Journal articles: 'Curriculum resources'

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Thompson, Norma H. "Curriculum Resources." Religion & Public Education 13, no. 2 (March 1986): 22–24. http://dx.doi.org/10.1080/10567224.1986.11487916.

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Thompson, Norma H. "Curriculum Resources." Religion & Public Education 13, no. 4 (October 1986): 31–33. http://dx.doi.org/10.1080/10567224.1986.11487941.

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Thompson, Norma H. "Curriculum Resources." Religion & Public Education 14, no. 2 (March 1987): 152–56. http://dx.doi.org/10.1080/10567224.1987.11487974.

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Thompson, Norma H. "Curriculum Resources." Religion & Public Education 15, no. 1 (January 1988): 31–34. http://dx.doi.org/10.1080/10567224.1988.11488005.

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Thompson, Norma H. "Curriculum Resources." Religion & Public Education 15, no. 2 (March 1988): 142–48. http://dx.doi.org/10.1080/10567224.1988.11488041.

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Thompson, Norma H. "Curriculum Resources." Religion & Public Education 15, no. 4 (October 1988): 380–86. http://dx.doi.org/10.1080/10567224.1988.11488078.

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Thompson, Norma H. "Curriculum Resources." Religion & Public Education 16, no. 1 (January 1989): 53–60. http://dx.doi.org/10.1080/10567224.1989.11488113.

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Thompson, Norma H. "Curriculum Resources." Religion & Public Education 16, no. 2 (March 1989): 209–16. http://dx.doi.org/10.1080/10567224.1989.11488154.

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Fromme, H. Barrett, Shari A. Whicker, Steve Paik, Lyuba Konopasek, Jennifer L. Koestler, Beverly Wood, and Larrie Greenberg. "Pediatric Resident-as-Teacher Curricula: A National Survey of Existing Programs and Future Needs." Journal of Graduate Medical Education 3, no. 2 (June 1, 2011): 168–75. http://dx.doi.org/10.4300/jgme-d-10-00178.1.

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Abstract Background We conducted a national survey of US pediatric program directors to explore the current status, content, and teaching methods of Resident-as-Teacher (RAT) curricula. The purposes of the survey were to (1) determine the level and method of evaluation of such curricula, and (2) assess the need for a national curricular resource in this area. Methods A survey was sent to US pediatric program directors that asked questions regarding demographics, support, design, development, content, and evaluation of RAT curricula, as well as existing needs and desires for RAT curricular resources. Results Sixty-two percent of pediatric program directors completed our survey. Eighty-seven percent have a formal RAT curriculum, but more than 50% allocate 10 hours or less to it during residency. The primary teaching modalities are lectures and workshops. Content areas include feedback, in-patient teaching, communication skills, case-based teaching, role modeling, evaluation, leadership skills, 1-minute preceptors, teaching/learning styles, professionalism, and small-group teaching. Sixty-three percent of programs report evaluating their curricula, but only 27% perceive their program to be very/extremely effective. Nearly all respondents expressed interest in a national RAT curriculum, preferring web-based modules for dissemination. Conclusions Despite an Accreditation Council for Graduate Medical Education requirement for a RAT curriculum, some pediatrics programs still lack one, and some consider their program only moderately effective. A wealth of curricular material exists across programs, which could be shared nationally. Establishing a national RAT curriculum would offer programs resources to meet educational mandates and the ability to tailor programs to best fit their own program needs.

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Remillard, Janine T., Michael Manganello, and Amber Daniel. "A Guide to Analyzing Mathematics Tasks and Their Implementation in Curriculum Resources." Journal for Research in Mathematics Education 49, no. 2 (March 2018): 228–31. http://dx.doi.org/10.5951/jresematheduc.49.2.0228.

