Relevant bibliographies by topics / Curriculum structure

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Curriculum structure'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 June 2025

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Journal articles on the topic "Curriculum structure"

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Esad Kurejšepi. "Misalignment of Cross-Curricular Areas in Primary Education in Kosovo." Communications on Applied Nonlinear Analysis 32, no. 9s (2025): 2506–16. https://doi.org/10.52783/cana.v32.4556.

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Introduction: The alignment of cross-curricular areas in primary education plays a crucial role in ensuring balanced and effective learning experiences. In Kosovo, the curriculum serves as the foundation of the education system, guiding teaching methodologies, content delivery, and learning outcomes. However, despite its comprehensive structure, inconsistencies in the distribution of curricular areas can lead to imbalances that affect the quality of instruction. Objectives: This study investigates the misalignment of cross-curricular areas in primary education in Kosovo, with a specific focus on the subjects of language and communication and mathematics. It explores how the current curricular framework influences the allocation of instructional time, teacher workload, and student learning experiences. Methods: Employing a mixed-methods approach, this research utilizes a structured questionnaire distributed to primary school teachers in Prizren and Dragash. The survey, conducted in Bosnian, Turkish, and Albanian, assesses educators' perceptions of curriculum distribution and its impact on interdisciplinary learning. Results: The findings indicate that the curriculum's structure often results in an overemphasis on core subjects, limiting opportunities for interdisciplinary teaching and learning. This study highlights the need for a more integrated approach to curriculum planning to enhance the coherence and effectiveness of primary education in Kosovo. The results provide valuable insights for policymakers and educators in revising curriculum frameworks to foster a more balanced and holistic educational experience.
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Hakim, Abdul, and N. Hani Herlina. "Manajemen Kurikulum Terpadu di Pondok Pesantren Modern Daarul Huda Banjar." Jurnal Penelitian Pendidikan Islam 6, no. 1 (2018): 111. http://dx.doi.org/10.36667/jppi.v6i1.157.

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This article is the result of research at Pondok Pesantren Modern Daarul Huda, Banjar City, West Java Province. The results of the research show that: (1) Integrated curriculum planning includes the program of faith development, noble character, science, nationality and nationality, art, entrepreneurship and technical skills, dakwah and community, leadership and management, teacher training, gender equality education, and health, tahfidz al-Qur'an; (2) curriculum structure consists of intra-curricular curriculum, co-curricular and extracurricular; (3) the implementation of integrated curriculum management in this institution is combining several curriculum types such as the formal government curriculum and curriculum of pondok pesantren
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Choi, Hanseul, Hanjoon Yoo, Taehyeong Choi, and Sahoon Kim. "Analysis of the System and Linkage Structure of School Safety Education: Focusing on the Education Policy and Curriculum in Korea, Germany, and Japan." Korean Comparative Education Society 35, no. 2 (2025): 65–103. https://doi.org/10.20306/kces.2025.35.2.65.

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[Purpose] This study aims to compare and analyze safety education policy guidelines and curriculum documents from Korea, Germany, and Japan to identify an appropriate structural system and linkage strategies for Korea. [Method] A comparative analysis was conducted on the structure of educational content and patterns of curriculum linkage based on each country’s policy guidelines and curriculum documents. [Results] All three countries prioritized school safety education but differed in policy development, curricular reflection, and school-level implementation. Korea institutionalized safety education all at once in response to the Sewol Ferry disaster, covering a wide range of areas. However, its effectiveness is limited due to a co-curricular focus and weak subject linkage. Germany and Japan, shaped by gradual policy development, embedded safety content in achievement standards and annual plans. Germany emphasized subject linkage, while Japan connected curricular and co-curricular activities. Both adopted spiral structures by grade level to align with students’ developmental stages. [Conclusion] The study suggests restructuring Korea’s safety education through stronger subject linkage, better alignment across policy, curriculum and school practice, and developmentally appropriate spiral design.
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Yue, Hongwei, Hanhui Lin, Yingying Jin, Hui Zhang, and Ken Cai. "Opening Knowledge Graph Model Building of Artificial Intelligence Curriculum." International Journal of Emerging Technologies in Learning (iJET) 17, no. 14 (2022): 64–77. http://dx.doi.org/10.3991/ijet.v17i14.32613.

