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Journal articles on the topic 'Curriculum standards'

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Published: 4 June 2021

Last updated: 9 February 2022

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1

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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2

Lindquist, Mary Montgomery. "Implementing the Standards: the Measurement Standards." Arithmetic Teacher 37, no. 2 (October 1989): 22–26. http://dx.doi.org/10.5951/at.37.2.0022.

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Clear expectations for the measurement curricula of grades K–8 are expressed in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). The statements in figure 1 are discussed in the Standards. Central to both the K–4 and 5–8 standards is the process of measuring, which can help students build understanding about measuring and make connections among various measurement concepts and skills.

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3

Metcalf, Shari J., Amy M. Kamarainen, Tina Grotzer, and Chris Dede. "Teacher Perceptions of the Practicality and Effectiveness of Immersive Ecological Simulations as Classroom Curricula." International Journal of Virtual and Personal Learning Environments 4, no. 3 (July 2013): 66–77. http://dx.doi.org/10.4018/jvple.2013070105.

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Recent research with Multi-User Virtual Environments (MUVEs) in education has shown that these platforms can be effective and engaging for students; however, educators and administrators have practical concerns about the adoption of MUVE-based curricula. This study looks at implementations of EcoMUVE, a MUVE-based curriculum designed to support middle school learning of ecosystem concepts and processes. Research questions looked at teacher perceptions of the curriculum’s implementation feasibility, alignment with curricular objectives and standards, and perceived value. Results showed that EcoMUVE was very well-received, and technical issues were manageable. Teachers felt the curriculum was effective, aligned well with standards, and compared favorably with a non-MUVE alternative. Particular technological and curriculum features that contributed to EcoMUVE’s perceived value included student-directed learning, an inquiry, role-based pedagogy, immersion in the virtual environment, and the ease of collecting and comparing data with graphs.

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4

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

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

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5

Park, Jee-Hyeon, and Hyeon-Suk Kang. "국가 교육과정 성취기준의 구현 방안 : 교실 수업으로의 실행과 내러티브에 초점을 두고." Journal of Narrative and Educational Research 6, no. 2 (August 31, 2018): 61–87. http://dx.doi.org/10.25051/jner060203.

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6

Blitz, Phebe, and Marjolijn Hovius. "Towards international curriculum standards." International Journal of Dental Hygiene 1, no. 1 (February 2003): 57–61. http://dx.doi.org/10.1034/j.1601-5037.2003.00009.x.

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7

Klein, M. Frances. "Whose Standards? What Curriculum?" Kappa Delta Pi Record 35, no. 2 (January 1999): 60–74. http://dx.doi.org/10.1080/00228958.1999.10518417.

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8

Henneberry, Solana, Jennifer Kelso, and Gloria Soto. "Using Standards-Based Instruction To Teach Language to Children Who Use AAC." Perspectives on Augmentative and Alternative Communication 21, no. 3 (September 2012): 92–98. http://dx.doi.org/10.1044/aac21.3.92.

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Abstract Federal legislation has increasingly mandated that students with disabilities have access to the general education curriculum. The general education curriculum should be the primary content and context of the education and therapeutic intervention for students who use AAC. Special educators, including speech and language pathologists, need to encapsulate the essence of Common Core Content Standards and the general education curriculum to address the content and language needs of AAC users. The interconnection of curriculum content and language demands for the AAC user can be accomplished using readily available research based tools and strategies. We created a five-step process to help SLPs incorporate the general education curriculum into intervention to address language goals of AAC users: 1) assessment; 2) identifying grade level content standards from Common Core or state standards; 3) identifying the “essence” of the standard as it relates to language; 4) generating IEP goals; and 5) teaching language skills across curricular activities. We will provide examples of this process to address a general education standard and the language and curricular content goals for beginning communicators, context-dependent communicators and for students communicating independently. Collaboration between the SLP and educators by means of these steps supports student success across all curricular areas.

