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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: 15 June 2025

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Journal articles on the topic "Curriculum theory"

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

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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 (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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Deng, Zongyi. "Constructing ‘powerful’ curriculum theory." Journal of Curriculum Studies 53, no. 2 (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 (2004): 119. http://dx.doi.org/10.1111/j.1467-8535.2005.00445_10.x.

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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 (2005): 168–84. http://dx.doi.org/10.1080/16823200509487109.

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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 (2009): 301–19. http://dx.doi.org/10.1080/00220270902777021.

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Hughes, John P. "Theory into practice in Australian progressive education." History of Education Review 44, no. 1 (2015): 115–27. http://dx.doi.org/10.1108/her-03-2014-0027.

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Purpose – The purpose of this paper is to scrutinize the avowedly progressive curriculum delivered in the 1930s at the Enmore Activity School. Through this examination it delineates a gap in Australia between the theoretical formulations of progressive education and school practice. The study of this curriculum is used to locate historical trends and influences that aided or hindered the application of progressive education in Australia during the 1930s. Design/methodology/approach – Through a review of the archival and historical literature on the curriculum at the Enmore Activity School the paper defines the ways progressive education was understood in Australia at that time. Findings – The analysis reveals that Enmore delivered a type of progressive education Tyack dubs “administrative progressivism” in a programme that remained essentially orthodox. Yet although an authentically progressive curriculum proved elusive at Enmore the school did, by example, influence several later curriculums. Originality/value – This close up study provides insights into how central tenets of progressive education were understood, accepted, or rejected at the local level in Australia in the 1930s. It offers fresh perspectives on contemporary educational debates about progressive education.

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Coşkun Yaşar, Gülşah, and Berna Aslan. "Curriculum Theory: A Review Study." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 11, no. 2 (2021): 237–60. http://dx.doi.org/10.31704/ijocis.2021.012.

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The aim of this literature review study was to examine the historical development of the concept of curriculum theory, its reflections on curriculum development studies, and teaching-learning processes and also to attract the attention of the researchers to the area of curriculum theory which was seen to be left aside for years. The research was designed by reviewing the literature, and different theoretical perspectives on curriculum development studies in the USA which historically dominated the field since the early 1900’s and Turkey were examined. In the first phase, the explanation of the concepts of curriculum, theory, curriculum theory, the chaotic structure, and discussions in the literature regarding the terminology of these concepts were given. It was concluded that in the literature the concept of curriculum theory has been used synonymously with the concepts of curriculum beliefs, educational value orientations, curriculum ideologies, and curriculum orientations. In addition, the classification of curriculum theories, curriculum development studies in which the reflections of curriculum theories could be seen, and the studies conducted in Turkey and abroad on this subject were included in the study. Taking the limited number of studies on curriculum theories and their lack of variety into account, future studies on curriculum theory are considered to feed the intellectual background of the field and attract the attention of the researches to theories of curriculum, which will fill the gap in the literature.

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Pataray-Ching, Jann, and Mary Roberson. "Misconceptions about a Curriculum-as-Inquiry Framework." Language Arts 79, no. 6 (2002): 498–505. http://dx.doi.org/10.58680/la2002269.

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Attempts to strengthen the connection between theory and practice in the inquiry discussion. Presents three curricular perspectives prevalent today and situates inquiry curriculum among these perspectives. Addresses several critiques of inquiry curriculum. Provides scenarios and identifies the beliefs underlying these opposing perspectives in an attempt to articulate the connection between practice and theory.

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이윤복 and Hyeon-Suk Kang. "Search of Curriculum Integration Based on Bruner’s Curriculum Theory." SECONDARY EDUCATION RESEARCH 62, no. 1 (2014): 117–45. http://dx.doi.org/10.25152/ser.2014.62.1.117.

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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.<br>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<br>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<br>Thesis (EdD) — Boston College, 2016<br>Submitted to: Boston College. Lynch School of Education<br>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. Routledge, 2016. http://dx.doi.org/10.4324/9781315882109.

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

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Hlebowitsh, Peter S. Radical curriculum theory reconsidered: A historical approach. Teachers College Press, 1993.

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

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Pinar, William F. What Is Curriculum Theory? Routledge, 2019. http://dx.doi.org/10.4324/9781315625683.

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Tanner, Daniel. Curriculum development: Theory into practice. 3rd ed. Merrill, 1995.

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Cho, Yŏng-t'ae. Kyoyuk kwajŏng mohyŏngnon: The theory of curriculum models. Kyoyuk Kwahaksa, 2019.

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Gary, McCulloch, ed. The school curriculum in New Zealand: History, theory, policy, and practice. Dunmore Press, 1992.

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Gress, James R. Curriculum: Frameworks, criticism, and theory. McCutchan Pub. Corp., 2002.