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The knowledge points setting of artificial intelligence curriculum has shortcomings in connection between theory and practices. To overcome the problem, this study designs an open knowledge point design model based on knowledge graph. Fist, to promote the construction of the knowledge graph (KG) of curriculums, associated teaching research was analyzed visually. Then the order and hierarchical structure of the knowledge points were defined, and the ontology structure of curriculum knowledge and the relationship between knowledge points and posts were designed as well. Moreover, an overall logic structure for the construction of the open KG of curriculums was proposed. Results demonstrated that high attention should be paid to the construction and concern of teaching teams for artificial intelligence algorithms and the KG of curriculum construction. Additionally, the opening model can strengthen the openness of the KG of curriculums to reinforce the close connections between classroom knowledge and practices. Research conclusions are conducive to understand the existing problems in the KG of curriculums and provide beneficial references to the integration of information technology and education.
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Dong Joo Song and 하일규. "Analysis of Mechanical Engineering Curriculum and Model Curriculum Structure." Journal of Engineering Education Research 14, no. 4 (2011): 48–61. http://dx.doi.org/10.18108/jeer.2011.14.4.48.

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Raman, Maitreyi, Eldon Shaffer, and Jocelyn Lockyear. "Gastroenterology Fellowship Training: Approaches to Curriculum Assessment and Evaluation." Canadian Journal of Gastroenterology 22, no. 6 (2008): 559–64. http://dx.doi.org/10.1155/2008/583190.

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BACKGROUND: Medical education requires ongoing curriculum development and evaluation to incorporate new knowledge and competencies. The Kern model of curricular development is a generic model to guide curriculum design, whereas the Royal College of Physicians and Surgeons of Canada (RCPSC) has a specific model for curriculum development through its accreditation structure.OBJECTIVE: To apply the Kern model to an assessment of a residency program in gastroenterology.METHODS: A case study was used, which is a method of qualitative research designed to help researchers understand people and the societal contexts in which they live.RESULTS: The six steps involved in the Kern model of curricular development include problem identification; needs assessment; establishing objectives; establishing educational strategies; implementation; and evaluation. The steps of the RCPSC model of curriculum development include establishing an administrative structure for the program; objectives; structure and organization of the program; resources; clinical, academic and scholarly content of the program; and evaluation. Two differences between the models for curriculum development include the ability of the Kern model to conduct problem identification and learner needs assessment. Identifying problems that exist suggests a need for an educational program, such as the long wait times for gastroenterology referrals. Assessing learner needs allows for the development of a tailored curriculum for the trainee.CONCLUSIONS: The Kern model and RCPSC model for curriculum development are complementary. Consideration by the RCPSC should be provided to add the missing elements of curriculum design to the accreditation structure for completeness.
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Oliver, R., H. Kersten, H. Vinkka-Puhakka, et al. "Curriculum structure: principles and strategy." European Journal of Dental Education 12, s1 (2008): 74–84. http://dx.doi.org/10.1111/j.1600-0579.2007.00482.x.

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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 (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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Adhikari, Surya Prasad. "Practice of Early Childhood Development Curriculum Preparation." Interdisciplinary Research in Education 4, no. 1 (2019): 43–52. http://dx.doi.org/10.3126/ire.v4i1.25709.

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This article aimed to explore early childhood development (ECD) curriculum preparation practices. To accomplish the objective, I have collected qualitative information from ECD center through unstructured interview and discussion with the participant. This study revealed that the respondent has just Montessori basic training on pronunciation and curriculum preparation. Curriculum development center is prepares ECDC curriculums as based on the Wheeler curriculum process. However, private ECDCs prepare curriculum themselves in line with the curriculum development center. Private ECDCs have not compulsory to follow the government’s curriculum. Curriculum of Curriculum Development Center focus on children’s all round developments. But there is lack of spiritual development. Facilitators always start to teach/learn through the objects of the environment. Children learn more words from their mother and parents at home. Facilitators teach children by arranging the words from simple to complex. They teach correct pronunciation, structure of words and then concept.
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Spain, Stephen. "An Alternative Australian Curriculum Model: Vertical Cubic Curriculum." Learning and Teaching 9, no. 1 (2020): 67–89. http://dx.doi.org/10.7459/lt/9.1.06.

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This paper proposes an alternative curriculum model to the current Australian Curriculum, which is underpinned by a Systems Thinking methodology (Capra & Luisi 2014). Entitled a Vertical Cubic Curriculum (VCC), this design takes advantage of intelligent design tools whilst drawing on principles from the Australian Vertical Modular Curriculum (Education Department of Victoria, Australia 1980) and the three-dimensional structure proposed by Wragg’s Cubic Curriculum (Wragg, 1997). The VCC proposes an age mixed, multidimensional curriculum space (Carey, 2016) that promotes student voice and student self-efficacy; enabling teachers and students to co-construct a ‘learning curriculum.’ The VCC employs a cubic structure both as a proposed National Framework and as an implemented Cubic Vertical modular design at school level. The VCC is a highly flexible model that fosters metacognitive learning and formative (diagnostic) assessment as a continuum of development.
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Dissertations / Theses on the topic "Curriculum structure"

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Fergusson, Andrew L., and n/a. "The analysis of curriculum structure and its application to curriculum planning and improvement in secondary schools." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060710.103028.

