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Relevant bibliographies by topics / Curriculum theory

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Academic literature on the topic 'Curriculum theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "Curriculum theory"

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Lee, Kyungwon, Hangyun Cho, and Oh Nam Kwon. "An Analysis for the Characteristics of Mathematics Subject in IB DP Theory of Knowledge and Extended Essay Curriculum." SNU Journal of Education Research 31, no. 3 (September 30, 2022): 33–58. http://dx.doi.org/10.54346/sjer.2022.31.3.33.

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This study analyzes the theory of knowledge and the extended essay curriculum of the IB DP curriculum in order to derive implications for the reflection of characteristics of subjects in the cross-curricular curricula. In the IB DP curriculum, the theory of knowledge and the extended essay curriculum are core areas with academic characteristics that can be connected to multiple subjects. The theory of knowledge curriculum was analyzed from the perspective of the nature and ethics of mathematics. The extended essay curriculum was analyzed from the perspective of mathematical inquiry. The theory of knowledge curriculum provides knowledge questions related to mathematics so that students can experience various perspectives on the nature and ethics of mathematics. The extended essay curriculum provides procedures, methods, and cases for students to experience mathematical inquiry. This analysis can be used as basic data for developing curriculum documents and textbooks that can reflect the characteristics of individual subjects in the cross-curricular curricula.

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Druzhinina, Maria, Natalia Belkova, Elena Donchenko, Feng Liu, and Olga Morozova. "Curriculum Design in Professional Education: Theory and Practice." SHS Web of Conferences 50 (2018): 01046. http://dx.doi.org/10.1051/shsconf/20185001046.

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This article discusses the problem of ensuring the curricula quality. The aim of the theoretical research carried out by the authors is to clarify the perception of “curriculum design” with reference to international and domestic requirements for the curriculum development and quality assessment. During the research process, the “curriculum design” definition was given and curricula quality assessment criteria were selected. The authors conducted a comparative analysis of innovative, for different institutions, curricula which are implemented in the system of professional education: secondary, higher and vocational. In the article the authors focus on interactivity as the main criterion of the curriculum quality assessment. One of the results of implemented interactive working forms in education is to increase the level of students learning motivation. Involving not only teachers, but also students to the process of curriculum quality assessment promotes curriculum design development. This article covers the results of students’ satisfaction level assessment with curriculum quality in the vocational education system. In conclusion, it is pointed out that curriculum design is a dynamic process which ensures the quality of specialists’ training in the system of professional education

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BLYLER, NANCY ROUNDY. "Theory and Curriculum." Journal of Business and Technical Communication 7, no. 2 (April 1993): 218–45. http://dx.doi.org/10.1177/1050651993007002003.

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Saglietti, Luca, Stefano Sarao Mannelli, and Andrew Saxe. "An analytical theory of curriculum learning in teacher–student networks*." Journal of Statistical Mechanics: Theory and Experiment 2022, no. 11 (November 1, 2022): 114014. http://dx.doi.org/10.1088/1742-5468/ac9b3c.

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Abstract In animals and humans, curriculum learning—presenting data in a curated order—is critical to rapid learning and effective pedagogy. A long history of experiments has demonstrated the impact of curricula in a variety of animals but, despite its ubiquitous presence, a theoretical understanding of the phenomenon is still lacking. Surprisingly, in contrast to animal learning, curricula strategies are not widely used in machine learning and recent simulation studies reach the conclusion that curricula are moderately effective or even ineffective in most cases. This stark difference in the importance of curriculum raises a fundamental theoretical question: when and why does curriculum learning help? In this work, we analyse a prototypical neural network model of curriculum learning in the high-dimensional limit, employing statistical physics methods. We study a task in which a sparse set of informative features are embedded amidst a large set of noisy features. We analytically derive average learning trajectories for simple neural networks on this task, which establish a clear speed benefit for curriculum learning in the online setting. However, when training experiences can be stored and replayed (for instance, during sleep), the advantage of curriculum in standard neural networks disappears, in line with observations from the deep learning literature. Inspired by synaptic consolidation techniques developed to combat catastrophic forgetting, we propose curriculum-aware algorithms that consolidate synapses at curriculum change points and investigate whether this can boost the benefits of curricula. We derive generalisation performance as a function of consolidation strength (implemented as an L 2 regularisation/elastic coupling connecting learning phases), and show that curriculum-aware algorithms can yield a large improvement in test performance. Our reduced analytical descriptions help reconcile apparently conflicting empirical results, trace regimes where curriculum learning yields the largest gains, and provide experimentally-accessible predictions for the impact of task parameters on curriculum benefits. More broadly, our results suggest that fully exploiting a curriculum may require explicit adjustments in the loss.