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Book chapters on the topic "Curriculum theory"

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Ashbee, Ruth. "Curriculum theory." In Curriculum. Routledge, 2021. http://dx.doi.org/10.4324/9781003039594-3.

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Pinar, William F. "Curriculum Theory." In What Is Curriculum Theory? 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. 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. Routledge, 2016. http://dx.doi.org/10.4324/9781315882109-1.

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Reynolds, William M. "Commodification and Desire." In Expanding Curriculum Theory. Routledge, 2016. http://dx.doi.org/10.4324/9781315882109-2.

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Webber, Julie A. "The Damned Soul." In Expanding Curriculum Theory. Routledge, 2016. http://dx.doi.org/10.4324/9781315882109-3.

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J. Wallin, Jason. "To Die Well." In Expanding Curriculum Theory. 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. Routledge, 2016. http://dx.doi.org/10.4324/9781315882109-5.

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Livingston, Donald. "Cracking the Dish." In Expanding Curriculum Theory. 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. 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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Lopez, Blake R., and Victor M. Zavala. "Analysis of Chemical Engineering Curricula Using Graph Theory." In Foundations of Computer-Aided Process Design. PSE Press, 2024. http://dx.doi.org/10.69997/sct.190804.

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Chemical engineering is a highly complex interconnected major. Just as chemical engineers have broken complex processes into unit operations, the chemical engineering curriculum has been broken up into courses. The organization of these courses vary among institutions and are based on years of prior teachings and research. Despite this, there have been calls to revaluate the curriculum from both industry and academia. We propose a graph-based representation of curricula in which topics are represented by nodes and topic dependencies are represented by directed edges forming a directed acyclic graph. This enables using graph theory measures and tools to provide formal ways of evaluating a curriculum. Additionally, the abstraction is readily understandable meaning conversations between instructors regarding the curriculum can occur within a department and even across institutions. This abstraction is explained with a simplified curriculum and applied to the undergraduate chemical engineering curriculum at University of Wisconsin-Madison. Highly and lowly connected topics are identified and approaches for grouping the topics into modules are discussed.

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Chen, John, Chen Dun, and Anastasios Kyrillidis. "Fast FixMatch: Faster Semi-Supervised Learning with Curriculum Batch Size." In 2024 IEEE International Symposium on Information Theory (ISIT). IEEE, 2024. http://dx.doi.org/10.1109/isit57864.2024.10619518.

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

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Peltsverger, Svetlana. "Maintaining balance between theory and practice in information security courses." In the 2011 Information Security Curriculum Development Conference. 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. 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. ACM, 2019. http://dx.doi.org/10.1145/3349266.3351353.

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Martins, Maria Eduarda, Yuska Aguiar, and Juliana Saraiva. "Assessment of Competences for LGPD DPO through ANPD Standard and Information Systems Curriculum." In Simpósio Brasileiro de Sistemas de Informação. Sociedade Brasileira de Computação, 2025. https://doi.org/10.5753/sbsi.2025.246585.

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Context: The General Data Protection Law (LGPD) in Brazil formalized the Data Protection Officer (DPO) role, demanding professionals to ensure compliance, governance, and data security. This emphasizes the alignment between legal, technical, and governance competences, creating a critical need for academic preparation. Problem: The absence of a defined standard for DPO training creates challenges in adequately preparing professionals. Specifically, there is a lack of integration between the competences outlined by the National Data Protection Authority (ANPD) and the Information Systems (IS) programs’ curricula. Solution: This study maps the competences required by the ANPD for DPOs and evaluates the adherence of a public university’s IS curriculum to these competences, grouping them into broader categories to enhance alignment. IS Theory: Grounded in the Competence-Based Theory, the study aligns professional skills with regulatory and organizational demands, through the CHA Theory. Method: Using a qualitative, descriptive approach, the research applied content analysis to IS curricular components and ANPD standards. Competences were categorized and their curriculum coverage assessed. Results: The study identified 12 competences, grouped into 5 categories, with strong emphasis on governance, security, and communication. Gaps in legal and contractual aspects were noted. Contributions to IS: The study offers a framework to align IS curricula with regulatory and professional DPO requirements, supporting academic institutions in integrating multidisciplinary content. Impact on IS: This research bridges the gap between academia and the market, fostering professionals equipped to address challenges in data governance, security, and compliance, strengthening IS programs’ relevance in data protection.

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Aissa, Wafa, Marin Ferecatu, and Michel Crucianu. "Curriculum Learning for Compositional Visual Reasoning." In 18th International Conference on Computer Vision Theory and Applications. SCITEPRESS - Science and Technology Publications, 2023. http://dx.doi.org/10.5220/0011895400003417.

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Reports on the topic "Curriculum theory"

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Kwek, Dennis Beng Kiat. A theory-driven synthesis and evaluation of NIE curriculum and pedagogical innovation and reform research. National Institute of Education, Nanyang Technological University, Singapore, 2022. https://doi.org/10.32658/10497/29671.