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The aim of this thesis is to develop a model for the analysis of curriculum structure and organisation in Australian secondary schools and to apply a computer formulation of the model to two case studies. The model proposes the construction of indicators of curriculum provision and teacher workload using the raw data provided by school timetables and class lists. This in turn leads to the idea of standardising curriculum structure in a way that will enable comparisons to be made between different schools, the same school with different timetables or between school substructures such as year groups. Limitations and advantages of this approach are explored through an analysis of the concepts of modelling, information and organisation. It is proposed that this view of curriculum implies an evaluation perspective that focusses on school improvement as a process of informed criticism and collective decision-making. Several applications of curriculum analysis are suggested including the setting of specific goals for school improvement programmes, industrial applications in the area of workloads and a scheme for the classification and standardised description of curriculum plans.
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Sorensen, Kathryn Hassell. "The influence of curriculum structure on retention of science majors /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008449.

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Cook, Paul Alexander. "Any curriculum will do : structure as a catalyst for adult transformation." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13972.

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This thesis employs phenomenological hermeneutic circle analysis, to investigate structure versus agency and adult identity change in lifelong learning. Achieving transformed agency and enhanced identity is argued to be about other ways of doing and other ways of seeing (Mezirow 2000:21). It proceeds by exploring if curricula employed in education can provide structure and/or the catalyst which allows ‘other’ to be revealed, agency to be regained, and to explicate what contribution curricula might make in transforming adult identities. Drawing upon the disciplines of sociology and psychology it provides holistic interpretations of participant accounts in the contemporary competitive world and explores the interstices in the duality of tensions between the utilitarian, and pragmatic adult, who employs education as a developmental pathway of choice. Interviews with six participants tell individual stories to provide holistic data of their erudition and experiences of cognitive and social change. Data are then employed to essentialise similarities, differences, themes, and congruent essences, and to distil factors which exemplify growth in understanding and expectations of the self. Growth in self-assurance and identity change capability is then contrasted with the fragility of adult identity; whereupon, this thesis critically positions fragility causation amongst the instrumental policies and forces of lifelong learning. Mezirow contends that agency is achieved by elaborating existing frames, learning new frames, transforming habits, and transforming points of view. This thesis moves to discuss the connected nature of these developmental factors and ‘glass ceilings’, and how immanent personal potential is (re) revealed to the adult self. Employing an archaeological hermeneutic research tool which suggests reflection is a central and developing feature in adult’s educational development the thesis finally contends that education is important in the personal delivery of agency over structure, and that curricula of any structurally legitimate form make a significant contribution to allowing persons to both flourish and confront a range of ‘other’ life circumstances and dilemmas.
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Fu, Guopeng. "Physics teachers and China's curriculum reform : the interplay between agency and structure." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50426.

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This study explored how individual and collective agencies among physics teachers in a select high school were enabled and constrained in the context of the on-going curriculum reform in China. Human agency as used in this study was informed by five perspectives: Bandura’s Social Cognitive Theory; Giddens’ Structuration Theory; Giroux’s critical pedagogy; Seixas’ historical consciousness; and Davies’ feminist and poststructuralist perspective. The study employed autoethnographical methods including observation, interviewing, the researcher’s and teachers’ reflective journaling, and data collection through the researcher’s involvement with various school activities which took place in one high school. The analysis of the data corpus employed portraiture and constant comparative method. The portraits of the researcher and selected teachers depicted their agencies in terms of origin, motivation, shape, and negotiation. The findings included: 1) individual teacher agency was significantly influenced by history, currency, moral standards, and students; 2) collective agency was shaped by structural changes, leadership and modern technology; and 3) collective teacher agency created the demands for individual teachers’ professional development, a conducive culture for teacher collaboration, and concrete examples that teachers could constantly refer to, reflect upon, and learn from for reform implementation. These results offer important insights for understanding how physics teacher agency is manifest in the on-going curriculum reform in China. Further, the study offers a clear understanding of the influences underlying physics teachers’ agency deployment as they engage with the curriculum reform process. Finally, this study’s findings justify a case for preparing physics teachers on how to deploy both individual and collective agencies in the face of the complicated social structures and ultimately shed light on the desired curriculum decentralization in China.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Holsgrove, John V. "Structure strategy use in children's comprehension of expository texts." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/398.

