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Journal articles on the topic 'Curriculum structure'
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Ageev, Yu D., S. V. Fedoseev, Yu A. Kavin, S. G. Vorona, and I. S. Pavlovskiy. "Inconsistency evaluation of the curriculum logical structure." Statistics and Economics 15, no. 5 (November 13, 2018): 73–80. http://dx.doi.org/10.21686/2500-3925-2018-5-73-80.
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Purpose of the study. The main purpose of creating a curriculum is to regulate academic disciplines in accordance with the logic of the learning process, defined by the relationship between the basic concepts of the disciplines. Violation of this logic becomes apparent only directly during the training sessions.A large variety of quantitative methods uses indicators that do not reveal structural deficiencies in the curriculum. This makes it difficult to improve the curriculum.The purpose of this work is to demonstrate the application of a general approach to the assessment of the structural inconsistency of systems in relation to the evaluation of the logical structure of the curriculum.Materials and methods. The paper applies a general approach to the assessment of structural integrity, developed on the basis of the provisions of the general theory of systems and graph theory. The approach involves the construction of three interrelated structural models of the system and using them to determine the initial data for calculating the index of inconsistency of the system structure.Results. The overall approach to the assessment of structural integrity is adapted to assess the logical structure of the curriculum. Three models of curriculum structure are developed:Elementary model of interdisciplinary communication;Curriculum network model;Hierarchical curriculum model.Based on the parameters of the hierarchical curriculum model, using three adapted algorithms, the value of the inconsistency index of the curriculum structure in the direction of preparation “Applied Informatics” is calculated. Recommendations on changing the structure of the studied curriculum to reduce the degree of its structural inconsistency are proposed. Conclusion. As a result of the research, the methods were proposed that allow identifying possible contradictions in the structure of the curriculum and evaluating its inconsistency. As the experiments have shown, it is extremely difficult to study the curricula in a manual manner, the number of disciplines in which exceeds 50. In this regard, the development of a complex of computer programs that will automate the assessment of the inconsistency of large curricula is being completed.
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Bračun Sova, Rajka, and Metoda Kemperl. "The Curricular Reform of Art Education in Primary School in Slovenia in Terms of Certain Components of the European Competence of Cultural Awareness and Expression." Center for Educational Policy Studies Journal 2, no. 2 (June 30, 2012): 71–90. http://dx.doi.org/10.26529/cepsj.386.
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One of the important positions of the last curricular reform in Slovenia, which included systemic issues of education (White Paper on Education, 2011) and curricula for compulsory subjects in primary school, is the fact that Slovenia has been integrated into Europe, and thus education should also include the development of core European competences. One such competence is cultural awareness and expression, which until now has been an issue more in the context of cultural policies than school policies in Slovenia. The purpose of the present article is to critically analyse the curricular reform of art education (i.e., visual art education), through which, in terms of certain components of the competence of cultural awareness and expression, it is foreseen that the student will gain a knowledge of art, develop an ability to experience works of art and develop a creative attitude towards art and heritage.Because the starting point and goal of curricular change is the curriculum, our analysis is derived from curriculum theories, and not from the art theories and pedagogical theories that have predominantly framed previous attempts at curriculum analysis. Critical consideration of the curricular reform of art education in primary school in terms of certain components of the competence of cultural awareness and expression was undertaken by comparing curricula in the field of aesthetic education. We compared art education with music education and literature within the Slovenian language curriculum. Qualitative analysis showed that, despite the reform, the curriculum for arts education does not realise selected components of the competence of cultural awareness and expression, largely due to the curriculum’s conceptual structure. Art education is centred principally on art-making activities, with an obviousneglect of appreciation. The integration of arts subjects at school, as proposed by the White Paper, is therefore not possible, due to the existing model of art education. From a practical point of view, the analysis also raised the question of the knowledge and competences of teachers.
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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 (May 31, 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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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 (July 26, 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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Tomasevic, Biljana, and Dragica Trivic. "Chemistry curricular knowledge of secondary school teachers." Journal of the Serbian Chemical Society 80, no. 3 (2015): 435–52. http://dx.doi.org/10.2298/jsc141002121t.
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the course of this research, we explored the extent of chemistry teachers? professional knowledge related to the structure, contents and application of chemistry curricula and their components. The research comprised 119 teachers from 69 secondary schools (25 grammar schools and 44 vocational secondary schools). The questions in the questionnaire referred to general curriculum knowledge, knowledge of chemistry curriculum and the views/assessments of teachers concerning the necessary changes in the curricula currently in effect. The teachers? answers show that the most important components of the curriculum for their work are the goals and operative tasks/outcomes. The results indicate that there exists information in the curriculum components that remains unused although it is relevant for a certain level of planning. Among the teachers in the sample, higher percentages of those with appropriate teachers training programme were applying information from the curriculum within teaching process through demonstration method and problem solving. The research that was conducted provides a basis for defining the indicators for monitoring the level of teachers? capability to apply curricular knowledge in their practice. Such indicators are important for creating teaching situations and teachers? activities within the framework of initial teacher education and continuing professional development.
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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 (July 2011): 48–61. http://dx.doi.org/10.18108/jeer.2011.14.4.48.
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Zuardi, Antonio Waldo, Fernando Del Guerra Prota, and Cristina Marta Del-Ben. "Reduction of the anxiety of medical students after curricular reform." Revista Brasileira de Psiquiatria 30, no. 2 (January 31, 2008): 136–38. http://dx.doi.org/10.1590/s1516-44462008005000006.
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OBJECTIVES: Curricular structure may interfere in students' anxiety level at medical schools. The objective of this study was to assess anxiety levels in medical students before and after a curriculum reform at the Medical School of Ribeirão Preto and to compare them with students at other courses that had no curricular changes in the same university campus. METHOD: Study samples were obtained in two moments: 1) two years before the reform; 2) after the reform when the reformed curriculum completed its fourth year. The pre-sample (former curriculum) consisted of 307 medical students and 217 students from psychology and biology courses. The post-sample (new curriculum) was composed of 330 medical students and 194 students from psychology and biology courses. Anxiety was assessed by the State-Trait Anxiety Inventory (STAI). RESULTS: Comparing the pre with the post sample, we found STAI-T scores of the students under the former curriculum were significantly higher in the first (42.9 + 1.08) and second (41.9 + 1.1) years than the STAI-T scores of the medical students under the new curriculum (38.1 + 1.0 and 37.9 + 1.06, respectively). Students from other courses and 5th year medical students, who followed the same curriculum, did not show any significant differences between different samples. CONCLUSION: These results suggest that changes to medical school curricula may reduce the medical student' levels of anxiety in the first two years of the course.