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Since the publication of the NCTM Standards in 1989, which was followed by a new generation of curriculum development projects, the field has seen increasing interest in research on curriculum resources, how they are used by teachers and experienced by students, and the outcomes that they produce. Although some studies seek to draw direct lines between particular curriculum materials used and student outcomes, a majority of researchers argue that understanding whether and how teachers are implementing a given written curriculum resource1 with some measure of fidelity is necessary to determining its effects on learning (Stein, Remillard, & Smith, 2007). Over the last 2 decades, research has expanded to consider how teachers interpret, learn from, interact with, and generate curriculum resources. Over a similar timespan, the number and types of curriculum resources available to teachers have also expanded to include print, digital, and blended comprehensive curricula along with a slew of supplemental resources and tools available through the Internet.

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Luther, Vera, Rachel A. Shnekendorf, Spicer O. Jennifer, Ashleigh Logan, Alice Barsoumian, Brian Schwartz, Chloe Bryson-Cahn, et al. "1111. #BeASteward: Transforming Infectious Diseases Fellows Into Antimicrobial Stewards Using the IDSA Antimicrobial Stewardship Curriculum." Open Forum Infectious Diseases 7, Supplement_1 (October 1, 2020): S585—S586. http://dx.doi.org/10.1093/ofid/ofaa439.1297.

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Abstract Background The Infectious Diseases Society of America (IDSA) has supported the development of the Core and Advanced Antimicrobial Stewardship (AS) Curricula for fellows to ensure the future ID workforce is effectively prepared to practice, participate in and lead AS efforts in health care institutions. The Core AS Curriculum is currently available; the Advanced AS Curriculum pilot will begin July, 2020. Methods IDSA formed the AS Curriculum Workgroup, comprised of leaders in AS and medical education from institutions across the country, to lead the AS Curricula development process. The workgroup conducted two surveys of ID Fellowship Program Directors, one in 2016 for the core curriculum and a second in 2018 for the advanced curriculum, to assess existing AS educational resources and determine needs for additional AS educational and evaluation resources. The workgroup used the evaluation data to inform the content, delivery methods, and assessment tools for the curricula. The Core AS Curriculum is designed to provide fellows foundational knowledge and skills in AS. The Advanced AS Curriculum is designed to provide fellows the knowledge and skills to become leaders in AS. The Core AS Curriculum was piloted by 56 ID Fellowship Programs in 2018 and then made broadly available via IDSA Academy in 2019. Pilot data will be used to improve future iterations of the curriculum. The Advanced AS Curriculum pilot will begin in 2020 and will be broadly available in 2021. Results The curricular packages contain a variety of training resources including eLearning modules, lectures slides, case-based questions, videos, reading materials, pocket cards, group-based learning, role play exercises and simulations. The modules can be taught by faculty to fellows or conducted as a self-directed learning experience. Program directors and fellows who participated in the Core AS Curriculum pilot reported that their fellowship program was significantly more effective in teaching multiple key stewardship content areas (Table). Table. Conclusion Evaluation data from programs who piloted the Core AS Curriculum indicate that this blended learning experience is an effective method for teaching AS and in providing educational and assessment tools for ID fellowship programs. The Advanced AS Curriculum will be similarly evaluated. Disclosures Julie Ann Justo, PharmD, MS, BCPS-AQ ID, bioMerieux (Speaker’s Bureau)TRC Healthcare (Speaker’s Bureau)

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Hao, Chun Yan. "Study on Application for Multimedia Curriculum Resources in Chinese Language and Literature." Advanced Materials Research 971-973 (June 2014): 2645–48. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.2645.

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The significance of research on media curriculum resources and language teaching that use the development and utilization of medium curriculum in language teaching as a clue to offer method and experience of media curriculums which are developed by teachers. Meanwhile, it helps the majority teachers to establish the concept of resource development, the various forms of curriculum resources are developed positively and utilized rationally. Improve the media literacy of young people, strengthen and promote the positive effects and reduce the negative effects of media on them are also the purpose and task of school education. The contents of media are introduced in the language teaching which could make the language class more plentiful and vibrant. It helps and guides young people to use media fully, recognize media clearly and resist the negative effects of media consequently improve the language literacy and media literacy of students so that they could grow up healthily.