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This study reviewed a body of literature largely written between the mid 1970s and 1990s that was concerned with the rhetorical structure of written expository text and its relationship to memory and comprehension. This dissertation follows from an argument that the earlier research often confused memory and comprehension and that it was limited in its attempt to clarify the relationship between text structure and reading comprehension. The current study sought to provide a fuller description of the manner in which schoolchildren of different ages and abilities employ rhetorical structure in the comprehension process. In contrast to the earlier research this study makes a distinction between the top-level structure of a text and the structure of the reader’s meaning. It sought to discover what, if any, was the relationship between the structure of the reader’s comprehension and the top-level structure of the text, the educational stage of the reader, and the reading comprehension ability of the reader. A sample of 229 schoolchildren from Years 5, 7, and 9, and further subdivided by reading ability, was given a task of reading three passages and carrying out an underlining task to identify the seven sentences in each passage that best captured the its overall meaning. The three passages employed were natural passages of text, each approximately 700 words in length, and each with a different top-level structure. Minor adjustments were made in respect of vocabulary and sentence length to match the different age groups within the sample. Each participant’s sentence selections were analysed for a collective structure in an effort to discover any structure employed by the reader in constructing the meaning of the respective text. The effectiveness of structure usage was measured by the degree of coherence captured by the sentence selections. As might be expected, good readers and older children generally performed the task more successfully and effectively than poorer and younger readers. The results indicated, contrary to a common assumption of the earlier research, that the structures employed by the participants reflected two different and distinct categories: content structures which selected information based on association and rhetorical structures based on logical argument. It was subsequently considered that semantic information might be relatively more influential in using content structure whereas syntax might play the more significant role in the use of rhetorical structure. The more able readers generally maximised coherence by combining rhetorical and content structures in the construction of meaning except where a passage was limited to description only. There was a complex relationship between the structure of the text and the structure of the reader’s meaning that reflected a constructivist explanation of reading comprehension. It was found that whilst many children of all ages and ability had a capacity to recognise the various content and rhetorical structures regardless of their relative complexity, that effective use was related to practice. Other factors that might complicate structure strategy use in reading comprehension were identified.
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Moquin, Jaime R. "A comprehensive literature analysis of why the American high school curriculum needs national structure." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008moquinj.pdf.

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Keating, Bevan T. "A choral organizational structure for the developing male singer." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5num=osu1086095145.

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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 136 p. : ill. Advisor: Hilary Apfelstadt, School of Music. Includes bibliographical references (p. 102-107).
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BARBOSA, Anderson Felinto. "Uma abordagem para orquestração do conhecimento com suporte ao planejamento e à avaliação curricular em ciência da computação." Universidade Federal de Campina Grande, 2016. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/697.

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Submitted by Kilvya Braga (kilvyabraga@hotmail.com) on 2018-05-16T11:14:22Z No. of bitstreams: 1 ANDERSON FELINTO BARBOSA - DISSERTAÇÃO (PPGCC) 2016.pdf: 4768373 bytes, checksum: c61e3d4b861d3a310b307c01c1e3fcca (MD5)<br>Made available in DSpace on 2018-05-16T11:14:22Z (GMT). No. of bitstreams: 1 ANDERSON FELINTO BARBOSA - DISSERTAÇÃO (PPGCC) 2016.pdf: 4768373 bytes, checksum: c61e3d4b861d3a310b307c01c1e3fcca (MD5) Previous issue date: 2016-02-29<br>Capes<br>O Currículo Referência (CR) para Cursos de Bacharelado em Ciência da Computação e Engenharia da Computação é um documento desenvolvido pela Sociedade Brasileira de Computação que descreve um conjunto de informações relacionadas ao ensino da computação no Brasil. O corpo do conhecimento, parte do CR descreve o conhecimento que pode ser ensinado ao aluno durante o processo de aprendizagem, pode ser útil para o processo de Planejamento Curricular, porém, diferentemente das estruturas curriculares criadas, o conhecimento descrito no CR apresenta, apenas, relações hierárquicas entre suas partes. Diante disso, neste trabalho, é proposta uma abordagem que visa a orquestrar o conhecimento descrito na granularidade “Matéria” do CR, neste trabalho denominada como “Categoria de Conhecimento”. Para isso, a abordagem baseia-se no princípio bottom-up e identifica as possíveis relações entre as 57 Categorias de Conhecimento a partir das disciplinas e das relações de pré-requisitos presentes em estruturas curriculares dos cursos para, assim, identificar o Grau de Dependência entre Categorias (GDep) e o Grau de Ocorrência da Categoria (GOC) relevantes para o processo de planejamento e avaliação das estruturas curriculares. Como forma de avaliar a abordagem foi realizado um estudo de caso envolvendo dados de 474 disciplinas, de 7 cursos de graduação, no qual foi mensurado do GRel e o GOC das 57 Categorias de Conhecimento. Além disso, também foi verificada a aplicação das métricas identificadas no processo de planejamento e avaliação das estruturas curriculares que, no contexto observado, apresentou resultados que comprovaram o uso de ambas para as finalidades propostas.<br>The Reference Curriculum for Degree Courses in Computer Science and Computer Engineering (RC) is a document developed by the Brazilian Computer Society that aims to describe a set of information related to computing education in Brazil. The body of knowledge, a part of RC that describles the knowledge that should be teached to a student during the learning Process, can be useful on the Curricular Planning process, however, unlike the curriculum structure created, which describes relations between disciplines, the knowledge described on the Reference Curriculum only shows hierarchical relations between different levels of this knowledge.To this situation, in this dissertation is proposed an approach that aimed orchestrating the knowledge described on granularity “Subject” of RC,called, in this dissertation,“Knowledge Categories”. For this, the approachis based on the bottom-up and identifies possible relationships between the 57 Knowledge Categories induced from the disciplines of graduate courses and their prerequisites relationships, to thereby identify the Dependence Degree Between Categories (GDep) and Category Occurrence Degree (GOc) relevants for the process of curriculum planning and evaluation. For evaluate approach, ion purposes a case study was conducted involving 474 disciplines from 7 under graduate courses. It was possible to observe the measurement of GRel and GOC of the57 Knowledge Categories from RC. In addition, the application were verified of the metrics identified in the planning processand evaluation of curriculum structures that,on the context observe, showed results that confirmed the use of suchmetrics for a imsproposed.
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Grove, Nathaniel P. "A Change in Structure: Meaningful Learning and Cognitive Development in a Spiral, Organic Chemistry Curriculum." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1209601964.