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Azevedo, Hugo José Coelho Corrêa de, and Rosane Moreira Silva de Meirelles. "Comparative Education in Zoology Teaching: a historical-curricular analysis." Revista de Ensino de Ciências e Matemática 13, no. 6 (December 4, 2022): 1–14. http://dx.doi.org/10.26843/rencima.v13n6a06.
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This paper presents a historical analysis of Zoology curricula in Brazil, based on comparative education. Data were collected in six documents that portray the historical context from the curricular structure of Colégio Imperial de Pedro II to the National Common Curricular Base. The following criteria for comparison and analysis were used: zoological curriculum discourse, scientific content, method used and historical context. The results showed that the teaching of Zoology has historically passed through 4 curricular phases, namely: 19th century from the 19th century and the Brazilian Empire, Positivist from the Cold War and technological dispute, Technicists from the military dictatorship and the progressive discourse and Skills and Competencies that arise at the time of discussion of post-critical theories of curriculum in Brazil. It is concluded that the Teaching of Zoology suffered political and social determinants that influenced its conceptual perspectives and zoological curricular discourse during the period used.
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Oliver, R., H. Kersten, H. Vinkka-Puhakka, G. Alpasan, D. Bearn, I. Cema, E. Delap, et al. "Curriculum structure: principles and strategy." European Journal of Dental Education 12, s1 (February 2008): 74–84. http://dx.doi.org/10.1111/j.1600-0579.2007.00482.x.
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Harris, Katherine I., Jane S. Rowat, and Manish Suneja. "Embedding a longitudinal diagnostic reasoning curriculum in a residency program using a bolus/booster approach." Diagnosis 7, no. 1 (January 28, 2020): 21–25. http://dx.doi.org/10.1515/dx-2019-0023.
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AbstractBackgroundDiagnostic reasoning skills are essential to the practice of medicine, yet longitudinal curricula to teach residents and evaluate performance in this area is lacking. We describe a longitudinal diagnostic reasoning curriculum implemented in a university-based internal medicine residency program and self-evaluation assessment of the curriculum’s effectiveness.MethodsA longitudinal diagnostic reasoning curriculum (bolus/booster) was developed and implemented in the fall of 2015 at the University of Iowa. R1, R2, and R3 cohorts were taught the “bolus” curriculum at the beginning of each academic year followed by a “booster” component to maintain and build upon diagnostic reasoning skills taught during the “bolus” phase. Self-administered diagnostic thinking inventory (DTI) scores were collected in the spring of pre-curriculum (baseline, 2014–2015) and post-curriculum (2016–2017).ResultsThe overall DTI scores improved in the R1 cohort, although statistically significant differences were not seen with R2s and R3s. In the original DTI categories, R1s improved in both flexibility of thinking and structure of thinking, the R2s improved in structure of thinking and the R3s did not improve in either category. R1s showed improvement in three of the four subcategories – data acquisition, problem representation, and hypothesis generation. The R2s improved in the subcategory of problem representation. R3s showed no improvement in any of the subcategories. The R3 cohort had higher mean scores in all categories but this did not reach statistical significance.ConclusionsOur program created and successfully implemented a longitudinal diagnostic reasoning curriculum. DTI scores improved after implementation of a new diagnostic reasoning curriculum, particularly in R1 cohort.
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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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Cassells, Laetitia, and Nolwandle Nono Dlamini. "Educating Digital Citizens Through Curricular Incorporation." International Journal of Information and Communication Technology Education 15, no. 3 (July 2019): 11–29. http://dx.doi.org/10.4018/ijicte.2019070102.
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With the increased focus on e-education and closing the digital divide through access to ICT's in South Africa, foundation and secondary school curricula are increasingly becoming the location for ICT integration. There is however no overt focus on introducing digital wellness and digital citizenship education information into the curriculum, leaving students vulnerable in terms of information seeking, use, and production even with infrastructure access being available. This treats the problem of the digital divide in South Africa as a purely access-based issue, ignoring the influence of information poverty and digital citizenship on the digital divide. Through examining the existing curriculum this article attempts to suggest a possible integration of these topics within the existing curricular structure.
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Potteiger, Kelly, Christopher David Brown, and Leamor Kahanov. "Altering the Athletic Training Curriculum: A Unique Perspective on Learning Over Time." Athletic Training Education Journal 7, no. 2 (April 1, 2012): 60–69. http://dx.doi.org/10.4085/070260.
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Context: The cohort athletic training curriculum features a competency-based approach that allows the student to matriculate through the program in a systematic fashion. This method is desired as it allows for efficient delivery and mastery of the educational content and associated clinical skills. The result may be an inflexible curriculum that can be unforgiving when unforeseen circumstances arise. Objective: To introduce a unique curricular design to the undergraduate athletic training setting that is more flexible than the traditional curricular model. Background: Athletic training education has expanded and proliferated greatly since 1998. The high rate of growth resulted in programs that are similar in design. The curricular structure is based on competency-based categories whose subjects rely on each other so strongly that there is little flexibility. This rigidity can create matriculation issues for students who are unable to proceed through the program at the required pace. Synthesis: Review of the current curricular model and accompanying literature indicates a desire for a new curricular model to provide flexibility within the athletic training curriculum. Results: The Adaptive Athletic Training model provides a flexible alternative to the cohort athletic training curriculum. This design uses a holistic and problem-based approach that is more closely associated with the entry-level workplace. Limitations include its ability to conform directly to the Commission onbetter Accreditation of Athletic Training Education competency matrix and the increased academic resources needed for implementation. Recommendations: Professional athletic training education programs should examine whether their current curricular model benefits their student population in the greatest extent. If room for improvement is identified, then alternative curricular models should be explored. Conclusions: The Adaptive Athletic Training model provides a flexible curricular option when examining alternative professional athletic training education program curriculums.
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Alghazo, Sharif. "The role of curriculum design and teaching materials in pronunciation learning." Research in Language 13, no. 3 (September 30, 2015): 316–33. http://dx.doi.org/10.1515/rela-2015-0028.