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9

Morrow, Lorna J., and Thomas E. Rowan. "Implementing The Standards: Geometry through the Standards." Arithmetic Teacher 38, no. 8 (April 1991): 21–25. http://dx.doi.org/10.5951/at.38.8.0021.

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An underlying view of mathematics education expressed in the Curriculum and Evaluation Standards (NCTM 1989) is that a student should be actively involved both mentally and physically in constructing his or her own mathematical knowledge: “The K-4 curriculum should actively involve children in doing mathematics. … [They should] explore, justify, represent, solve, construct, discuss, use, investigate, describe, develop, and predict” (NCTM 1989, 17).

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10

Augliere, R. A. "Curriculum standards: rationalizing instructional computing?" IEEE Technology and Society Magazine 17, no. 4 (1998): 41–44. http://dx.doi.org/10.1109/44.735863.

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11

Marsh, Frank E., and Virginia Horns-Marsh. "Curriculum Standards: For the Record." Kappa Delta Pi Record 35, no. 2 (January 1999): 58–59. http://dx.doi.org/10.1080/00228958.1999.10518416.

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12

Smith, Carol. "Addressing Standards through Curriculum Integration." Middle School Journal 33, no. 2 (November 2001): 5–6. http://dx.doi.org/10.1080/00940771.2001.11494657.

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13

Alvunger, Daniel. "Teachers’ curriculum agency in teaching a standards‐based curriculum." Curriculum Journal 29, no. 4 (October 2, 2018): 479–98. http://dx.doi.org/10.1080/09585176.2018.1486721.

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14

Rakow, Susan R. "Standards-Based v. Standards-Embedded Curriculum: Not Just Semantics!" Gifted Child Today 31, no. 1 (January 2008): 43–49. http://dx.doi.org/10.4219/gct-2008-688.

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15

Schoen, Harold L. "Implementing The Standards: Beginning To Implement The Standards In Grades 7–12." Mathematics Teacher 82, no. 6 (September 1989): 427–30. http://dx.doi.org/10.5951/mt.82.6.0427.

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Now is an exciting time to be a mathematics teacher! One major reason is that technology has developed to the point that we must reconsider what mathematics should be taught and in what way. The position of the NCTM concerning this and other curricular issues can be found in Curriculum and Evaluation Standards for School Mathematics (Standards) (NCTM 1989). The Standards document is a fairly specific set of curricular recommendations (standards) with examples of content and teaching scenarios that illustrate concretely the meaning of each standard, but it is not a set of course descriptions or a list of behavioral objectives. No attempt is made in the document to describe exactly how to implement the standards in a given school setting, so not surprisingly, many mathematics teachers are seeking more specific ideas for implementation

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16

Davidson, Keith. "Double standards." English Today 10, no. 2 (April 1994): 3–13. http://dx.doi.org/10.1017/s0266078400007422.

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17

Arons, Stephen. "Constitutional Implications of National Curriculum Standards." Educational Forum 58, no. 4 (December 31, 1994): 353–64. http://dx.doi.org/10.1080/00131729409335361.

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18

Burke, Mary Thomas, Harold Hackney, Patricia Hudson, Judith Miranti, Gail A. Watts, and Lawrence Epp. "Spirituality, Religion, and CACREP Curriculum Standards." Journal of Counseling & Development 77, no. 3 (July 1999): 251–57. http://dx.doi.org/10.1002/j.1556-6676.1999.tb02448.x.

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19

Sun, Lihui, and Liangbo Li. "THE ALIGNMENT BETWEEN THIRD-GRADE PRIMARY SCHOOL SCIENCE TEXTBOOKS AND CURRICULUM STANDARDS IN CHINA AND JAPAN." Journal of Baltic Science Education 20, no. 3 (June 5, 2021): 507–18. http://dx.doi.org/10.33225/jbse/21.20.507.