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Lord-Walker, Janice. "Highly Successful Outcomes| How Teachers at an African-Centered Independent School Structure Mathematics Curriculum and Instruction." Thesis, Mills College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3681370.

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<p> Africans and people of African descent have always desired the best for their children and education has been seen as the key to success (Madhubuti &amp; Madhubuti, 1994, p. 4). When conscious African American teachers respect for students' cultural heritage and families are demonstrated in the classroom, and seen as an asset then students' ability to develop self-esteem and self-pride needed to support self in the world that we live in improves (Alim, 2014 &amp; Gay, 2010). </p><p> This study focused on how teachers at an African-centered school in East Oakland, California structure curriculum and instruction for pre-school-8 in a way that leads to highly successful outcomes for students especially in mathematics. The following research questions guided this case study of an African-centered school. First, what are the elements of an African-centered education and culturally responsive pedagogy that ensures the academic achievement of African-American students? Second, what occurs in teachers' classrooms where students strive for academic excellence? Third, what are the school practices that contribute to the academic success of all students? </p><p> The findings are as follows in this research is that school climate and culture set the tone and expectation for all students. When students and staff are respected and valued each contribute to the success of the students and school programs with strong support inside the school (staff) and outside (family and community). Students need to be able to identify who they are and be empowered to develop agency for themselves. </p><p> The start of the school day needs to focus and center students (for example breathing exercise, pouring libation and school pledge). The placement of mathematics at the beginning of the day is vital. The most challenging class is provided to students when most students have the most energy to focus, pay attention and stay on task. It is important for students to have extended time to think critically, to experience guided practice and independent practice. </p><p> In addition, teachers who check for understanding frequently throughout the lesson are better prepared to comprehend where students are in the learning cycle (engagement, explore, explanation, elaboration and evaluate). Cooperative learning is a communal process to learn and is beneficial to many students rather than working independently and/or competitively. Next, technology should be used in modern classes to prepare students for the real world. Finally, belonging is an essential part of this school. Students feel as if they are members of a team; the staff is the leader of the team and they ensure that all students feel connected to school through common routines and practices. There is success for all, students, staff, parents and community. </p><p> Key words: African-centered education; culturally responsive pedagogy, culturally sustaining pedagogy, mathematics acceleration program; African Americans; urban education, school practices, striving for excellence in education. </p>
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Books on the topic "Curriculum structure"

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Council, Northern Ireland Curriculum. Using the structure of the Northern Ireland curriculum. NICC, 1990.

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Papadopoulos, Alexandra. Standards-based curriculum and assessment prototypes: An eye on structure. Center for the Study of Expertise in Teaching and Learning, 2005.

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Scotland, Learning and Teaching, and Scotland Scottish Executive, eds. The structure and balance of the curriculum: 5-14 national guidelines. Learning & Teaching Scotland, 2000.

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John, Harland. Frameworks for learning: Pupils, projects and the structure of the curriculum. National Foundation for Educational Research, 1988.

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Harland, John. Frameworks for learning: Pupils, projects and the structure of the curriculum. National Foundation for Educational Research, 1988.