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Mo, Haiwen, and Fengjuan Luo. "A Study of the Construction of English Hidden Curriculums at Primary Schools in China." English Language Teaching 12, no. 9 (August 16, 2019): 66. http://dx.doi.org/10.5539/elt.v12n9p66.

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The hidden curriculum is an important part of curriculums, and constructing the primary school English hidden curriculum is helpful for the implementation of the new National English Curriculums, the development of students’ key competencies and the reform of basic English teaching in China. However, according to the survey conducted with 40 primary school leaders, 60 primary school English teachers as well as 300 primary school students, the hidden curriculum is always ignored in primary school English teaching in China. Schools should meticulously design the educational environment on campus, highlighting the characteristics of English hidden curriculums, integrate English into the class culture, optimizing English educational environment. It is necessary to build a harmonious relationship between teachers and students, to enhance students’ motivation of learning English, to mobilize social and family participation, and to build multiple hidden curricular resources of English so as to promote the reform of English teaching and improve the quality of English teaching at primary schools in China.

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AlBuali, Waleed H., and Abdul Sattar Khan. "Challenges Facing the Shift from the Conventional to Problem-Based Learning Curriculum." Higher Education Studies 8, no. 1 (February 5, 2018): 36. http://dx.doi.org/10.5539/hes.v8n1p36.

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Tremendous changes have taken place in medical curricula in the last two decades; these changes have arguably created some imbalances in the quality of medical graduates around the globe, which may be partly due to the number of resources often demanded by the design of the newer curricula. Therefore, resource-poor countries are often unable to adopt these newer models of training in their entirety and are thus compelled to follow the so- called “Subject-Based Curriculum”. The authors have discussed and prepared some guidelines to provide direction for the adaptation and implementation of Problem-Based Learning Curriculum (PBLC) in countries with different cultures and limited resources. This article addresses the issues and concerns raised by medical educationists on the implementation of PBLC especially in developing countries. These pointers include practical solutions for such common problems as staff, cost, infrastructure and training.

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Musser, Linda R., and Becky Albitz. "Video Resources for the Engineering Curriculum." Science & Technology Libraries 20, no. 4 (July 2001): 29–37. http://dx.doi.org/10.1300/j122v20n04_04.

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Safdieh, Joseph E., Raghav Govindarajan, Douglas J. Gelb, Yazmin Odia, and Madhu Soni. "Core curriculum guidelines for a required clinical neurology experience." Neurology 92, no. 13 (February 22, 2019): 619–26. http://dx.doi.org/10.1212/wnl.0000000000007187.

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Physicians in most specialties frequently encounter patients with neurologic conditions. For most non-neurologists, postgraduate neurologic education is variable and often limited, so every medical school's curriculum must include clinical learning experiences to ensure that all graduating medical students have the basic knowledge and skills required to care for patients with common neurologic symptoms and neurologic emergencies. In the nearly 20 years that have elapsed since the development of the initial American Academy of Neurology (AAN)–endorsed core curriculum for neurology clerkships, many medical school curricula have evolved to include self-directed learning, shortened foundational coursework, earlier clinical experiences, and increased utilization of longitudinal clerkships. A workgroup of both the Undergraduate Education Subcommittee and Consortium of Neurology Clerkship Directors of the AAN was formed to update the prior curriculum to ensure that the content is current and the format is consistent with evolving medical school curricula. The updated curriculum document replaces the term clerkship with experience, to allow for its use in nontraditional curricular structures. Other changes include a more streamlined list of symptom complexes, provision of a list of recommended clinical encounters, and incorporation of midrotation feedback. The hope is that these additions will provide a helpful resource to curriculum leaders in meeting national accreditation standards. The curriculum also includes new learning objectives related to cognitive bias, diagnostic errors, implicit bias, care for a diverse patient population, public health impact of neurologic disorders, and the impact of socioeconomic and regulatory factors on access to diagnostic and therapeutic resources.