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This study applied the Porter’s alignment model to construct a localized two-dimensional framework based on Anderson's taxonomy. The research chose the third-grade primary school science textbooks from two representative presses in China and Japan, coded the textbooks and curriculum standards, calculated the alignment level between the textbooks of the two presses and their corresponding curriculum standards, and discussed the alignment level from the topic, cognitive demand, and emphasis. The results show that the B version in Japan is significantly aligned with the Japanese curriculum standard, but the A version in China does not have significant alignment with the Chinese curriculum standard. Besides, a common problem is that the ratios of life science in sample science textbooks both exceed the requirements of the curriculum standards, and the problems of exceeding the standard in cognitive demand and not highlighting the key points also need to be concerned. This study provides ideas and references for countries with similar educational situations to study the compilation of science textbooks and fills up the deficiency of the international comparison of the alignment between primary school science textbooks and curriculum standards by using the alignment model. Keywords: alignment evaluation, content analysis, curriculum standards, primary school, science textbooks

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20

Doojung Kim and 김소영. "A study on curriculum implementation standards: influencing factors and curriculum implementation standards, Korea’s curriculum implementation practices and tasks for their improvement." Journal of Education & Culture 23, no. 2 (April 2017): 37–59. http://dx.doi.org/10.24159/joec.2017.23.2.37.

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21

J. Fahey, Shireen, John R. Labadie, and Noel Meyers. "Turning the Titanic: inertia and the drivers of climate change education." Journal of Applied Research in Higher Education 6, no. 1 (April 8, 2014): 44–62. http://dx.doi.org/10.1108/jarhe-01-2013-0003.

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Purpose – The aim of this paper is to present the challenges external drivers and internal inertia faced by curriculum designers and implementers at institutions of higher education. The challenges to academics from competing factors are presented: internal resistance to changing existing curricula vs the necessity to continuously evolve programmes to reflect a dynamic, uncertain future. The necessity to prepare future leaders to face global issues such as climate change, dictates changing curricula to reflect changing personal, environmental and societal needs. Design/methodology/approach – This paper uses the case study method to examine two models of climate change curriculum design and renewal. One model, from an Australian university, is based upon national education standards and the second is a non-standards-based curriculum design, developed and delivered by a partnership of four North American universities. Findings – The key findings from this study are that the highest level of participation by internal-to-the-programme academics and administrators is required. Programme quality, delivery and content alignment may be compromised with either stand-alone course delivery and learning outcomes, or if courses are developed independently of others in the programme. National educational standards can be effective tools to guide course and programme management, monitoring, review and updating. Practical implications – The paper includes implications for postgraduate level curricula design, implementation and programme evaluation. Originality/value – The paper is the first to compare, contrast and critique a national standards-based, higher education curriculum and a non-standards-based curriculum.

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22

Beasley, Jennifer G., Christine Briggs, and Leighann Pennington. "Bridging the Gap 10 Years Later." Gifted Child Today 40, no. 1 (January 2017): 48–58. http://dx.doi.org/10.1177/1076217516675902.

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The need for a shared vision concerning exemplary curricula for academically advanced learners must be a priority in the field of education. With the advent of the Common Core State Standards adoption in many states, a new conversation has been ignited over meeting the needs of students with gifts and talents for whom the “standard” curriculum is not a good fit. The purpose for this article is to highlight the current need for high-quality curriculum, discuss how the National Association for Gifted Children (NAGC) Curriculum Awards rubric has been updated to reflect the research in the field, and look at additional ways to use the NAGC Curriculum rubric as a tool to support the development of quality curriculum and to select and award exemplary curricula for addressing advanced academic needs of students with gifts and talents.

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23

Brown, Stacy A., Kathleen Pitvorec, Catherine Ditto, and Catherine Randall Kelso. "Reconceiving Fidelity of Implementation: An Investigation of Elementary." Journal for Research in Mathematics Education 40, no. 4 (July 2009): 363–95. http://dx.doi.org/10.5951/jresematheduc.40.4.0363.