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Farooq, R. A. Structure and organisation of national education institutions in Pakistan: A case study undertaken for UNESCO, Paris. Academy of Educational Planning and Management, 1985.

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Fortson, Laura Rogers. Early childhood curriculum: Open structures for integrative learning. Allyn and Bacon, 1995.

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Shirley, Jackson, and Birmingham Advisory & Support Service, eds. Cross-curricular topics for key stage 2: Delivering curriculum objectives through structured topics. Birmingham Advisory & Support Service, 2006.

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G, Gaff Jerry, and Ratcliff James L, eds. Handbook of the undergraduate curriculum: A comprehensive guide to purposes, structures, practices, and change. Jossey-Bass Publishers, 1997.

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Hutt, Ella. Teaching language-disordered children: A structured curriculum. Edward Arnold, 1986.

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Book chapters on the topic "Curriculum structure"

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Kennedy, Kerry John. "Curriculum Structure." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_154-1.

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Kennedy, Kerry John. "Curriculum Structure." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_154.

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Kabot, Susan, and Christine Reeve. "Curriculum and program structure." In Autism spectrum disorder in children and adolescents: Evidence-based assessment and intervention in schools. American Psychological Association, 2014. http://dx.doi.org/10.1037/14338-010.

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Luce, Edward. "Structure and Function, Examination, and Principles." In A Curriculum for Plastic Surgery. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-62087-4_65.

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Manyukhina, Yana, and Dominic Wyse. "Agency and Structure in Education." In Children's Agency in the National Curriculum. Routledge, 2025. https://doi.org/10.4324/9781003227779-3.

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Liao, Boqin, Juan Yang, and Yannan Shao. "New Curriculum Structure of High School in China." In International Conference on Science Education 2012 Proceedings. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-54365-4_8.

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Renshaw, Peter. "The Objectives and Structure of the College Curriculum." In The Future of Teacher Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003491774-4.

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Gamble, Jeanne. "Sequencing Rules as a Condition of Knowledge Structure." In Knowledge and the Future of the Curriculum. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137429261_11.

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Bromley, Matt. "Using story to organise the curriculum and structure lessons." In The Stories We Tell. Routledge, 2024. http://dx.doi.org/10.4324/9781003465492-8.

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Fullagar, P. K., and E. R. Petrusa. "Curriculum Information Management System: Structure and Process of Analysis with CATs." In Advances in Medical Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_27.

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Conference papers on the topic "Curriculum structure"

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Boyang, Deng, and Dong Guangzhu. "Research on the Syllabus Structure and Connotation of Blended Learning Curriculum Based on OBE Theory." In 2024 International Symposium on Educational Technology (ISET). IEEE, 2024. http://dx.doi.org/10.1109/iset61814.2024.00056.

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Aburas, Abdurrazag Ali, Indira Rustempasic, Indira Muhic, and Busra Gheith Yildiz. "New proposed structure for communication engineering curriculum." In 2012 IX International Symposium on Telecommunications (BIHTEL). IEEE, 2012. http://dx.doi.org/10.1109/bihtel.2012.6412084.

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Chen, Dan, and Nian-feng Fu. "On Computer Science Reform of Curriculum Structure." In 2010 Third International Symposiums on Electronic Commerce and Security (ISECS). IEEE, 2010. http://dx.doi.org/10.1109/isecs.2010.13.

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Flórez, Diego A. "Curricular Structure for a Mechanical Engineering Undergrad Program Based on Human Capabilities and Professional Competences." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88240.

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This paper addresses the curriculum change in the mechanical engineering (ME) undergraduate program at the Universidad Pontificia Bolivariana (UPB), located in Medellin, Colombia. The curriculum model of the UPB is based on develop of Human Capabilities and Professional Competences, through of learning and the achievement of outcome-related course learning objectives during the education process. The faculty of the ME department developed the Human Capabilities and Outcomes Map. This map shows the connection between general human capabilities that are strengthen through the ME program, the competences that are to be achieved, and the courses where the outcomes are developed in the curriculum. The courses organized in four technical areas: Design and Control, Materials and Manufacturing Processes, Energy and Thermofluids, and Management. The curricular design includes too the incorporation of four courses with integrator character. These courses are called Modules of Applied Engineering. In them, the student develops projects of engineering of low complexity; These projects involve the integration of topical courses in technical areas and the intentional development of human capacities and transversal competences. The faculty will assess the performance within a two-year period in order to quantify the impact of the curricular proposed.
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Zverev, Victor A. "Curriculum structure of training of optical system designers." In Education in Optics. SPIE, 1992. http://dx.doi.org/10.1117/12.57860.

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Soare, Emanuel. "Conversations on Hidden Curriculum (Re)Sources and Structure." In 9th International Conference Edu World 2022 Education Facing Contemporary World Issues. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23045.1.