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Deng, Zongyi. "Constructing ‘powerful’ curriculum theory." Journal of Curriculum Studies 53, no. 2 (February 24, 2021): 179–96. http://dx.doi.org/10.1080/00220272.2021.1887361.

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Smyth, Dr Robyn. "What is curriculum theory?" British Journal of Educational Technology 36, no. 1 (December 2, 2004): 119. http://dx.doi.org/10.1111/j.1467-8535.2005.00445_10.x.

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Popkewitz, Thomas S. "Curriculum study, curriculum history, and curriculum theory: the reason of reason." Journal of Curriculum Studies 41, no. 3 (June 2009): 301–19. http://dx.doi.org/10.1080/00220270902777021.

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Söhnge, Waldemar F., and Louis J. van Niekerk. "Curriculum as Text: Some Implications of Ricoeur's Hermeneutic Theory for Curriculum theory." Education as Change 9, no. 1 (July 2005): 168–84. http://dx.doi.org/10.1080/16823200509487109.

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Elliston, Edgar J. "Designing Leadership Education." Missiology: An International Review 16, no. 2 (April 1988): 203–15. http://dx.doi.org/10.1177/009182968801600207.

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Many leadership crises troubling both established and younger churches arise from inappropriate educational programs. Several basic curricular questions focus our attention on both leadership development needs and the design of leadership development curricula. Leadership theory, theology, anthropology, communication theory, curriculum theory, and development theory combine to help build perspectives for cross-cultural leadership development. Both the educational structures and processes as well as the content combine to shape the outcomes of educational programs. Curricula, then, which contextually balance the advantages of formal, nonformal, and informal education promise to be significantly more effective in terms of the purpose for theological education than traditional approaches.

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Kourilsky, Marilyn L., and Sheila R. Carlson. "Mini-Society and Yess! Learning Theory in Action." Citizenship, Social and Economics Education 1, no. 2 (June 1996): 105–17. http://dx.doi.org/10.2304/csee.1996.1.2.105.

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This analysis endeavours to demonstrate the mechanism by which incorporation of validated learning principles into a curriculum can maximise its potential effectiveness and impact on both cognitive and affective outcomes. The intent of this demonstration is to highlight for prospective curriculum innovators the importance of having a solid learning theory infrastructure in their target curricula. First, the article describes the experience-based Mini-Society framework and its embedded entrepreneurship curriculum, YESS! (Youth Empowerment and Self-Sufficiency). The analysis which follows explores how four research-informed learning theories were incorporated into the foundation of Mini-Society and YESS! and how their incorporation influenced the impact of these programmes.

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Dissertations / Theses on the topic "Curriculum theory"

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Rylander, Jonathan James. "COMPLICATED CONVERSATIONS AND CURRICULAR TRANSGRESSIONS:ENGAGING WRITING CENTERS, STUDIOS, AND CURRICULUM THEORY." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1491659752447516.

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Chapman, Shelley Ann. "A Theory of Curriculum Development in the Professions: An Integration of Mezirow's Transformative Learning Theory with Schwab's Deliberative Curriculum Theory." [Yellow Springs, Ohio] : Antioch University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1173793131.

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Thesis (Ph. D.)--Antioch University, 2007.
Title from PDF t.p. (viewed Apr. 10, 2007). Advisor: Jon F. Wergin. Keywords: transformative learning theory, deliberative curriculum theory, graduate professional education, theory building, higher education. Includes bibliographical references (p. 377-399).

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Buttle, Joseph Walter. "Educational projects : theory, practice and curriculum change." Thesis, University of Sussex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306000.