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Recent research on mathematics reforms in the United States indicates that the reforms are not yet widely implemented. Generally, this claim results from looking at the extent to which teachers use curricular materials or engage in particular classroom practices. This article moves beyond disparate questions of use and practice to examine interactions between teachers and curricula as evidenced by their enactments of whole-number lessons from a Standards-based curriculum. Specifically, we analyze videorecorded 1st- and 2nd-grade classroom lessons in terms of students' opportunities to reason and communicate about mathematics. This analysis indicates that the level of fidelity to the written curriculum differs from the level of fidelity to the authors' intended curriculum during lesson enactments. Drawing on this analysis, this article explores how curricula support and hinder teachers as they engage students in opportunities to learn mathematics and how teachers' instructional moves and choices impact the enactment of curricula.

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24

Thi Lan Anh, Vu, and To My Vien. "Innovation of Curriculum Planning in Accordance with CDIO Standards at Ho Chi Minh City University of Transport." European Journal of Engineering Research and Science 3, no. 9 (September 24, 2018): 29. http://dx.doi.org/10.24018/ejers.2018.3.9.887.

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The CDIO initiative provides an integral approach including CDIO frameworks and CDIO standards in hopes of realizing students’ learning purposes and of figuring out learning experiences to meet output-standard based education and training. Many Vietnamese universities have become pilot places of CDIO implementation as a main curriculum development not only to satisfy social requirements and international standards, but also to boost creativeness and stimulate new assessment methods and improvements for the curricular. Due to requirements of all-sided and basic innovation of tertiary education ratified by Vietnamese Party and Government (phase 2010-2020), the CDIO implementation is considered as an indispensability in Ho Chi Minh City University of Transport. The paper is aimed to clarify the processes and procedures to develop curricular so as to meet social demands and international standards. This paper also mentions the principles to introduce this curriculum innovation to university educational institutions of Vietnam once the CDIO approach is put into application and implemented.

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Hirsch, Christian R., Harold L. Schoen, and Harold L. Schoen. "Implementing The Standards: A Core Curriculum for Grades 9–12." Mathematics Teacher 82, no. 9 (December 1989): 696–701. http://dx.doi.org/10.5951/mt.82.9.0696.

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A three-year core curriculum is the most fundamental change proposed for grades 9–12 in the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, Commission on Standards for School Mathematics 1989). The Standards document identifies a common body of mainstream mathematical topics that all high school students should have the opportunity to learn. Present curricula attempt to accommodate differences in students' backgrounds, interests, and educational goals through the selection of topics. Unfortunately, the narrow, trackable programs that evolve from this perspective restrict many students to arithmetic computation only and thus serve as an early critical filter to opportunity and careers. Within the proposed core curriculum, differentiation would occur primarily in the manner in which topics are treated. It would be based on the depth to which common topics are pursued, the degree of difficulty of exercises and applications, the level of abstraction at which ideas are discussed, and, of course, the pace of instruction.

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26

Costa, Rejane Peres Neto, Anelise Monteiro do Nascimento, and Luana Ramos Neves. "BASE NACIONAL COMUM CURRICULAR:IMPLEMENTAÇÃO DA PROPOSTA CURRICULAR PARA A EDUCAÇÃO INFANTIL NO MUNICÍPIO DE NOVA IGUAÇU." COLLOQUIUM HUMANARUM 16, no. 4 (December 20, 2019): 35–49. http://dx.doi.org/10.5747/ch.2019.v16.n4.h445.

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This paper has as object the curriculum (re)formulation policy based on the Brazilian federal law nº 12.796/2013 curricular standards, known as Base Nacional Comum Curricular, and implemented by the Brazilian Ministry of Education (Ministério da Educação –MEC). The present article specifically addresses the early childhood education propositions in the mentioned policy. In order to analyze the development of such policy at the municipal level, as well as its arrangements, adjustments, tensions and results,we observed the work developed by the Educational Department of Nova Iguaçu city during the years of 2018 and 2019, department known as Secretaria Municipal de Educação do Município de Nova Iguaçu. As a methodological theoretical framework, Michael Apple’s Relational Analysis helped to understand the curricula formulation standards as one proposal among other educational policies. In a short period of time, alongside a school community’s low participation scenario and yet without the final document’s publication/circulation, the aforementioned city of Nova Iguaçu met its goals of curriculum reformulation.