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This paper aims to provide insights into the role of curriculum design and teaching materials in the development of English pronunciation skills in EFL contexts. One of the main contextual factors negatively affecting the development of pronunciation abilities of EFL learners relates to the ‘often-unchanging’ curriculum design and the ‘blind’ choice of teaching materials without regard to students’ needs and goals. This study utilises structured interviews and focus group discussions (N=2 sessions) to elicit the views of a group (N=71) of third- and fourth-year English-major students at a university college in Saudi Arabia on the appropriateness of the curriculum design and teaching materials to their learning expectations in the area of English pronunciation. The results show that the great majority of students spoke unfavourably about the overall curriculum and teaching materials and considered those to be among the obstacles that they encounter in their learning of English pronunciation. This finding raises the question of curriculum design of English language teaching programs and the extent to which these curricula meet the needs of learners. The study suggests that a reformation of the structure of the curriculum in the study context is urgently needed and that more involvement of students’ perspectives on the design of curricula is of major importance.
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Lee, Chang-Hyun, and Hyun-Wook Kang. "Basic Study on the Subinternship according to Development of Clinical Clerkship." Journal of Medicine and Life Science 2, no. 2 (December 1, 2004): 1–19. http://dx.doi.org/10.22730/jmls.2004.2.2.1.
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Medical school is a time of great transformation. In addition to learning the science of medicine, students must develop a core set of skills common to all physicians. One key element in this process is the subintership or acting internship. Changes in the structure of medical care and medical education may challenge educators to reevaluate the role of the subintership in medical school curricula. The subintemship is a well-integrated component of contemporary medical education. Almost all U.S. medical schools offer an internal medicine subintership and approximately 20% require completion of an internal medicine subintership before graduation.But, in Korea, the subintership has been beginning or is a just experimental stage. Before contemplating any potential additions or changes to the subintership, it is important to understand its current structures. The subintership, unlike the third-year clerkship, relies on experience based or experimental curriculum, which is the historical foundation of clinical undergraduate medical education. Fourth-year students assume the roles of heavily supervised acting interns. We are faced with important questi이is about the implementation of a formal subintemship curriculum, the efficacy of this curriculum and implications of a curriculum on student evaluation.The subintership allows students to integrate knowledge, skills and attitudes acquired elsewhere during medical education while providing an opportunity to introduce critical topics important to the care of hospitalized patients. There is a trend toward providing a fonnal curriculum to supplement the experience-based teaching and learning. We briefly review the internal medicine subintership today, evidence-based suggestions for its curricular goals.
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Adhikari, Surya Prasad. "Practice of Early Childhood Development Curriculum Preparation." Interdisciplinary Research in Education 4, no. 1 (September 20, 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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Copenhaver-Parry, Paige E. "Taking Temperature with Leaves: A Semester-Long Structured-Inquiry Research Investigation for Undergraduate Plant Biology." American Biology Teacher 82, no. 4 (April 1, 2020): 247–55. http://dx.doi.org/10.1525/abt.2020.82.4.247.
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Inquiry- and course-based research pedagogies have demonstrated effectiveness for preparing undergraduate biology students with authentic scientific skills and competencies, yet many students lack the experience to engage successfully in open-ended research activities without sufficient scaffolding and structure. Further, curricula for student-centered laboratory activities are lacking for several biological disciplines, including plant biology and botany. In this article, I describe a semester-long structured-inquiry research curriculum developed for a plant biology course taught to second-year biology students that integrates key elements of inquiry and discovery while providing a structured approach to gaining research skills. In the research project, students collect leaves from woody dicot plants across a range of environments that are characterized by different mean annual temperatures, and investigate the relationship between various leaf characteristics and temperature. Curricular materials are provided to teach skills in scientific paper reading, field data collection, data processing including microscopy and image analysis, quantitative data analysis in R, biological inference, and scientific writing. This comprehensive, ready-to-implement curriculum is suitable for plant biology, botany, and plant ecology courses and is particularly valuable for students with no prior research experience.
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Spain, Stephen. "An Alternative Australian Curriculum Model: Vertical Cubic Curriculum." Learning and Teaching 9, no. 1 (September 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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Zimdahl, Robert L. "The Weed Science Curriculum." Weed Technology 1, no. 2 (April 1987): 173–76. http://dx.doi.org/10.1017/s0890037x00029420.
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A survey showed weed scientists agree that basic agronomy, crop production and plant-oriented courses are essential in weed science education. Although there was no consensus on the structure of a core curriculum or even on whether one was needed, they agreed that curricula must be constructed to fit student interests, goals, and abilities.
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Okoti, David, Dr Robert O. Kati, and Dr Rose Mutende. "Structure and Content of Sports Training Curriculum and its Association with Athletes’ Achievement in Sports Academies in Kenya." International Journal of Research and Innovation in Social Science 06, no. 07 (2022): 383–90. http://dx.doi.org/10.47772/ijriss.2022.6726.
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Sports academies are specialized training institutions for identifying and nurturing and honing sports talent. Governments and private agencies are increasingly investing in establishment of sports academies to promote sports training. However, there is a paucity of research examining the nature of sports training curricula in these sports academies and its implication for athletes’ achievement. This study, therefore, examined the structure and content of the sports training curriculum and its association with athletes’ achievement in sports academies in Kenya. It targeted 19 sports academies with 1261 participants, comprising 19 sports academy administrators, 102 sports academy coaches, and 1140 athletes. The study employed a cross-sectional mixed-methods design to generate both qualitative and quantitative data. Based on the study, this paper presents and discusses the findings on the structure and content of sports training curriculum and its relationship with athletes’ achievement in sports academies in Kenya. It was hypothesized that there is no significant relationship between the nature of sports curriculum content and athletes’ achievement in sports academies in Kenya. The study found that some sports academies lacked a curriculum document; each sports academy had its own way of training its athletes; training involved both theory and practical (drills), though most did not have a clear sequence; and there was a strong, positive correlation between the nature of sports training content and athletes’ achievement, which was statistically significant (γ = 0.815, p ˂ 0.05) at α = 0.05. The study recommended that the government through the Ministry of Sports should establish and enforce a framework for standardization and uniformity of curriculum in sports academies; sports academy administrators need to have a formal, written sports curriculum to guide the provision of structured sports skills training. Streamlining sports curriculum implementation policy and practice can augment athletes’ achievement in sports academies in Kenya as well as inform the operationalization of sports pedagogy as enshrined in Kenya’s Competency-Based Curriculum.
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Rice, Marion. "Curriculum Artifacts." Practicing Anthropology 8, no. 3-4 (July 1, 1986): 6–19. http://dx.doi.org/10.17730/praa.8.3-4.j233522h2w7173hj.