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This thesis sets out to add to our understanding of the "what" "how" and "why" of curriculum change in the following ways: (a) it takes a broad view of "curriculum", including the interactive as well as the pre-active; and evaluation and pedagogy as well as curriculum content. By means of the concept of "curricularisation", it forces attention upon the constructed nature of curriculum and the knowledge-constitutive interests it serves, whilst the notion of "evolution" is looked at in the context of cultural hegemony; (b) by focussing upon the "educational project" and its relationships between theory and practice, it renders problematic the rationalism, pedagogy and assessment procedures associated with traditional education; (c) substantively, it takes two sixth-form student projects as case-studies: the "pure" science of Nuffield Biology, and the "applied" science of Cambridge Technology; (d) methodologically, it views their pre-active curricula from both micro- and macro- sociohistorical perspectives, and studies their interactive curricula by ethnographic methods. The former method explores the cultural roots of the curriculum and the major external forces acting upon it, whilst the latter seeks to identify its internal dynamics in terms of linguistic sequences and their associated control. The sociohistorical evidence presented suggests that, contrary to fashionable belief, it is the aristocratid culture with its academic curriculum which is hegemonic. Whilst interactional data shows that, despite opportunities for "practical" curricularisation, it is the "technical" mode which predominates, raising the issue of the limits of curriculum change. Several other issues are raised in the course of this research. Those addressed here concern the problematic relationships between theory and practice in the fields of subject content, pedagogy and evaluation. Whilst underlying all such issues are the assumptions, foundations and curriculum structures which, although problematic, are taken for granted.

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Berrios, Andrew M. "Organizational Learning Theory and Districtwide Curriculum Reform: Principals' Perceptions." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106801.

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Thesis advisor: Rebecca Lowenhaupt
This qualitative case study examined the organizational learning mechanisms utilized by a district superintendent and their impact on principals’ learning. Examining recent curriculum reform efforts, the study concentrated on a small sample of building principals within a mid-sized urban public school district. Grounded in both organizational and situated learning theories, the research focused on organizational learning mechanisms and the interplay created by their implementation through the analysis of interview data and documents. Findings highlighted how the superintendent interpreted and distributed information to principals. In addition, findings showed the impact that superintendent-initiated processes, behaviors, and structures had on principal learning. The study provided strong evidence that the superintendent under study took steps to create district structures to support organizational learning. Moreover, principal data showed the impact of these structures on principals’ perceived learning
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Grant, Carl L. "Sunday school curriculum materials development blending theory and technology /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Reichenberger, James Richard. "Applicability of educational reconstruction theory in present day curriculum planning." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005reichenbergerj.pdf.

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Balakrishnan, Suseela D. "The role of Multiple Intelligences theory in the Malaysian Curriculum." Thesis, University of Leeds, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507870.

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Gaskell, Kate Matilda. "Basil Bernstein's theory of pedagogic transmission : pedagogy, curriculum and ageing." Thesis, University of Dundee, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424323.

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Schwartz, Elaine Gail 1944. "Weaving a postmodern tapestry: Ecological literacy, ecofeminism and curriculum theory." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282332.

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As the 20th century comes to a close, humanity faces an unprecedented global ecological crisis. The postmodern tapestry which constitutes this dissertation is an educator's response to the crisis. My theory of Ecofeminist Literacy, a critical ecofeminist postmodern epistemology, constitutes the central design of this tapestry. The genesis of Ecofeminist Literacy represents the interweaving and synergism of diverse theoretical threads: Ecological Literacy, Ecofeminism, Critical Postmodern Hermeneutics, The Sociological Imagination, Gandhian Non-Violence, and Curriculum as a Process of Inquiry. Ecofeminist Literacy and its accompanying pedagogical theory, the Ecofeminist Inquiry Process, provide the basis for a politicized form of intentional culture change at all levels of schooling. Examples of the pedagogical implications of Ecofeminist Literacy and the Ecofeminist Inquiry Process for teacher education, professional development and education in the schools serve to further emphasize the significance of this critical ecofeminist postmodern epistemology. Ecofeminist Literacy provides a viable pathway towards a just and ecologically sustainable future for all living and non-living entities on Mother Earth.

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Rafea, Ahmed Mohammed. "Power, curriculum making and actor-network theory : the case of physics, technology and society curriculum in Bahrain." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0016/NQ46407.pdf.

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Books on the topic "Curriculum theory"

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Reynolds, William M., and Julie A. Webber, eds. Expanding Curriculum Theory. Second edition. | New York : Routledge, 2016. | Series: Studies in curriculum theory series: Routledge, 2016. http://dx.doi.org/10.4324/9781315882109.

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The curriculum: Theory and practice. 5th ed. London: Sage Publications, 2004.

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The curriculum: Theory and practice. 6th ed. Thousand Oaks, CA: SAGE Publications, 2009.