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Kigwilu, Peter Changilwa, and Winston Jumba Akala. "Resource Utilisation and Curriculum Implementation in Community Colleges in Kenya." International Journal for Research in Vocational Education and Training 4, no. 4 (December 21, 2017): 369–81. http://dx.doi.org/10.13152/ijrvet.4.4.4.

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The study investigated how Catholic-sponsored community colleges in Nairobi utilise the existing physical facilities and teaching and learning resources for effective implementation of Artisan and Craft curricula. The study adopted a mixed methods research design. Proportional stratified random sampling was used to sample 172 students and 18 teachers while four directors of community colleges were purposively selected. Questionnaires were administered to students and teachers, while directors were interviewed. Teaching and learning resources, such as workshops, equipment, lecture rooms, laboratories, raw materials for practical training and reference books, were found to be adequate, although underutilised. However, sports grounds, libraries and course texts were inadequate. Resource inadequacies were often mitigated by signing equipment co-sharing agreements with peer institutions and local firms. Teachers rated highly the influence of physical facilities on curriculum implementation. Both students and teachers rated highly the influence of teaching and learning resources on curriculum implementation. The study concludes that, while some physical facilities and teaching and learning resources are adequate, their underutilisation and the inadequacy of other core facilities and resources, such as libraries and course textbooks, hinder effective teaching and learning in these community colleges.

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Clearihan, Lyn, Silvia Vogel, Leon Piterman, and Neil Spike. "Transgenerational learning: maximising resources, minimising teaching gaps and fostering progressive learning." Australian Journal of Primary Health 17, no. 1 (2011): 29. http://dx.doi.org/10.1071/py10057.

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The need to rationalise teaching resources underpinned a project at Monash University that used a Delphi technique to re-examine the teaching curriculum of two key topic areas in the medical curriculum – ophthalmology and dermatology – from an undergraduate, graduate and vocational perspective. Using Bloom’s taxonomy the learning objectives from these topic areas were collated and analysed. This process allowed the revising and redistributing of learning objectives of the curricula to reduce the likelihood of duplication of teaching or more importantly gaps in teaching occurring. This process highlighted the potential utility of using a transgenerational approach to curriculum planning but the outcomes are limited due to the small number of participating educators and the lack of formal evaluation of the method.

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Page, Michelle L. "From Awareness to Action: Teacher Attitude and Implementation of LGBT-Inclusive Curriculum in the English Language Arts Classroom." SAGE Open 7, no. 4 (October 2017): 215824401773994. http://dx.doi.org/10.1177/2158244017739949.

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This survey research describes English language arts teachers’ comfort levels in integrating literature with lesbian, gay, bisexual, or transgender (LGBT) themes or characters into their curricula and classroom practices. Significant relationships were found between teachers’ age, comfort, awareness of resources, and implementation levels. Although younger teachers had higher comfort levels with LGBT texts, they displayed lower resource awareness levels and static implementation rates. In addition, comfort, awareness, and implementation of LGBT curriculum materials were also correlated with teacher location and with strength of religious belief, with rural teachers and strongly religious teachers displaying lower comfort and implementation levels. Availability of supportive resources such as gay–straight alliances (GSAs) and library holdings, as well as teachers’ awareness of these resources, is also examined. Specific barriers rural teachers encounter when implementing LGBT-inclusive literature/curriculum are identified. A call for future research and professional development is extended.

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Gao, Yun. "Study of the Course Resources of Fine Arts Education of University." Advanced Materials Research 433-440 (January 2012): 5415–19. http://dx.doi.org/10.4028/www.scientific.net/amr.433-440.5415.