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Taub, Debbie, Jessica Apgar, Megan Foster, Diane Lea Ryndak, Michael D. Burdge, and Sarah Letson. "Investigating the Alignment Between English Language Arts Curricula Developed for Students With Significant Intellectual Disability and the CCSS." Remedial and Special Education 41, no. 5 (May 21, 2019): 284–95. http://dx.doi.org/10.1177/0741932519843184.

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Federal law requires all students, including those with significant intellectual disability, to make progress toward grade-level general education standards. The alignment between standards, curriculum, and instruction is vital for ensuring equitable opportunities to learn. Commercially available curricula attempt to support teachers and students by aligning instructional materials to standards, but few studies exist to verify this alignment. Those that have been conducted for general education curriculum have not been promising. This study uses the Links for Academic Learning protocol to evaluate the alignment of curricula designed for students with significant intellectual disability (SWSID) that mark themselves as aligned to grade-level standards. Findings related to the alignment between the standards, lesson objectives, and lesson content are reported. The researchers discuss implications related to the adoption and use of curricula specifically designed for SWSID and the need for additional research in this area.

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28

Wahlström, Ninni. "Democracy and curriculum—the task still before us." European Educational Research Journal 19, no. 4 (November 29, 2019): 351–63. http://dx.doi.org/10.1177/1474904119889795.

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This article explores how John Dewey’s concept of democracy can contribute to our understanding of what is required from education amid growing nationalism and populism, even in what are usually perceived as established democracies. The purpose of the study is to explore how standards-based curricula for citizenship education can be problematised in relation to the broad concept of democracy. The meaning of citizenship education in curricula is examined through two cases from western countries (Sweden and the USA) with standards-based curricula. These social studies curricula deal with democracy as something ‘to teach about’, rather than focusing on helping students learn to understand and recreate democracy for their own generation. However, the concept of democracy, as a moral and ethical ideal, becomes difficult to express in a curriculum logic of standards and knowledge outcomes emphasising measurability. Now, when democracy is challenged, also seems to be the right time to confront the logic of a standards-based curriculum and the selective traditions of subjects within the social studies, as well as to ask the questions ‘why?’ and ‘what for?’ in relation to basic social values and students’ competences.

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29

Elliott, Portia. "One Point of View: Reclaiming School Mathematics." Arithmetic Teacher 37, no. 8 (April 1990): 4–5. http://dx.doi.org/10.5951/at.37.8.0004.

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The framers of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) call for a radical “design change” in all aspects of mathematics education. They believe that “evaluation is a tool for implementing the Standards and effecting change systematically” (p. 189). They warn, however, that “without changes in how mathematics is assessed, the vision of the mathematics curriculum described in the standards will not be implemented in classrooms, regardless of how texts or local curricula change” (p. 252).

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Piazza, Jenny A., Margaret M. Scott, and Elizabeth C. Carver. "Thematic Webbing and the Curriculum Standards in the Primary Grades." Arithmetic Teacher 41, no. 6 (February 1994): 294–98. http://dx.doi.org/10.5951/at.41.6.0294.

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The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (1989) reflects the importance of understanding the development of knowledge at the K-4 level. The standards document recognizes that current instructional and curricular content must focus on students' active construction of mathematical knowledge. Instructional practices need to be conceptually oriented, involve children actively, emphasize the development of mathematical thinking and application, and include a broad range of content.

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31

Juniarti, Neti, Sheizi Prista Sari, and Desy Indra Yani. "ANALYSIS AND EVALUATION OF IMPLEMENTATION OF UNDERGRADUATE NURSING CURRICULLUM FOR FAMILY NURSING IN WEST JAWA." INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) 1, no. 2 (February 8, 2017): 103. http://dx.doi.org/10.24990/injec.v1i2.119.