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Trencheva, Tereza, Ivan Trenchev, and Teodora Kiryakova-Dineva. "CURRICULUM UPDATE IN THE STRUCTURE OF TOURISM EDUCATION." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0553.

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Yrigoyen, Andres F., Alfonso Quaglia, and Luigi Saputelli. "The Environmental Dimension in the Petroleum Engineering Curriculum at a Global Level: Importance of the Holistic Education of Professionals Who Will Manage the Energy Industry." In SPE International Health, Safety, Environment and Sustainability Conference and Exhibition. SPE, 2024. http://dx.doi.org/10.2118/220398-ms.

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Abstract Scientific studies have shown there is a high probability that greenhouse gases emitted by human activity have caused an essential portion of the observed increase in the earth's temperatures during the last 50 years. To achieve the scenario of net zero emissions for 2050 proposed by the International Energy Agency (IEA), a great effort must be made to transform the way of thinking of professionals who work in the energy generation sector. This research aims to analyze the current petroleum engineering curricula offered by high-ranked universities worldwide and to understand how the environmental subject is included, what environmental content is being taught, and what percentage of the curriculum is aligned with environmental protection and emissions reduction. To achieve this objective, the petroleum engineering curricula of 17 universities were reviewed in detail, and the relationship between the Environmental Performance Index (EPI) and the countries where such petroleum engineering universities are located was examined. It was found that only 3 of the 17 (17.6%) universities include environmental courses as part of the core (compulsory) subjects in their undergraduate PE curricula; 2 of 17 (11.8%) universities include environmental courses as part of the core subjects in their master's curricula; and 1 of 17 (5.9%) universities include environmental courses as part of the core courses in their Ph.D. curricula. Based on this research, three main pillars that support the petroleum engineering curriculum were found. Finally, a new structure for the petroleum engineering curriculum is proposed based on three fundamental pillars identified during this study, which are the pillar related to the area of science and new technologies aligned with the reality of the IR 4.0, the pillar pertaining to the core area of geosciences, petroleum engineering, drilling and completion, and economics; and the pillar associated with the environmental area. These three fundamental pillars that support the petroleum engineering curriculum were associated with the triple bottom line theory proposed by Elkington (Elkington, 1997), which shows the importance of considering a balance of these three pillars in the structure of the petroleum engineering curriculum. This research incorporates novel ideas to enhance the structure of the petroleum engineering curriculum, considering the current challenges we can find nowadays in the oil and gas industry and the energy generation sector.
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Xiao, Ding. "Research into Teaching Method Reform of Data Structure Curriculum." In 2008 International Conference on Computer Science and Software Engineering. IEEE, 2008. http://dx.doi.org/10.1109/csse.2008.390.

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Danielson, Scott, Mark Henderson, C. Y. Kuo, et al. "A Clean Slate: Designing a Mechanical Systems Concentration Within a New Engineering Program." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-81674.

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In July of 2003, a feasibility assessment and preliminary planning process began for creation of a new engineering program at Arizona State University’s Polytechnic campus. The process began with a blank slate and gave the founding faculty team, composed of civil, electrical, industrial and mechanical engineers, unprecedented freedom and flexibility in the design. The team adapted an engineering design process to develop the program’s curricular structure and content. A novel, flexible curriculum addressing the needs of engineering graduates in the modern, global workplace resulted. In this paper, we describe briefly the design process, the resulting curriculum structure, and, in more depth, the program’s mechanical systems concentration.
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Reports on the topic "Curriculum structure"

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Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, 2020. http://dx.doi.org/10.37517/91645.2020.1.

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The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.
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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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Alvarez, Benjamin. Secondary Education: Critical Policy Issues. Inter-American Development Bank, 2000. http://dx.doi.org/10.18235/0012258.

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The purpose of this report is to identify critical issues for consideration in the development of secondary education policies in Latin America. The document follows a simple and direct logic. First, grand forces affecting the expansion, structure and curriculum of secondary schools in Latin America are briefly described. Next, dilemmas that countries typically face are posed. Finally, critical issues, that is, central policy making problems and aspects that allow international comparisons and country-specific lessons are identified.
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Kataeva, Natalya, Natalia Naronova, and Kristina Golitsyna. E-learning course "Bioorganic chemistry". Федеральное государственное бюджетное образовательное учреждение высшего образования "Уральский государственный медицинский университет" Министерства здравоохранения Российской Федерации, 2024. https://doi.org/10.12731/er0857.12122024.

