas e os recursos tecnológicos. Para a faixa dos 15 a 17 anos, há diferenças na organização dos cursos, mas pode-se notar uma abordagem bastante tradicional da matemática nos documentos curriculares.In this conference, we have presented an overview of Mathematics Education in some Latin American countries (Argentina, Bolivia, Brazil, Chile, Mexico, Paraguay, Peru and Uruguay), supported by the Project "Comparative research on curricular organization and development in Mathematics Education, in Latin American countries" developed from 2009 to 2017. We have based on conceptions and procedures of the methodology of comparative studies, by Ferrer Juliá (2002) and Pilz (2012). We start with research questions such as: What Mathematics is being proposed in teaching children and young people from Latin American countries at the beginning of the millennium? What assumptions guide curriculum documents in Latin American countries? How does the curricular implementation process take place in these countries? What curricula are actually being delivered in the classroom? As a result, we highlighted that, in the case of education up to 14th years old, the proposals of the different countries are very similar, both in the purposes of Mathematics teaching, focusing on citizen training, as well the content and the incorporation of methodologies such as problem solving and technological resources. For the group of 15th to 17th years old, there are differences in course organization, but one can see a rather traditional approach to mathematics in curriculum documents.

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