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A quarter of a century spans the enactment of the National Defense Education Act (NDEA) of 1958 and the publication of A Nation at Risk in 1983. Both grew out of a concern for the condition of learning in our nation's schools. But there the resemblance ends. NDEA presaged a decade of curriculum creativity, focusing on the structure of the disciplines; the 1983 report thus far has produced primarily attempts to reform through school centralization and bureaucratic monitoring. Forgotten in the recent effort are the three most important ingredients of learning: the teacher, the pupil, and the parent. The teacher is the mentor, the coach, the stimulator of formal instruction. The pupil is the learner, the striver without whose effort there is no learning and no. application. And the parent,. representative of the larger society, is the one who must demand performance and support the efforts of both pupil and teacher. Thus, as we look at education from an anthropological perspective, it seems that in the 1980s we are more concerned with the incidentals than the basic structure of schooling, and that much-touted school reform will have trivial rather than significant consequences.
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Kim, Bitna, and Hyunyoung Cho. "How to Embrace Values and Attitudes in Competency Based Curriculum: comparison of 2015 national curriculum and IBDP mathematics curriculum’s document." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (September 30, 2022): 727–42. http://dx.doi.org/10.22251/jlcci.2022.22.18.727.
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Objectives This study analyzes curriculum documents in order to consider a way to reflect not only knowledge and skill but also value, attitudes for the curriculum pursuing competency development. In particular, it was intended to examine the significance and implications of the document system establishment method in the curriculum to cultivate competency through comparative analysis between the mathematics curriculum, which is a common high school subject, and IBDP.
Methods Considering the similarity in content between the 2015 national curriculum and the IBDP's mathematics and curriculum documents, vision, subject goals, content, teaching and learning methods, and evaluation were selected as analysis targets, and the relationship between each item was compared in a species system. Results according to the analysis of external and internal systems were presented and implications were drawn.
Results The two curriculums were designed with the purpose of cultivating knowledge, skills, values, and attitudes in a balanced way. However, when comparing the structure of the two curriculum documents, each curriculum showed differences in the order of presenting the subject area, the method of connection, the tense and background context of the statement, and the definition of simplification and detailing to be delivered. In particular, it showed a difference in the way that values and attitudes were explicitly or implicitly understood through which areas and how they were dealt with.
Conclusions In this paper, the 2015 national curriculum and the IBDP mathematics curriculum have similar goals and orientations, but differences were found in the way they deal with knowledge, skills, values and attitudes. Curriculum for capacity building should aim for a balanced development of values and attitudes as an affective aspect. Therefore, a comparison of the 2015 national curriculum and the IBDP curriculum document structure will give meaningful implications on how the curriculum document as a formal curriculum elicits different learning experiences.
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Simion, Anca Georgiana, and Olga Chis. "Developing learning abilities through flexible teaching strategies." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (May 10, 2019): 336–43. http://dx.doi.org/10.18844/prosoc.v6i1.4186.
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The national Romanian curriculum challenges practitioners to apply it through educational and structured activities so as not to delineate the structure indicated by the national curriculum. Due to a common dialogue with other educational systems, the current Romanian educational system addresses at the micro-pedagogical level educational practices specific to other educational systems. The Finnish educational system manages to effectively combine current curriculum structures, the social vision based on trust and the implementation of educational software. This triad of components provides Finnish practitioners and foreign practitioners with the Finnish educational system, a design of educational activities validated by the educational outcomes. We wanted to discover the Romanian teachers' vision of the opportunities of the Finnish education system, as well as finding out about the continuous training of teachers in the national educational system.
Keywords: Romanian curriculum, Finnish educational system, cooperation, curriculum implementation.
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Jarrar, Mu’taman, Radwa Bakr Mohamed, Mohammad Al-Bsheish, Waleed Albaker, Arwa Alumran, and Ammar K. Alomran. "Students’ Perception of Quality of Learning Experience (Structure, Process and Outcome): Discipline Versus Problem Based Medical Curriculum and the Mediation Role of Process Quality." Healthcare 10, no. 8 (August 21, 2022): 1584. http://dx.doi.org/10.3390/healthcare10081584.
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Problem-based learning (PBL) is now incorporated into the curricula of most medical schools around the world. In comparison to the traditional curriculum, less is known about the influence of the adoption and implementation of a problem-based curriculum on the perceived structures, processes, and outcomes of learning experiences reported by students. The purpose of this study was twofold: (1) to compare the quality of learning experience of students enrolled in traditional discipline-based and problem-based medical curricula and (2) to explore the mediation effect of the process quality between the relationship of the structural quality and students’ perception of learning experience outcomes. Through the distribution of an electronic survey, all 3rd and 4th year medical students enrolled in the discipline-based curriculum and the problem-based curriculum were invited to participate in the study. The students from both curricula completed the Student Experience Survey (SES), which was developed by the National Center for Academic Accreditation and Evaluation. Descriptive statistics, independent sample t-test and Hayes Macro regression analysis were used. Students enrolled in the problem-based curriculum had higher perceived support and sufficient advice with higher perceived quality of learning experiences compared with students enrolled in the traditional curriculum, however they reported less enjoyment of their university life. The structural factors (t = 19.83, p ≤ 0.001) and process factors (t = 9.21, p ≤ 0.001) were associated with an increase in students’ reported outcomes by 0.67 and 0.49, respectively. These findings explain the mechanism by which the structural factors, such as maintaining adequate facilities and support, may help in enhancing the process quality (e.g., learner-centered learning), which in turn can enhance learning experience outcomes.
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Felton, Thomas A. "The “Ill-Structured Problem” is NO PROBLEM for Gifted Curriculum Design." Gifted Education International 12, no. 3 (January 1998): 188–89. http://dx.doi.org/10.1177/026142949801200309.
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A unique curriculum design approach, “the ill-structured problem,” used for a gifted foreign language program has implications for many subjects. This approach is based on the premise that school curricula should be designed close to real life situations. Answers become solutions to real problems—problems that are defined and explored by students, not structured by teachers. Chesapeake Public Schools offers a summer FLES (Foreign Language in the Elementary School) Program for its academically gifted fifth and sixth grade students. This curriculum design approach has been very successful in motivating both pupils and teachers. On the first day of class students confront an “undecorated” room. It becomes their task to make the classroom an island of the culture they are studying. This cultural island becomes a place where students exhibit their ongoing exploration of the target language. Students are asked a series of questions designed to guide them toward a structure for their language acquisition. What do you want to learn? How do you want to learn it? With these questions, students begin to build their curriculum. The acquired knowledge of the new language and culture is reinforced daily. The “ill-structured problem” curricula design model is a perfect match for the creative, intelligent student.