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Nurses are the backbone of the healthcare system, being the key providers of primary healthcare as they comprise 60-80% of the total health workforce, and provide 90% of all heath care services in the primary healthcare arena. This study aimed to evaluate the concordance of family nursing and community health nursing curriculum with international standards and national needs for undergraduate nursing education in West Java.This study used evaluation research design using BEKA framework as a tool to perform curriculum analysis which included Benchmarking, Evidencing, Knowing, and Applying stages. The international standards competency for family nursing and community health nursing, course study guide and samples of students reports were collected and analysed using content analysis. In addition participants from six nursing schools were interviewed to identify application of the curriculums. The results show that some of the competencies outlined in the course study guide were not aligned with international standards of family nursing from International Family Nursing Association. Four dimensional framework of family nursing and community health nursing curriculums were proposed to improve the alignment between international standards as well as local and government needs for family nursing and community health nursing curriculums. School of nursing can apply this framework as guidance to develop their own learning plans based on international standards, national, local and institutional needs. Keywords: curriculum analysis, evaluation, family nursing, community health nursing

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32

Belas, Oliver. "Knowledge, the curriculum, and democratic education: The curious case of school English." Research in Education 103, no. 1 (May 2019): 49–67. http://dx.doi.org/10.1177/0034523719839095.

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Debate over subject curricula is apt to descend into internecine squabbles over which (whose?) curriculum is best. Especially so with school English, because its domain(s) of knowledge have commonly been misunderstood, or, perhaps, misrepresented in the government’s programmes of study. After brief consideration of democratic education (problems of its form and meaning), I turn to issues of knowledge and disciplinarity, outlining two conceptions of knowledge – the one constitutive and phenomenological, the other stipulative and social-realist. Drawing on Michael Young and Johan Muller, I argue that, by social-realist standards of objectivity, school English in England -- as currently framed in national curriculum documents -- falls short of the standards of ‘powerful knowledge’ and of a democratic education conceived as social justice. Having considered knowledge and disciplinarity in broad terms, I consider the curricular case of school English, for it seems to me that the curious position of English in our national curriculum has resulted in a model that is either weakly, perhaps even un-, rooted in the network of academic disciplines that make up English studies.

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33

Stabback, Philip. "Common curriculum, core curriculum or common curriculum standards—finding a solution for Bosnia and Herzegovina." PROSPECTS 37, no. 4 (December 2007): 449–67. http://dx.doi.org/10.1007/s11125-008-9049-y.

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34

Pak, Katie, Morgan S. Polikoff, Laura M. Desimone, and Erica Saldívar García. "The Adaptive Challenges of Curriculum Implementation: Insights for Educational Leaders Driving Standards-Based Reform." AERA Open 6, no. 2 (April 2020): 233285842093282. http://dx.doi.org/10.1177/2332858420932828.

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The ambitious goals of standards-based reform call for both technical and adaptive leadership to address problems of practice involving the technical and adaptive alignment of teachers’ instruction to the standards. Thus, standards-aligned curriculum implementation necessitates both types of strategies; otherwise, adaptive challenges will persist. In this study, we analyze case studies of four districts where new English Language Arts and math curricula were recently adopted to help align teachers’ practice with their state’s English Language Arts and math standards. We draw from interviews with district leaders, principals, instructional coaches, and teachers to illustrate how mostly technical strategies for curriculum implementation do little to address the adaptive challenges that prevent teachers from fundamentally shifting their practice to be more aligned to the standards and to meet the needs of all learners. We conclude with a set of insights and implications for educational leaders approaching curriculum implementation in both technical and adaptive ways.

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35

Geleto, Lemecha. "Technical Vocational Education Training Institute Curriculum Development in Ethiopia." Journal of Education and Vocational Research 8, no. 3 (January 7, 2018): 16–28. http://dx.doi.org/10.22610/jevr.v8i3.1989.