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As the issuing and implementation of “the outline about curriculum reform of elementary education (trial rule, 2001)”, 18 sets of Course Standards and newly edited textbooks with all types and all courses are experimented on the trial plots for Chinese Basic Education. What normal universities should do to response the curriculum reform with the heaviest efforts and widest area since the establishment of the nation? Normal universities is responsible for professional training, the unique characteristics of aesthetics curriculum resources take natural advantage of promoting the development of new courses. The thesis analyzes the curriculum resource status in Arts department, puts up simply the tactics on the development and use of curriculum resources on campus and off campus, and hope that crude remarks may draw forth by abler people.

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Kinmond, Drew, Fiona Hynes, and Aqib (Mohammad) Hussain. "Developing psychiatric resources for the new foundation programme curriculum." BJPsych Open 7, S1 (June 2021): S144—S145. http://dx.doi.org/10.1192/bjo.2021.408.

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AimsOur aim was to develop an easily accessible, relevant and deliverable resource to meet the training requirements of the new foundation curriculum for Foundation Trainees in the West Midlands. The virtual resource needed to provide information at the correct knowledge depth, whilst also being flexible enough to allow trainees to access the materials despite the challenges of remote working. The West Midlands currently holds approximately 1,300 places for foundation training with an increase in numbers planned for 2023 and 2024.MethodThe United Kingdom Foundation Programme (FP) is a two-year structured, supervised training programme of learning in the workplace developed to prepare medical graduates for speciality training. The Foundation Curriculum is currently being updated in line with the GMC Standards for Post Graduate Curricula to reflect the developing and contemporaneous training needs of doctors and is expected to go live in August 2021.Though the foundation curriculum is broad and does not usually include specific diseases, it is recognised that mental health disorders are common and are frequently missed. The new curriculum makes a specific statement regarding the importance of mental health and specifies a syllabus covering this important area of medical practiceAround 80% of doctors are expected to have exposure to a community medicine placement, with around 40% expected to have placement within a specific mental health setting. Though other community placements may provide some exposure to the acute challenges of mental health, this is not guaranteed.To assist in meeting the FP requirement for training in mental health we developed an online resource for all West Midlands trainees, with lectures and information available that covers all of the core curriculum requirements for the FP. These resources can be accessed at any time of the day, at any point of foundation training, with each module certificated to show evidence of the attainment of foundation competencies ready for students ARCP (Annual Review of Competency Progression).ResultA programme of evaluation and effectiveness will be undertaken when the new curriculum goes live.ConclusionThere is an expected expansion in the number of training Foundation doctors within the next 5 years; therefore the demand for this training is expected to increase over time. As the understanding and awareness of the interaction between physical health and mental health continues to develop, we expected the use of this resource grow into the future.

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Halagao, Patricia, Allyson Tintiangco-Cubales, and Joan Cordova. "Critical Review of K-12 Filipina/o American Curriculum." AAPI Nexus Journal: Policy, Practice, and Community 7, no. 1 (2009): 1–24. http://dx.doi.org/10.36650/nexus7.1_1-24_halagaoetal.

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This research study provides the first comprehensive and critical literature review of K–12 Filipina/o American curricula found in formal and informal educational settings. Thirty-three Filipina/o American curricula representing a diverse array of authors, audiences, content, and pedagogical approaches were reviewed. The authors of this study developed a “Critical Framework of Review” rooted in critical pedagogy in order to analyze the historical development of Filipina/o American curricula along with an analysis of major topics, concepts, guiding theoretical frameworks, pedagogical approaches, and outcomes. The review concludes with a discussion and summary of the overarching themes of Filipina/o curricular content, instruction, and impact gained from this study and recommendations for the application, development, distribution, and research of more Filipina/o American K–12 curriculum resources.

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Groffman, Peter M., William R. Wright, Arthur J. Gold, Peter V. August, and Charles G. McKiel. "A Curriculum in Soil and Water Resources for Natural Resources Science." Journal of Agronomic Education 20, no. 2 (September 1991): 162–65. http://dx.doi.org/10.2134/jae1991.0162.

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Kain, Edward L., Neal R. Goodman, J. Michael Armer, and Susan Carlson. "Internationalizing the Sociology Curriculum: Syllabi & Resources." Teaching Sociology 21, no. 3 (July 1993): 306. http://dx.doi.org/10.2307/1319029.