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The electronic training course ""Organic Chemistry"" was created as an auxiliary resource to accompany the curriculum of bioorganic chemistry for the specialties of Medical and Preventive Care. The purpose of studying the course is to form ideas about the spatial structure, reactivity of bioorganic substances and their biological significance for the most important processes in human life. Course objectives: formation of knowledge about the structure of the main classes of bioorganic compounds; formation of skills in writing the main chemical reactions of bioorganic compounds; formation of skills in qualitative and quantitative reactions for the analysis of various classes of bioorganic compounds; formation of experimental skills necessary in future professional activities. The course labor intensity is 108 hours. The course consists of 3 didactic units. Each topic of the course ""Organic Chemistry"" contains theoretical material, a training test to check the assimilation of the theory, and a final test. Each final test on the topic is equivalent to a control event according to the point-rating system. Laboratory work consists of a video file and a video test. In this way, laboratory work is carried out and the assimilation of theoretical and practical material is monitored.
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Yalunin, Nikolay, Anastasia Shestakova, Alexey Ushakov, et al. Interactive notebook on anatomy "Digestive glands". Федеральное государственное бюджетное образовательное учреждение высшего образования "Уральский государственный медицинский университет" Министерства здравоохранения Российской Федерации, 2024. https://doi.org/10.12731/er0860.12122024.

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Human anatomy is the first fundamental science in the medical education system, which forms the basic knowledge for the subsequent study of all clinical disciplines. The Federal State educational standard of higher education in the specialties ""Pediatrics"", ""Medicine"" not only puts anatomy in a leading place among the disciplines of the medical and biological cycle, but also emphasizes the importance of anatomy for all disciplines of professional orientation The interactive workbook for practical classes in human anatomy has been developed in accordance with the work program of the discipline provided for in the curriculum for students in the areas of ""Medicine"" and ""Pediatrics"". The interactive notebook presents the main questions on the anatomy of the liver, pancreas, gallbladder, namely: external structure, internal structure, as well as situational tasks. The relevance of the reviewed notebook is due to the fact that in the first years of study at the medical university, anatomy is a fundamental subject. The study of anatomy with a clinical focus, that is, subject-oriented to clinical disciplines, is one of the main tasks of this work. The educational and methodological manual meets the requirements of the Federal State Educational Standard for the level of training ""Medicine"" and ""Pediatrics"" and can be recommended for publication and use in the educational process
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Yalunin, Nikolay, Anastasia Shestakova, Alexey Ushakov, et al. Interactive anatomy notebook "Spinal Cord". Федеральное государственное бюджетное образовательное учреждение высшего образования "Уральский государственный медицинский университет" Министерства здравоохранения Российской Федерации, 2024. https://doi.org/10.12731/er0859.12122024.

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Human anatomy is the first fundamental science in the medical education system, which forms the basic knowledge for the subsequent study of all clinical disciplines. The Federal State educational standard of higher education in the specialties ""Pediatrics"", ""Medicine"" not only puts anatomy in a leading place among the disciplines of the medical and biological cycle, but also emphasizes the importance of anatomy for all disciplines of professional orientation The interactive workbook for practical classes in human anatomy has been developed in accordance with the work program of the discipline provided for in the curriculum for students in the areas of ""Medicine"" and ""Pediatrics"". The interactive notebook presents the main questions on the anatomy of the spinal cord, namely: the external structure, the structure of gray and white matter, as well as situational tasks. The relevance of the reviewed notebook is due to the fact that in the first years of study at the medical university, anatomy is a fundamental subject. The study of anatomy with a clinical focus, that is, subject-oriented to clinical disciplines, is one of the main tasks of this work. The educational and methodological manual meets the requirements of the Federal State Educational Standard for the level of training ""Medicine"" and ""Pediatrics"" and can be recommended for publication and use in the educational process.
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Kalinina, Liudmyla, and Valentyn Rogoza. Results of an online survey of educational institution leaders and teaching staff on examining the content of ukrainian textbooks in natural sciences and mathematics in the context of PISA. The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2021. https://doi.org/10.32405/online-survey-2021-52.

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The analytical report reveals the current state of practice and prospects for adapting the content of mathematics and natural science education in the context of aligning it with PISA goals. It is based on the results of a survey of teaching staff, which aimed to analyze the content and structure of contemporary textbooks for their correlation with PISA tasks and the achievement of PISA objectives, as well as textbook usage, competence formation, and the evaluation of educational materials’ compliance with international standards. The survey findings enabled the authors to identify the main challenges arising from the implementation of a competency-based approach in teaching, as well as to determine the need for improving textbooks, teaching methods, and the system of professional development for teachers. The results of the study allowed the authors to formulate recommendations for teachers, curriculum developers, and authors of educational materials in mathematics and natural science disciplines, with the goal of fostering a better understanding of European policy and effective practices for the development of key competencies and basic skills for lifelong learning.
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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