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The curriculum: Theory and practice. 4th ed. London: Paul Chapman Pub., 1999.

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Shiundu, J. S. Curriculum: Theory and practice in Kenya. Nairobi: Oxford University Press, 1992.

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TVEI and curriculum theory. [Hull]: David Lee and Humberside Education Services, 1996.

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What is curriculum theory? Mahwah, N.J: L. Erlbaum Associates, 2004.

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Paraskeva, João M. Conflicts in Curriculum Theory. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77420-2.

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Paraskeva, João M. Conflicts in Curriculum Theory. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230119628.

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Pinar, William F. What Is Curriculum Theory? Third Edition. | New York : Routledge, 2020. | Series: Studies in Curriculum Theory series: Routledge, 2019. http://dx.doi.org/10.4324/9781315625683.

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Book chapters on the topic "Curriculum theory"

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Ashbee, Ruth. "Curriculum theory." In Curriculum, 29–64. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003039594-3.

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Pinar, William F. "Curriculum Theory." In What Is Curriculum Theory?, 13–22. Third Edition. | New York : Routledge, 2020. | Series: Studies in Curriculum Theory series: Routledge, 2019. http://dx.doi.org/10.4324/9781315625683-2.

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Paraskeva, João M. "Itinerant Curriculum Theory." In Epistemic Colonialism and the Transfer of Curriculum Knowledge across Borders, 45–66. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429323027-5.

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Reynolds, William M., and Julie A. Webber. "Introduction." In Expanding Curriculum Theory, 1–11. Second edition. | New York : Routledge, 2016. | Series: Studies in curriculum theory series: Routledge, 2016. http://dx.doi.org/10.4324/9781315882109-1.

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Reynolds, William M. "Commodification and Desire." In Expanding Curriculum Theory, 12–28. Second edition. | New York : Routledge, 2016. | Series: Studies in curriculum theory series: Routledge, 2016. http://dx.doi.org/10.4324/9781315882109-2.

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Webber, Julie A. "The Damned Soul." In Expanding Curriculum Theory, 29–43. Second edition. | New York : Routledge, 2016. | Series: Studies in curriculum theory series: Routledge, 2016. http://dx.doi.org/10.4324/9781315882109-3.

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J. Wallin, Jason. "To Die Well." In Expanding Curriculum Theory, 44–61. Second edition. | New York : Routledge, 2016. | Series: Studies in curriculum theory series: Routledge, 2016. http://dx.doi.org/10.4324/9781315882109-4.

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Martusewicz, Rebecca A. "Education for Eco-Ethical Becoming." In Expanding Curriculum Theory, 62–76. Second edition. | New York : Routledge, 2016. | Series: Studies in curriculum theory series: Routledge, 2016. http://dx.doi.org/10.4324/9781315882109-5.

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Livingston, Donald. "Cracking the Dish." In Expanding Curriculum Theory, 77–89. Second edition. | New York : Routledge, 2016. | Series: Studies in curriculum theory series: Routledge, 2016. http://dx.doi.org/10.4324/9781315882109-6.

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Gough, Noel, and Warren Sellers. "Changing planes." In Expanding Curriculum Theory, 90–120. Second edition. | New York : Routledge, 2016. | Series: Studies in curriculum theory series: Routledge, 2016. http://dx.doi.org/10.4324/9781315882109-7.

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Conference papers on the topic "Curriculum theory"

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Peltsverger, Svetlana. "Maintaining balance between theory and practice in information security courses." In the 2011 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2047456.2047465.

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Mesaric, Josip, Joze Kuzic, and Zdravko Dovedan. "Management Curriculum between Theory and Practice." In InSITE 2011: Informing Science + IT Education Conference. Informing Science Institute, 2011. http://dx.doi.org/10.28945/1465.

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Wilcox, R. Peter. "Interactive Color Theory - Education, Research and Practice: The Development of CoMoS3." In ACADIA 1987: Integrating Computers into the Architectural Curriculum. ACADIA, 1987. http://dx.doi.org/10.52842/conf.acadia.1987.077.

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Price, Todd. "Critical Race Theory as Policy as Curriculum?" In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894429.

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Olagunju, Amos O., Francis Lowe, and Philemon Kinene. "Balancing Theory and Practice in IT Curriculum." In SIGITE '19: The 20th Annual Conference on Information Technology Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3349266.3351353.