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Kremer, Joe. "Scientific Skills and Processes in Curriculum Resources." Physics Teacher 55, no. 8 (November 2017): 492–95. http://dx.doi.org/10.1119/1.5008347.

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Gearhart, J. G., E. J. Walley, and D. M. Phillips. "Resources for designing curriculum goals and objectives." Academic Medicine 66, no. 7 (July 1991): 427. http://dx.doi.org/10.1097/00001888-199107000-00018.

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Jones, Robert M., and John E. Steinbrink. "Curriculum institutes for teachers: Utilizing local resources." Science Education 70, no. 2 (April 1986): 105–9. http://dx.doi.org/10.1002/sce.3730700204.

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Cushing, Ian. "Resources not rulebooks." Metaphor and the Social World 9, no. 2 (November 5, 2019): 155–76. http://dx.doi.org/10.1075/msw.18022.cus.

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Abstract This paper explores the way that teachers use metaphors to think and talk about grammar and what this means for classroom practice. It does so by employing conceptual metaphor theory to analyse teachers’ metalinguistic discourse, focusing particularly on construals of grammar and grammar teaching. Based on a series of interviews with 24 UK-based secondary school English teachers, the findings suggest that teachers make extensive use of metaphor, often mapping the abstract domain of grammar with concrete domains such as construction material and rulebook. The discipline of English studies itself was often construed as a series of separate parts, with grammar occupying a physical space that was often seen as disconnected to other aspects of the curriculum. The findings are discussed in relation to sociocultural contexts, including the current climate of English teaching in the UK, educational policy discourse, public and professional views on language, and the place of grammar on the curriculum.

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Thompson, Charles S., and Edward C. Rathmell. "NCTM's Standards for School Mathematics, K – 12." Mathematics Teacher 81, no. 5 (May 1988): 348–51. http://dx.doi.org/10.5951/mt.81.5.0348.

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The National Council of Teachers of Mathematics is in the process of generating a set of Curriculum and Evaluation Standards for School Mathematics (Standards) (Commission on Standards of the NCTM 1987). NCTM has committed considerable resources to this project, anticipating that the Standards will have a pervasive effect on mathematics education during the next five to ten years. The expectation is that the Standards will influence curriculum writing at the state and local levels and that the resulting curricular changes will influence the content of textbooks adopted by states and school districts. Furthermore, the newly written curricula, together with the new Standards for the evaluation of mathematics learning, should influence the content and emphasis of local, state, and national tests.

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Efendi, Ikwan. "DESAIN PENGEMBANGAN KURIKULUM PAI BERBASIS TEACHER AND STUDENT-CENTER." EDURELIGIA; JURNAL PENDIDIKAN AGAMA ISLAM 1, no. 2 (April 4, 2018): 25–44. http://dx.doi.org/10.33650/edureligia.v1i2.44.

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Design of curriculum development based Islamic religious education teachers and learners at the center of the learners become imperative applied in the education unit, because the subject is student learning in school. While the teacher becomes a facilitator should be able to direct, guide and a role model for their students. Islamic religious education curriculum development in general should be based on objectives and competencies, the relevance, efficiency, effectiveness, flexibility, integrity, continuity, synchronization, objective and democratic. Additionally, in particular the development of Islamic religious education curriculum principle of curriculum objectives, principles of curriculum content, didactic-methodical principles, principles with regard to media and learning resources, and evaluation principles. Keyword: Curricullum Development Design, Islamic Educations, Teacher and Student-Center

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Ekpenyong, Essien Essien, Wali Ruth C., Imaobong Marcus Akpan, and Edward I. Ajang. "Community Resources for the Development of Social Studies Curriculum in Nigeria." Journal of Social Sciences Research, no. 64 (April 25, 2020): 452–58. http://dx.doi.org/10.32861/jssr.64.452.458.