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Bernátová, Renáta, Milan Bernát, Janka Poráčová, Mária Zahatňanská, Marta Mydlárová Blaščáková, Mária Konečná, and Andrea Kľučarová. "System of Logical Structures in Natural Science-Oriented Curriculum and its Effect on Teaching." International Journal of Emerging Technologies in Learning (iJET) 15, no. 22 (November 30, 2020): 59. http://dx.doi.org/10.3991/ijet.v15i22.17155.
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The system of logical structures in natural science- (biologically-, ecologically- and physics-) oriented curriculum is defined as a set of features, which depict the main ideas of a certain topic. Basically, it is a unique model presenting the topic´s key points. Graphical representation of the curriculum logical structure can be provided (implemented) as: a) traditional printed graphic form b) computer (virtual) form. When visualizing the logical structure system of natural science curriculum (including biologically-, ecologically- and physics-oriented school subjects), we mainly use the following structural components: Word maps, Applets, Orientation graphs (transport diagrams), Development diagrams, Venn diagrams, Structurograms, Sequence diagrams and others. This research paper includes a pedagogical experiment to verify the effectiveness of teaching with the use of graphic visualization of the curriculum logical structure.
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Villarroel, Lisa, Aram S. Mardian, Cara Christ, and Shakaib Rehman. "Redefining Pain and Addiction: Creation of a Statewide Curriculum." Public Health Reports 135, no. 6 (September 22, 2020): 756–62. http://dx.doi.org/10.1177/0033354920954505.
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Objectives In response to a declared statewide public health emergency due to opioid-related overdose deaths, the Arizona Department of Health Services guided the creation of a modern, statewide, evidence-based curriculum on pain and addiction that would be relevant for all health care provider types. Methods The Arizona Department of Health Services convened and facilitated 4 meetings during 4 months with a workgroup comprising the deans and curriculum representatives of all 18 medical, osteopathic, physician assistant, nurse practitioner, dental, podiatry, and naturopathic programs in Arizona. During this collaborative and iterative process, the workgroup reviewed existing curricula, established a philosophical framework, and developed a flexible and practical structure for a curriculum that would suit the needs of all program types. Results The Arizona Pain and Addiction Curriculum was finalized in June 2018. The curriculum aims to redefine pain and addiction as multidimensional public health issues and is structured as 10 core components, each supported by a detailed set of evidence-based objectives. The curriculum includes a set of annual metrics to collect from both programs (focused on implementation progress and barriers) and learners (focused on knowledge, attitudes, and practice plans). Conclusions To our knowledge, this is the first example of a statewide collaboration among diverse health professional education programs to create a single, standard curriculum. This collaborative process and the nonproprietary Arizona Pain and Addiction Curriculum may serve as a useful template for other states to enhance pain and addiction education.
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Skrabankova, Jana. "Matrix Model of Structure of Biochemistry Curriculum." Journal of Modern Education Review 5, no. 12 (December 15, 2015): 1118–31. http://dx.doi.org/10.15341/jmer(2155-7993)/12.05.2015/003.
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Perlman, Baron, and Lee I. McCann. "The Structure of the Psychology Undergraduate Curriculum." Teaching of Psychology 26, no. 3 (July 1999): 171–76. http://dx.doi.org/10.1207/s15328023top260302.
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Syafaruddin, Syafaruddin, and Mesiono Mesiono. "Implementasi Kurikulum Madrasah Tsanawiyah dalam Peningkatan Mutu Pesantren Al Kautsar Al-Akbar Medan." FITRAH:Jurnal Kajian Ilmu-ilmu Keislaman 5, no. 2 (December 30, 2019): 369–88. http://dx.doi.org/10.24952/fitrah.v5i2.1887.
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The implementation of the Tsanawiyah Islamic Boarding School Curriculum in improving quality at the Al Kautsar Al Akbar Islamic Boarding School in Medan aims to find out the structure of the Islamic boarding school curriculum and its implementation in the madrasa. This study uses a qualitative approach with a descriptive method, which is to explore data related to the implementation of the pesantren curriculum in the learning process at Madrasah Tsanawiyah and describe the data according to the focus of the study to clarify the purpose of the research. The problem discussed in this paper is how the pesantren curriculum and its implementation in Madrasah Tsanawiyah Al Kautsar Al Akbar Medan Islamic School. The results found that structurally the Madrasah Tsanawiyah Al Kautsar Al Akbar Medan implemented two curricula, the pesantren education curriculum and the ministry of religion curriculum. The pesantren education curriculum is divided into two curricula. The first is not related to Arabic grammar such as the Qur'an, Hadith, and Morals, this is called the pesantren curriculum. Whereas subjects such as nahwu and sharaf are included in the Arabic curriculum. In implementing the pesantren education curriculum it is not much different from the curriculum of the Ministry of religion. Those who teach the pesantren education curriculum are competent teachers who have special qualifications in the field of religion and all the teachers are pesantren alumni. The method used in learning boarding school education material is to use bandongan and sorogan methods which are carried out classically. The evaluation method used is evaluation with written and practical examinations.
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Khomais, Sama, and Nahla Gahwaji. "Early Childhood Curriculum Reform in Saudi Arabia Conceptualization of Theories in Early Childhood Curricula: Three Models." Journal of Curriculum and Teaching 8, no. 3 (August 1, 2019): 24. http://dx.doi.org/10.5430/jct.v8n3p24.
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In recent developments, early childhood education in Saudi Arabia have captured political and governmentalinterests, conceiving the promising returns of investing in early years. This research has adopted an analyticaldescriptive approach through content analysis of curriculum philosophy (theories and principles) of three models ofearly childhood curricula. They were chosen deliberately, considering the elements of the curriculum, effectivenessin implementation and or achieving the desired learning outcomes. The selected curricula include, HighScope,Foundation Stage, and Te Whāriki. The analysis concludes that there is a general agreement about the structure andelements of EC curriculum. Perspective of children as learners, teachers’ roles, learning environment are wellprofound in the three curricula supported by theoretical and empirical evidence. Nevertheless, challenges are stillconsidered as opportunities for revising and evaluating our beliefs and understandings in order to maintain theimprovements in ECE profession and to cope with the education reform in Saudi Arabia.
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Karpov, Aleksandr Olegovich. "Knowledge transformation and educational recursion." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2015): 33–57. http://dx.doi.org/10.51314/2073-2635-2015-1-33-57.