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Ethiopian TVET curriculum development process follows similar procedures with different competency based TVET curriculum development processes in some countries. Ethiopia mainly adopted its current TVET curriculum experiences from countries such as Australia and Philippines. Depending on the trends of these countries, the new Ethiopian TVET strategy has decentralized the preparation of curricular materials to the institutions that deliver training. The problem may limit the current competency based TVET curriculum in Ethiopia is lack of knowledge and experience to develop the curriculum at the local level in this decentralized responsibility to develop the curriculum at TVET institutions. In addition to the problem of decentralization, the continuous change made in the occupational standards is another challenge in the effective implementation of the reformed TVET approach. While TVET institutions have set themselves and started to provide training in certain occupational standards disseminated, the Ministry of Education in the mean time updates or replaces those occupational standards with the new ones. This has created resource wastage and grievance at institutions, management instructors and students.

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Lee, Byeong Cheon. "Restructuring Achievement Standards in National English Curriculum." English Teachers Association in Korea 26, no. 1 (March 30, 2020): 19–38. http://dx.doi.org/10.35828/etak.2020.26.1.19.

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37

Edgerton, Richard T. "Apply the Curriculum Standards with Project Questions." Mathematics Teacher 86, no. 8 (November 1993): 686–89. http://dx.doi.org/10.5951/mt.86.8.0686.

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A goal of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) is faci litating “mathematical power” in students. The curriculum standards use problem solving, communication, reasoning, and connections as organizing principles. One way to apply these principles in the classroom is with the use of “project questions.”

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38

Schloemer, Cathy G. "Aligning Assessment with the NCTM's Curriculum Standards." Mathematics Teacher 86, no. 9 (December 1993): 722–25. http://dx.doi.org/10.5951/mt.86.9.0722.

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I recently found myself in the ideal situation of wanting to integrate the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) more fully into my teaching and, at the same time, being enrolled in a class that required me to research some aspect of assessment and then engage in a practical assessment project. As a result, I decided to find out more about standardsaligned assessment and then see if could use it with my high school precalculus students.

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Rule, Audrey C., and Stephen Guggenheim. "A Standards-based Curriculum for Clay Science." Journal of Geoscience Education 55, no. 4 (September 2007): 257–66. http://dx.doi.org/10.5408/1089-9995-55.4.257.

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Ard, Nell, Suzette Farmer, Sharon F. Beasley, and Keri Nunn-Ellison. "Using the ACEN Standards in Curriculum Development." Teaching and Learning in Nursing 14, no. 2 (April 2019): A3—A7. http://dx.doi.org/10.1016/j.teln.2018.10.001.

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Qvarnstrøm, Ulla. "International Standards Provide Guidelines for Curriculum Content." Journal of Palliative Care 4, no. 1-2 (March 1988): 38–40. http://dx.doi.org/10.1177/0825859788004001-213.

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Schubert, William H., and Bruce E. Bovard. "Aligning Standards and Curriculum for Classroom Success." NASSP Bulletin 85, no. 622 (February 2001): 86–87. http://dx.doi.org/10.1177/019263650108562212.

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Jitendra, Asha K., Danielle N. Dupuis, and Anne F. Zaslofsky. "Curriculum-Based Measurement and Standards-Based Mathematics." Learning Disability Quarterly 37, no. 4 (January 2, 2014): 241–51. http://dx.doi.org/10.1177/0731948713516766.

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This purpose of this study was to examine the reliability and validity of a curriculum-based measure of word problem solving (CBM-WPS) as an indicator of performance and progress in a sample of 136 third-grade students at risk for mathematics difficulties (MDs) instructed in a standards-based mathematics curriculum. Students completed the CBM-WPS measure every 2 weeks across 12 school weeks. Results indicated that the CBM-WPS measure was reliable and significantly correlated with measures of arithmetic WPS, number combinations fluency, and a standardized test of mathematics achievement. Results of growth modeling indicated that students showed significant growth on the CBM-WPS measure, with an average increase of 0.33 problems correct per week. Additional analyses revealed that students identified as high at-risk demonstrated similar growth as students identified as low at-risk. Furthermore, the CBM-WPS growth slopes were a significant predictor of students’ spring performance on a standardized test of mathematics achievement, demonstrating their predictive validity. Implications for practice and future research for assessing mathematics skill development are discussed.