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Sarantis, Demetrios, Soumaya Ben Dhaou, Charalampos Alexopoulos, Alexander Ronzhyn, Gabriela Viale Pereira, and Yannis Charalabidis. "The Evolving e-Governance Curriculum." In ICEGOV2019: 12th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3326365.3326415.

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Min-hang, Liu, and Fu Yu-kun. "On Synergetic Theory and Application in Sports Curriculum Reform." In 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.385.

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Szabo, Claudia, and Katrina Falkner. "Neo-piagetian theory as a guide to curriculum analysis." In the 45th ACM technical symposium. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2538862.2538910.

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Panda, Dhruba C. "Teaching electromagnetic theory with spiral curriculum approach to undergraduates." In 2013 IEEE Applied Electromagnetics Conference (AEMC). IEEE, 2013. http://dx.doi.org/10.1109/aemc.2013.7045059.

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Fúnez-Flores, Jairo I. "The Politics of Place, Social Movements, and Curriculum Theory." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442207.

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Reports on the topic "Curriculum theory"

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Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, November 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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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo

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Tarasenko, Rostyslav O., Svitlana M. Amelina, and Albert A. Azaryan. Improving the content of training future translators in the aspect of studying modern CAT tools. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3877.

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The article deals with the search for improving the content of training for future translators, taking into account the expansion of the use of information technologies in the field of translation. The results of a study of curriculums for translators at the universities of Europe, America and Asia are presented. The use of CAT systems in the work of translation agencies is shown. The presentation of various CAT systems in training programs for translators and their use in the market of translation services is analyzed. It has been established that both university curricula and translation agencies are oriented, as a rule, not to one, but to several CAT systems. The results of a student survey based on their practice in translation agencies are presented. Recommendations have been developed regarding the inclusion of the most common CAT systems in the training program for translators. The expediency of studying not just one, but several CAT systems is substantiated. The necessity of studying both desktop and cloud CAT systems is indicated.

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Tucker Blackmon, Angelicque. iNoVATE Expansion Project Summative External Evaluation Report. Innovative Learning Center, LLC, September 2020. http://dx.doi.org/10.52012/ukxb1595.

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McGee, Steven, Jennifer Kirby, Geneva Haertel, and Angela Haydel DeBarger. Taking students on a journey to El Yunque: An examination of cognitive apprenticeship. The Learning Partnership, April 2006. http://dx.doi.org/10.51420/conf.2006.1.

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The Journey to El Yunque program was designed using the cognitive apprenticeship model. Students analyze the same data that scientists in the rainforest use for their research, while at the same time, covering all of the national middle school ecology standards. In this study we seek to build a framework that integrates design-based research methods with traditional evaluation. The resulting enactment of the curriculum provides formative feedback about the curriculum as well as about the design model itself. An ecology assessment was developed using publicly released state assessment items. A quasiexperimental design study was used to evaluate the effectiveness of the beta version of the program. The results show that Journey to El Yunque was more effective at helping students learn population dynamics, while the traditional ecology curriculum was more effective at helping students understand energy flow definitions. This difference in performance is consistent with the underlying design based on the cognitive apprenticeship model.

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David, Uttal, Katherine James, Steven McGee, and Phillip Boda. Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership. Northwestern University, September 2021. http://dx.doi.org/10.51420/report.2020.1.

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The goal of this project was to explore how explicit instruction in spatial reasoning in primary grades can contribute to reductions in variation in STEM outcomes for low-income, minority students in the Chicago Public Schools (CPS). Our project focused on the persistent gender, racial and ethnic, and socioeconomic inequalities in STEM educational and career achievement and attainment. Our approach to addressing this problem was guided by research evidence that much of the variation in STEM outcomes for these groups can be explained by spatial reasoning abilities. Importantly, spatial reasoning skills can be improved through practice, but are rarely explicitly taught in the classroom. The spatial reasoning needs and opportunities identified by this work are relevant to CPS in that they focus on the prevalent science, math, and computer science curricula currently used in CPS K-2 instruction. As such, our findings provide specific, actionable guidance for the development of curricular supports that infuse explicit spatial reasoning instruction.

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McGee, Steven, Randi McGee-Tekula, and Jennifer Duck. Does a Focus on Modeling and Explanation of Molecular Interactions Impact Student Learning and Identity? The Learning Partnership, April 2017. http://dx.doi.org/10.51420/conf.2017.1.