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The practice of any school curriculum entails the embracing of every available resource that can enhance teaching and learning effectively. Social Studies Education by its nature of having contact with the physical, social and economic environment stands a better opportunity of tapping into the resources found around schools and their immediate communities. Be that as it may, it has been observed that this quest has not been fully actualized by those concerned thereby, contributing to the failure of meeting set goals in this area of study. This study however, takes a look at the role of community resources in teaching and learning and the underlying challenges in the effective application of these community resources in the development of Social Studies curriculum. For a better description of how these community resources can enhance effective understanding of Social Studies curriculum content, the work also gives illustrations on how these community resources can be incorporated in the teaching and learning of Social Studies concepts.

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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia." Health Education 118, no. 1 (January 2, 2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.

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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.

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Wolven, Robin. "Curriculum development resources for teachers and school librarians: a selection of resources." Reference Reviews 27, no. 6 (August 2, 2013): 4–9. http://dx.doi.org/10.1108/rr-01-2013-0003.

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Potteiger, Kelly, Christopher David Brown, and Leamor Kahanov. "Altering the Athletic Training Curriculum: A Unique Perspective on Learning Over Time." Athletic Training Education Journal 7, no. 2 (April 1, 2012): 60–69. http://dx.doi.org/10.4085/070260.

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Context: The cohort athletic training curriculum features a competency-based approach that allows the student to matriculate through the program in a systematic fashion. This method is desired as it allows for efficient delivery and mastery of the educational content and associated clinical skills. The result may be an inflexible curriculum that can be unforgiving when unforeseen circumstances arise. Objective: To introduce a unique curricular design to the undergraduate athletic training setting that is more flexible than the traditional curricular model. Background: Athletic training education has expanded and proliferated greatly since 1998. The high rate of growth resulted in programs that are similar in design. The curricular structure is based on competency-based categories whose subjects rely on each other so strongly that there is little flexibility. This rigidity can create matriculation issues for students who are unable to proceed through the program at the required pace. Synthesis: Review of the current curricular model and accompanying literature indicates a desire for a new curricular model to provide flexibility within the athletic training curriculum. Results: The Adaptive Athletic Training model provides a flexible alternative to the cohort athletic training curriculum. This design uses a holistic and problem-based approach that is more closely associated with the entry-level workplace. Limitations include its ability to conform directly to the Commission onbetter Accreditation of Athletic Training Education competency matrix and the increased academic resources needed for implementation. Recommendations: Professional athletic training education programs should examine whether their current curricular model benefits their student population in the greatest extent. If room for improvement is identified, then alternative curricular models should be explored. Conclusions: The Adaptive Athletic Training model provides a flexible curricular option when examining alternative professional athletic training education program curriculums.

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Connors, James J., and Jack Elliot. "Teacher Perceptions Of Agriscience And Natural Resources Curriculum." Journal of Agricultural Education 35, no. 4 (December 1994): 15–19. http://dx.doi.org/10.5032/jae.1994.04015.

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Hellwege, Pamela. "Instructional Resources: Aesthetic Dialogue: Art and Interdisciplinary Curriculum." Art Education 46, no. 5 (September 1993): 25. http://dx.doi.org/10.2307/3193383.

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McMillan, Margaret, Penelope Little, Jane Conway, and Annette Solman. "Curriculum Design and Implementation: Resources, Processes and Results." Journal of Problem-Based Learning 6, no. 2 (October 31, 2019): 47–53. http://dx.doi.org/10.24313/jpbl.2019.00178.

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de Steiguer, J. E., F. W. Cubbage, and J. D. Wellman. "Policy Education in a Natural Resources Administration Curriculum." Journal of Natural Resources and Life Sciences Education 24, no. 2 (September 1995): 132–35. http://dx.doi.org/10.2134/jnrlse.1995.0132.

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Percy, John R. "Curriculum, Activities and Resources: The North American System." Highlights of Astronomy 10 (1995): 154–57. http://dx.doi.org/10.1017/s1539299600010777.