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The idea of knowledge transformation in the process of open education leads to the concept of the “transformative curriculum”, which implies the ability of the curriculum to rebuild its structure and informative activity patterns with due regard for the current generative assessment of a student. The transformative curriculum is regarded as an open self-reorganizing cognitive system. The concept of transformative limits (inflexibilities) of a curriculum has been brought in. For the recursive curriculum as a particular case of the transformative one, the recursive system structures and the curriculum body structures are revealed, the recursive model describing the deductive and inductive successions of education is elaborated, and the role of educational recursion in creation of the active dialogue between a teacher and a student is shown.
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Rabski, J., and G. Moodie. "P.179 An International Comparison of Neurosurgical Competence by Design Curriculum." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 48, s3 (November 2021): S71. http://dx.doi.org/10.1017/cjn.2021.455.
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Background: Prior to its recent introduction into Canadian neurosurgical curriculum, Competence by Design (CBD) principles have been implemented across many international neurosurgical training programs for several years. As such, comparing other international competency-based educational frameworks and curricula can help anticipate, avoid or mitigate potential future challenges for Canadian neurosurgical trainees. Methods: A comparative web-based analysis of neurosurgical postgraduate medical education documents and resources provided by medical accreditation and regulatory bodies of Canada, the United States, the United Kingdom and Australasia, was performed. Results: All four countries varied considerably across four major curriculum-based themes: 1) general program structure; 2) overarching foundational competency frameworks; 3) types and numbers of performance assessments required and; 4) curricular learning outcomes. In particular, the expected progression and degree of competence required of neurosurgical residents when performing entrustable professional activities (EPAs) or defined tasks of neurosurgical practice, varied across all countries. Differences in types of neurosurgical EPAs and number of required assessments demonstrating a trainee’s competence achievement were also appreciated. Conclusions: This study revealed variations across competency-based neurosurgical curricula proposed by four international medical training regulatory bodies. Differences in types of EPAs and their required degree of competence achievement suggests potential disconnects between neurosurgical educational outcomes and actual medical practice.
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Svoboda, Julia, and Cynthia Passmore. "Evaluating a Modeling Curriculum by Using Heuristics for Productive Disciplinary Engagement." CBE—Life Sciences Education 9, no. 3 (September 2010): 266–76. http://dx.doi.org/10.1187/cbe.10-03-0037.
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The BIO2010 report provided a compelling argument for the need to create learning experiences for undergraduate biology students that are more authentic to modern science. The report acknowledged the need for research that could help practitioners successfully create and reform biology curricula with this goal in mind. Our objective in this article was to explore how a set of six design heuristics could be used to evaluate the potential of curricula to support productive learning experiences for science students. We drew on data collected during a long-term study of an undergraduate traineeship that introduced students to mathematical modeling in the context of modern biological problems. We present illustrative examples from this curriculum that highlight the ways in which three heuristics—instructor role-modeling, holding students to scientific norms, and providing students with opportunities to practice these norms—consistently supported learning across the curriculum. We present a more detailed comparison of two different curricular modules and explain how differences in student authority, problem structure, and access to resources contributed to differences in productive engagement by students in these modules. We hope that our analysis will help practitioners think in more concrete terms about how to achieve the goals set forth by BIO2010.
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Hadi, Nurul, M. Abdul Hamid, and Imam Asrori. "Mushkilatu Tanfīdhi Manhaji Qismi Ta’līmi al-Lughati al-Arabiyyati Khilāla Taghayyuri Siyāsati al-Tarbiyyati al-Indonesiyyati: Dirasatu al-Hālati fī Jāmi’ati Madura al-Islamiyyati al- Ḥukūmiyyati." OKARA: Jurnal Bahasa dan Sastra 15, no. 1 (May 31, 2021): 199–219. http://dx.doi.org/10.19105/ojbs.v15i1.4540.
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In Indonesia, higher education curriculum policies have undergone many changes, from KBI, KBK, KPT, KPT-KKNI, and now KPT-KKNI-Merdeka Campus. Every change must leave much time-space for understanding, evaluation to the implementation stage. The reality is that many universities cannot adapt quickly. This study aims to determine how the Arabic Teaching Education Program of IAIN Madura breaks down the courses in a curriculum structure and the problems they face in implementing the curriculum, especially in formulating its curriculum structure. This study used a case study approach. The main subject was the curriculum of Arabic Teaching Education Program of IAIN Madura. Data collection methods used were interviews and documentation. The data analysis technique consisted of three activity lines, data reduction, data presentation, and conclusion drawing. The results showed that the curriculum structure of the Arabic Teaching Education Program of IAIN Madura did not meet the curriculum structure standards as guidelines for curriculum formulation made by the government. The problems in formulating the curriculum structure are 1) Lack of understanding of policymakers on government policies. 2) There is no technical guideline for curriculum development along with the deadline for Study Program Accreditation Renewal. 3) Lack of curriculum development funds.
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Paesani, Kate. "Research in Language-Literature Instruction: Meeting the Call for Change?" Annual Review of Applied Linguistics 31 (March 2011): 161–81. http://dx.doi.org/10.1017/s0267190511000043.
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The purpose of this review is to assess whether recent scholarship on language-literature instruction—the deliberate integration of language development and literary study at all levels of the foreign language curriculum—within the context of U.S. institutions of higher education reflects shifts in thinking regarding the role of literature in foreign language curricula. These shifts have come in response to the 2007 Report of the Modern Language Association Ad Hoc Committee on Foreign Languages, which recommended replacing the traditional two-tiered program structure with more coherent curricula that merge language and content, and to the general questioning of communicative language teaching as a viable method for language instruction and adequate preparation for advanced-level work in a foreign language. Current approaches to language-literature instruction and foreign language curriculum design favor multimodal language development that places equal importance on oral and written language and interpretative interaction with literature to construct textual meaning and establish form-meaning connections. This review surveys empirical and classroom practice research on literature in language courses and language in literature courses and concludes with a consideration of larger curricular issues and areas for future research.
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Curtis, C., and A. Mineyko. "P.118 Curriculum mapping can facilitate transition to Competence by Design." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 48, s3 (November 2021): S52—S53. http://dx.doi.org/10.1017/cjn.2021.394.