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The Interactions curriculum and professional development program is designed to support high school teachers in their transition to the physical science Next Generation Science Standards. Through curriculum materials, an online portal for delivering the digital materials, interactive models of molecular phenomena, and educative teacher guide, teachers are able to support students in bridging the gap between macroscopic and sub-microscopic ideas in physical science by focusing on a modeling and explanation-oriented exploration of attractions and energy changes at the atomic level. During the fall semester of the 2015-16 school year, The Learning Partnership conducted a field test of Interactions with eleven teachers who implemented the curriculum across a diverse set of school districts. As part of the field test, The Learning Partnership examined the impact of teachers’ inquiry-based teaching practices on student learning and identification with the scientific enterprise. The results indicate that students had statistically significant growth in learning from the beginning to end of unit 2 and that the extent to which teachers engaged students in inquiry had a positive statistically significant influence on the growth rate and a statistically significant indirect impact on students’ identification with the scientific enterprise.

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Williams, Thomas. Cell Biology Board Game: Cell Survival (School Version). University of Dundee, 2022. http://dx.doi.org/10.20933/100001270.

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Cells are the smallest units of life. The environment around cells is always changing. Cells need to adapt to survive. This curriculum linked game and lesson plan introduces the world of cells to pupils 8-13. But can they keep their cells alive? This is a guide to how the cell survival resources can be used in a lesson and can be adapted as the teacher sees fit to do so. This lesson is aimed at 8-13 year olds, and fits into an hour long session. The Cell Survival Game has been adapted for both home use and for use in the classroom, and is accompanied by a series of videos. Learning Outcomes – Cells are the smallest unit of life – There are many different types of cells, and some examples of cell types – Cells experience many dangers, and some examples of dangers – How cells notice and defend themselves against dangers Links to the Curriculum – Health and Wellbeing: I am developing my understanding of the human body – Languages: I can find specific information in a straight forward text (book and instructions) to learn new things, I discover new words and phrases (relating to cells) – Mathematics: I am developing a sense of size and amount (by using the dice), I am exploring number processes (addition and subtraction) and understand they represent quantities (steps to finish line), I am learning about measurements (cell sizes) and am exploring patterns (of cell defences against dangers) – Science: I am learning about biodiversity (different types of microbes), body systems, cells and how they work. – Technology: I am learning about new technologies (used to understand how cells work).

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Gurung, M. B., Uma Pratap, N. C. T. D. Shrestha, H. K. Sharma, N. Islam, and N. B. Tamang. Beekeeping Training for Farmers in Afghanistan: Resource Manual for Trainers [in Urdu]. International Centre for Integrated Mountain Development (ICIMOD), 2012. http://dx.doi.org/10.53055/icimod.564.

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Beekeeping contributes to rural development by supporting agricultural production through pollination and by providing honey, wax, and other products for home use and sale. It offers a good way for resource-poor farmers in the Hindu Kush Himalayas to obtain income, as it requires only a small start-up investment, can be carried out in a small space close to the home, and generally yields profits within a year of operation. A modern approach to bee management, using frame hives and focusing on high quality, will help farmers benefit most fully from beekeeping. This manual is designed to help provide beekeepers with the up-to-date training they need. It presents an inclusive curriculum developed through ICIMOD’s work with partner organizations in Bangladesh, Bhutan, India, and Nepal, supported by the Austrian Development Agency. A wide range of stakeholders – trainers, trainees, government and non-governmental organizations (NGOs), associations and federations, and private entrepreneurs – were engaged in the identification of curriculum needs and in development and testing of the curriculum. The manual covers the full range of beekeeping-related topics, including the use of bees for crop pollination; production of honey, wax and other hive products; honey quality standards; and using value chain and market management to increase beekeepers’ benefits. It also includes emerging issues and innovations regarding such subjects as indigenous honeybees, gender and equity, integrated pest management, and bee-related policy. The focus is on participatory hands-on training, with clear explanations in simple language and many illustrations. The manual provides a basic resource for trainers and field extension workers in government and NGOs, universities, vocational training institutes, and private sector organizations, and for local trainers in beekeeping groups, beekeeping resource centres, cooperatives, and associations, for use in training Himalayan farmers. Individual ICIMOD regional member countries are planning local language editions adapted for their countries’ specific conditions.

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).

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