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Stix, Andi. "Bridging Standards across the Curriculum with Portfolios." Middle School Journal 32, no. 1 (September 2000): 15–25. http://dx.doi.org/10.1080/00940771.2000.11495254.

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Nagda, SJ. "Redefining prosthodontic curriculum: Converging towards higher standards." Journal of Indian Prosthodontic Society 7, no. 4 (2007): 169. http://dx.doi.org/10.4103/0972-4052.41065.

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Sohn. "Review of Korean Standards and the Curriculum." Korean Language in America 19, no. 2 (2016): 385. http://dx.doi.org/10.5325/korelangamer.19.2.0385.

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Karolyi, Matěj, Martin Komenda, Luke Woodham, Jakub Ščavnický, Christos Vaitsis, and Dimitris Spachos. "Medical curriculum standards: Towards relational database transformation." Health and Technology 10, no. 3 (January 21, 2020): 759–66. http://dx.doi.org/10.1007/s12553-020-00409-6.

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Greenes, Carole, Linda Schulman, and Rika Spungin. "Developing Sense About Numbers." Arithmetic Teacher 40, no. 5 (January 1993): 279–84. http://dx.doi.org/10.5951/at.40.5.0279.

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The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) identifies number sense as one of the major standards of the K–4 curriculum and recommends that mathematics curricula at these grade levels develop students' number-sense skills. For grades 5 to 8, the standards document states that students' abilities to identify numerical relationships are central to their understanding of numeration concepts and to their judgment of the reasonableness of answers in problem-solving situations. But what is number sense? And how can it be developed?

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Taseman, Wilujeng Asih Purwani, Safaruddin, Nasrul Fuad Erfansyah, Ratna Pangastuti, Abdul Malik Dachlan, and Nukh Khozain. "Meeting Standards through Integrated Curriculum: Point of View by Sussan M. Drake and Rebecca C. Bruns." IJORER : International Journal of Recent Educational Research 1, no. 1 (April 19, 2020): 58–62. http://dx.doi.org/10.46245/ijorer.v1i1.11.

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Through an integrated curriculum, it is expected that the fulfillment of a maximum standard of learning for students' problems while learning, the integrated curriculum will determine the content, processes, materials, and learning materials that teachers do to students in the classroom. Students who have problems are expected to be able to overcome the problem both those who lack achievement and are left behind, the evaluation carried out is also expected to be able to measure the ability of students to improve learning that has been done, besides it can be compared between one school to another with an evaluation. So we need a standard-based approach and an integrated curriculum, the second offers several strategies in developing an integrated curriculum that has been proven in its implementation, thirdly to validate an integrated curriculum by offering examples of integrated curricula that have proven to be successful.

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Lim, V. K. E. "The Process of Medical Curriculum Development in Malaysia." International Journal of User-Driven Healthcare 2, no. 1 (January 2012): 33–39. http://dx.doi.org/10.4018/ijudh.2012010105.

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The first medical school established in Malaysia was the Faculty of Medicine at the University of Malaya in 1963 (Danaraj, 1988). Today, there are 33 medical schools, both public and private. All medical schools require accreditation by the National Accreditation Board and the Malaysian Medical Council. These two regulatory bodies set the minimum standards for accreditation and they include standards that pertain to curricular issues. Apart from adhering to major broad principles, medical schools generally are given a free hand in designing and developing their own curricula. The faculty members of the school determine the nature of the curriculum with the dean playing a vital role in moderating competing demands from the various academic departments. The influence of the Medical Education Department or Unit varies. The Ministry of Health, as the predominant employer of doctors, gives regular feedback to the deans on the performance of their graduates. There has not been any major initiative to involve other important stakeholders, including the public, in the design and development of medical curricula in the country.

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