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Background: Curriculum maps outline the content of an educational program identifying links between targeted outcomes, educational opportunities, and assessments. The transition to Competence by Design (CBD) in Canadian specialty residency programs requires thoughtful reorganization of educational programming. A curriculum map may assist with understanding the existing curriculum and thereby facilitate planning for CBD. Methods: A map of the pediatric neurology residency curriculum at the University of Calgary was constructed by linking objectives with related learning activities and assessments. Qualitative line-by-line analysis was then conducted to identify gaps in the existing curriculum. The map was used as a framework to plot CBD outcomes and curricular structure as these were established. Results: Generating the traditional curriculum map was time-consuming, requiring 48 hours. Careful review identified several objectives that did not link to formal learning activities or assessments. Many such gaps were recognized to link to non-clinical activities. Using the scaffold of the traditional curriculum reduced the time required for mapping the planned CBD curriculum to 4 hours. Conclusions: The creation of a curriculum map prior to transition to CBD improved understanding of the existing curriculum and will facilitate transition to CBD. Ongoing evaluation of the fit of our predicted CBD map will support effective implementation.
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Hofmann, Carlos Gonzalez, and Malte Christian Claussen. "The Three-Level Curriculum Sports Psychiatry and an Evaluation of the First Course “Basic Health Care in Sports Psychiatry”." Praxis 111, no. 4 (March 2022): 180–84. http://dx.doi.org/10.1024/1661-8157/a003845.
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Abstract. Due to scientific progress and diversification in medicine and psychiatry, there is a need for specialization in sports psychiatry. Therefore, the SSSPP has been developing a curriculum on sports psychiatry. Different backgrounds and approaches within the above-mentioned areas are presented here since they have influenced the development of the three-level curriculum. The structure of the three-level curriculum, which contains theory, practical experience, and supervision, encompassing 80 hours of additional training, will also be explained. Within this curriculum, basic knowledge in sports medicine, sports psychology, sports science, and applied sports theory will also be taught. Other subjects include sports and exercise on mental disorders, mental disorders in competitive sports, sports as a coping strategy, and other contents. Moreover, different contents and key topics of the curriculum’s three levels will be presented.
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Lawson, Hal A. "Occupational Socialization, Cultural Studies, and the Physical Education Curriculum." Journal of Teaching in Physical Education 7, no. 4 (July 1988): 265–88. http://dx.doi.org/10.1123/jtpe.7.4.265.
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Occupational socialization, together with selected works in cultural studies, offers analysts of the physical education curriculum a unique scholarly perspective. Presentation of this perspective proceeds by means of 11 primary assumptions about curriculum work and workers. Such a perspective helps to explain the absence of other theoretical perspectives in physical education, as well as the prevalence of competing technical models which are dominant, emergent, and residual. This perspective also calls attention to the relationship among teachers, teacher educators, curricula, and social structure.
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Underwood, Sonia M., David Reyes-Gastelum, and Melanie M. Cooper. "When do students recognize relationships between molecular structure and properties? A longitudinal comparison of the impact of traditional and transformed curricula." Chemistry Education Research and Practice 17, no. 2 (2016): 365–80. http://dx.doi.org/10.1039/c5rp00217f.
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The ability to use a chemical structure to predict and explain phenomenon is essential to a robust understanding of chemistry; however, previous research has shown that students find it difficult to make the connection between structure and properties. In this study we examine how student recognition of the connections between structure and properties evolves during the first two years of college chemistry courses. In addition, we investigate how an alternative general chemistry curriculum (Chemistry, Life, the Universe and Everything (CLUE)) impacts students' understanding during these first two-years. Using discrete-time survival analysis to analyze student responses to the Implicit Information from Lewis Structures Instrument (IILSI), we found that it takes multiple semesters for students enrolled in a traditional curriculum to recognize that chemical structures can be used as models to predict chemical and physical properties. Students in the CLUE curriculum, however, tend to make this connection earlier than a matched cohort of students from a traditional curriculum, and this advantage is maintained throughout the two semesters of organic chemistry. In general, the control group takes an additional year of organic chemistry to reach the same level as the CLUE students after a year of general chemistry.
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Valdivia, Pedro Rolando Apolo, Fernando Esteban Núñez Vara, Francis Díaz Flores, and Felipe Guizado Oscco. "Integration of competencies to the curriculum lines of the Professional School of Art." Revista Tempos e Espaços em Educação 14, no. 33 (May 1, 2021): e15613. http://dx.doi.org/10.20952/revtee.v14i33.15613.
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This article includes in essence the revision of the curriculum structure in force at the Professional School of Art of the University of San Marcos, where the curriculum has been analyzed in detail, with the intention of showing the articulation of competences and their proper integration into the curricular lines that make up the educational program of the career. Also, for this purpose has it been prevailing to observe the egress profile, since only through the proper identification of the process’s evaluation can measure the achievement of skills, skills and skills required in artistic training. The study is based on the curriculum design strategies proposed by the authors Becerra and La Serna (2019).
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Ennis, Catherine D. "Analyzing Curriculum as Participant Perspectives." Journal of Teaching in Physical Education 9, no. 2 (January 1990): 79–94. http://dx.doi.org/10.1123/jtpe.9.2.79.
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For this study, curriculum was defined as a holistic set of perspectives that interact to create the educational environment. The Goodlad et al. (1979) domain concept was used as the theoretical structure for the examination of content in three elementary physical education programs. Two of the programs used a movement education curriculum (Logsdon et al., 1984) while the third was structured based on a traditional activity or sport and games approach. Data collection consisted of an examination of documents (ideological and formal domains), interviews with teachers and students (perceived and experiential domains), and observation (operational domain). Data were analyzed using constant comparison. The ideological domain was found to be the most influential curriculum perspective in these programs. Major differences were detected in the use of shared decision-making and in the students’ cognitive involvement with the content.
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Hovenga, Van, and Oluwatosin Oluwadare. "CBCR: A Curriculum Based Strategy For Chromosome Reconstruction." International Journal of Molecular Sciences 22, no. 8 (April 16, 2021): 4140. http://dx.doi.org/10.3390/ijms22084140.