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Fang, Yanping, Christine K. E. Lee, and Yudong Yang. "Developing curriculum and pedagogical resources for teacher learning." International Journal for Lesson and Learning Studies 1, no. 1 (November 4, 2011): 65–84. http://dx.doi.org/10.1108/20468251211179713.

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Gunaratne, Shelton A., and Byung S. Lee. "Integration of Internet Resources into Curriculum and Instruction." Journalism & Mass Communication Educator 51, no. 2 (June 1996): 25–35. http://dx.doi.org/10.1177/107769589605100204.

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O'Brien, Nancy P. "Resources for curriculum history: emerging from the warehouse." Journal of Curriculum Studies 25, no. 1 (January 1993): 95–98. http://dx.doi.org/10.1080/0022027930250107.

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Clement, Mary C. "A Curriculum and Resources for Beginning Teacher Programs." Kappa Delta Pi Record 32, no. 3 (April 1996): 87–90. http://dx.doi.org/10.1080/00228958.1996.10531974.

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菊, 花. "Construction and Application of the Digital Curriculum Resources." Software Engineering and Applications 07, no. 03 (2018): 142–45. http://dx.doi.org/10.12677/sea.2018.73016.

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Land, Michael. "Helping Teachers Integrate Internet Resources into the Curriculum." NASSP Bulletin 81, no. 592 (November 1997): 59–65. http://dx.doi.org/10.1177/019263659708159210.

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Thomas, Patricia A., and David E. Kern. "Internet resources for curriculum development in medical education." Journal of General Internal Medicine 19, no. 5 (May 2004): 599–605. http://dx.doi.org/10.1111/j.1525-1497.2004.99999.x.

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Myers, Glenda, Suzanne Saunders, and Geoff Rogers. "Beyond the virtual library: electronic curriculum Web resources." Electronic Library 20, no. 6 (December 2002): 473–80. http://dx.doi.org/10.1108/02640470210453958.

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Lai, Yifei, Bingjie Qin, and Hui Lei. "Study on Curriculum Resources Development for Project Management." International Journal of Management Science and Engineering Research 3, no. 1 (2016): 41. http://dx.doi.org/10.14355/ijmser.2016.0301.05.

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Chu, Ambei Moses, Kum Isobert Nnam, and Ambei Ruhama Faizefu. "The Competency Based Curriculum Implementation: Appraisal from the Perspective of Teachers use of Resources." International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (June 30, 2018): 2278–88. http://dx.doi.org/10.31142/ijtsrd15646.

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Ding, Yiran, and Lijie Lv. "Are Students Satisfied with the Current School-Based Curriculum of Chinese Traditional Culture? A Survey of 120 Elementary and Middle Schools in China." Best Evidence in Chinese Education 6, no. 2 (November 23, 2020): 863–79. http://dx.doi.org/10.15354/bece.20.ar079.

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Abstract:

The school-based curriculum is one of the crucial ways of Chinese traditional culture education. Therefore, it is essential to discuss the current elementary and middle school students’ satisfaction with the traditional cultural school-based curriculum. A survey of the curriculum satisfaction of 120 elementary and middle schools in China with a traditional cultural school-based curriculum found that students’ satisfaction with these curriculums is generally average. However, students believed that the quality of the curriculum is still low. Its main manifestations were passive satisfaction, compromise satisfaction, excellent satisfaction, fall satisfaction, and autonomous satisfaction. This highlighted the problems of some traditional cultural school-based curriculums like the positioning is based on subjective guesswork, the content has not been effectively screened, and the implementation method is a single indoctrination. Based on this, we suggest that: (i) create an all-round atmosphere for students to learn traditional culture actively; (ii) reshape the traditional culture in the curriculum according to the value of the times; (iii) guarantee the cultural resources and professional teachers of curriculum implementation with discipline construction, and (iv) focus on the experience of the implementation process.

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Journal articles on the topic 'Curriculum resources'

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