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In this paper, we introduce a novel algorithm that aims to estimate chromosomes’ structure from their Hi-C contact data, called Curriculum Based Chromosome Reconstruction (CBCR). Specifically, our method performs this three dimensional reconstruction using cis-chromosomal interactions from Hi-C data. CBCR takes intra-chromosomal Hi-C interaction frequencies as an input and outputs a set of xyz coordinates that estimate the chromosome’s three dimensional structure in the form of a .pdb file. The algorithm relies on progressively training a distance-restraint-based algorithm with a strategy we refer to as curriculum learning. Curriculum learning divides the Hi-C data into classes based on contact frequency and progressively re-trains the distance-restraint algorithm based on the assumed importance of each curriculum in predicting the underlying chromosome structure. The distance-restraint algorithm relies on a modification of a Gaussian maximum likelihood function that scales probabilities based on the importance of features. We evaluate the performance of CBCR on both simulated and actual Hi-C data and perform validation on FISH, HiChIP, and ChIA-PET data as well. We also compare the performance of CBCR to several current methods. Our analysis shows that the use of curricula affects the rate of convergence of the optimization while decreasing the computational cost of our distance-restraint algorithm. Also, CBCR is more robust to increases in data resolution and therefore yields superior reconstruction accuracy of higher resolution data than all other methods in our comparison.
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Wikström, Britt-Maj, and Gunilla Svidén. "Exploring communication skills training in undergraduate nurse education by means of a curriculum." Nursing Reports 1, no. 1 (November 11, 2011): 7. http://dx.doi.org/10.4081/nursrep.2011.e7.
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This study is an attempt to investigate by means of a curriculum how nurses are trained theoretically and practically throughout their specialist education to communicate competently and professionally in interaction with colleagues and patients. Research today shows that there are many different approaches to develop professionally skilled communication in nurse-patient interaction. It indicates that this aspect of nurse education is regarded as an important feature by educators. It is therefore of interest to study, by means of analysing a curriculum, how nurses’ communicative competence is developed. To this purpose a curriculum was presented related to nursing communication skills training, selected from a University College of Health Care Sciences in Sweden. Both students and teachers need clearly defined curricula to structure their studies and to evaluate communication skills. The investigated curriculum could be further developed to direct students and teachers in effective communication skills. It is of importance to have a curriculum that could be interpreted in the same way by teachers and students.
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Velthuis, Floor, Hanke Dekker, Remco Coppoolse, Esther Helmich, and Debbie Jaarsma. "Educators’ experiences with governance in curriculum change processes; a qualitative study using rich pictures." Advances in Health Sciences Education 26, no. 3 (March 1, 2021): 1027–43. http://dx.doi.org/10.1007/s10459-021-10034-1.
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AbstractIn the midst of continuous health professions curriculum reforms, critical questions arise about the extent to which conceptual ideas are actually put into practice. Curricula are often not implemented as intended. An under-explored aspect that might play a role is governance. In light of major curriculum changes, we explored educators’ perspectives of the role of governance in the process of translating curriculum goals and concepts into institutionalized curriculum change at micro-level (teacher–student). In three Dutch medical schools, 19 educators with a dual role (teacher and coordinator) were interviewed between March and May 2018, using the rich pictures method. We employed qualitative content analysis with inductive coding. Data collection occurred concurrently with data analysis. Different governance processes were mentioned, each with its own effects on the curriculum and organizational responses. In Institute 1, participants described an unclear governance structure, resulting in implementation chaos in which an abstract educational concept could not be fully realized. In Institute 2, participants described a top–down and strict governance structure contributing to relatively successful implementation of the educational concept. However it also led to demotivation of educators, who started rebelling to recover their perceived loss of freedom. In Institute 3, participants described a relatively fragmentized process granting a lot of freedom, which contributed to contentment and motivation but did not fully produce the intended changes. Our paper empirically illustrates the importance of governance in curriculum change. To advance curriculum change processes and improve their desired outcomes it seems important to define and explicate both hard and soft governance processes.
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Calderon, Iracema MP. "ASSESSMENT FORM - NEW IMPROVEMENT OF ACTIONS: CONCENTRATION AND RESEARCH AREAS / CURRICULUM STRUCTURE / FUNDRAISING." Revista do Colégio Brasileiro de Cirurgiões 42, suppl 1 (2015): 14–16. http://dx.doi.org/10.1590/0100-69912015s01005.
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Objective: This review aims to develop a critical and current analysis of the basic structure of a Postgraduate program for proposing improvement actions and new evaluation criteria. Method: To examine the items that are areas of concentration (AC), research lines (LP), research projects (PP), curricular structure and fundraising were consulted the Area Document, the 2013 Evaluation Report and the Assessment Sheets of Medicine III programs, evaluated in the 2010-2012 period. Results: Consistency is recommended especially among AC, LP and PP, with genuine link between activities and permanent teachers skills and based on structured curriculum in the education of the student. The Program Proposal interfere, and much, in qualifying a program. The curriculum should provide subsidy to the formation of the researcher, through the core subjects, and development of PP, being the concept of disciplines to support lines and research projects. Fundraise should be set out in research projects and in the CV-Lattes. The area recommended that at least 40-50% of permanent teachers present fundraising and the minimum 20-25% of these teachers to have productivity scholarship PQ / CNPq during the triennium. Conclusion: It is necessary to promote wide discussion and find a consensus denominator for these issues. The actions should contribute to the improvement of evaluation forms and certainly for the qualification of the programs but graduate.
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Stroganov, Victor Yu, and Yurii B. Tsvetkov. "Methodology for the Curriculum Structuring, Formation and Analysis Based on a Quantitative Assessment of Logical Connectivity." ITM Web of Conferences 35 (2020): 01016. http://dx.doi.org/10.1051/itmconf/20203501016.
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The article deals with the curricula structuring through the concept of a module as an indivisible unit of educational content. The concepts of input and output terms are introduced, which form a semantic network of subject area knowledge, as well as the connectivity structure of the education modules of the educational program. The module is presented as some kind of operator for converting input terms into output ones, which allows us to present the curriculum itself as a digraph of the terms connectedness. An approach to the quantitative assessment of the teaching materials coherence in the curriculum is given. Ultimately, the curriculum itself is formally presented as a network planning model, where the learner’s potential abilities are the resources.
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Casey, Mara, and Stephen I. Hemenway. "Structure and Freedom: Achieving a Balanced Writing Curriculum." English Journal 90, no. 6 (July 2001): 68. http://dx.doi.org/10.2307/822058.
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Cherry, Dianne B., and Loretta M. Knutson. "Curriculum Structure and Content in Pediatric Physical Therapy." Pediatric Physical Therapy 5, no. 3 (March 1993): 109???116. http://dx.doi.org/10.1097/00001577-199300530-00003.
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LEGRAND, T. "Graduate Degree Education Programs: Organization, Structure, and Curriculum." Respiratory Care Clinics of North America 11, no. 3 (September 2005): 417–24. http://dx.doi.org/10.1016/j.rcc.2005.04.008.
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