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There have been increasing calls to determine the impact of educational research in Singapore. "What works" is a key question that has been asked of many programmatic interventions and innovations that attempts to change or improve particular aspects of teaching, schooling and learning. This Start-Up Grant (SUG) application sought to use theory-driven evaluation (TDE) approaches on an important research niche area in NIE- curriculum and pedagogical innovation and reform (CPIR) research. It builds on the understanding of casual mechanisms developed in realist synthesis approaches to evaluate and synthesis CPIR research conducted by NIE.

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Chuulu, Yvonne M., Smith K. Bweupe, Ing’utu A. Kalumiana, Barbara M. Kasonde, and Mathews Musonda. Increasing Access to Open Schooling through an e-Learning Intervention: A Case Study from Zambia. Edited by Tony Mays. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5223.

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During 2019–21, the Ministry of General Education in Zambia piloted an open and innovative schooling (OIS) programme. It used an e-learning model that involved developing and sharing curriculum-based open educational resources (OER) to supplement other teaching and learning processes. The resources could be accessed through both online and offline means. The programme was implemented in 15 centres that supported distance learners and five schools where traditional face-to-face learning took place. A tracer study was conducted among learners, teachers and head teachers who participated in the programme. The study was informed by a diffusion of innovation (DOI) theory perspective, and a mixed methods approach was used. The findings showed that while the e-learning strategy employed was partially successful in expanding and enriching learning opportunities, several systemic, infrastructural and capacity issues must be addressed before the pilot can be effectively scaled.

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Kataeva, Natalya, Natalia Naronova, and Kristina Golitsyna. E-learning course "Bioorganic chemistry". Федеральное государственное бюджетное образовательное учреждение высшего образования "Уральский государственный медицинский университет" Министерства здравоохранения Российской Федерации, 2024. https://doi.org/10.12731/er0857.12122024.

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The electronic training course ""Organic Chemistry"" was created as an auxiliary resource to accompany the curriculum of bioorganic chemistry for the specialties of Medical and Preventive Care. The purpose of studying the course is to form ideas about the spatial structure, reactivity of bioorganic substances and their biological significance for the most important processes in human life. Course objectives: formation of knowledge about the structure of the main classes of bioorganic compounds; formation of skills in writing the main chemical reactions of bioorganic compounds; formation of skills in qualitative and quantitative reactions for the analysis of various classes of bioorganic compounds; formation of experimental skills necessary in future professional activities. The course labor intensity is 108 hours. The course consists of 3 didactic units. Each topic of the course ""Organic Chemistry"" contains theoretical material, a training test to check the assimilation of the theory, and a final test. Each final test on the topic is equivalent to a control event according to the point-rating system. Laboratory work consists of a video file and a video test. In this way, laboratory work is carried out and the assimilation of theoretical and practical material is monitored.

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

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The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.

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McHugh, Grainne, Aidan Clerkin, Rachel Perkins, and Rachel Cunningham. An in-depth analysis of the relative strengths and weaknesses of students in Ireland in mathematics and science in TIMSS 2019. Educational Research Centre, 2024. http://dx.doi.org/10.70092/2091319.0724.

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This report draws on the Trends in International Mathematics and Science Study (TIMSS) 2019 data to explore the areas in mathematics and science where students in Ireland perform particularly strongly and areas where they do less well. It is aimed at informing the work of teachers, school leaders, teacher educators, and curriculum developers in Ireland. It describes, in detail, the performance of Fourth Class (primary) and Second Year (post-primary) students on a range of mathematics and science topics and on specific test items which are shown as presented to students in the test. Students’ performance is discussed with reference to relevant aspects of the Irish curricula for mathematics and science, and to international comparisons of student performance. The findings presented here build on previous findings from TIMSS 2019 in Ireland by providing a detailed examination of Fourth Class and Second Year students’ performance on the TIMSS content domains and, for the first time in detail, on their constituent subdomains and topic areas.

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Weninger, Csilla, Suzanne S. Choo, Guangwei Hu, Patrick Williams, and Katy Hoi-Yi Kan. Media literacy in the teaching of English in Singapore. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22725.

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Given the extraordinary pace at which especially new media technologies have developed in the last five to ten years, as well as the unprecedented amount of leisure time youth spend engaging with media such as television, Facebook, or games, there has been greater recognition by scholars, educators, and policymakers of the importance of incorporating media education and media literacy in schools and curricula. Current curricular approaches have moved away from a protectionist rationale toward a concern with supporting youth to become active media users (Buckingham, 2002). This shift towards recognizing youth’s agentive role particularly through digital social media has also led to a focus in media literacy programs on both production and consumption; in other words, fostering youth’s critical and reflective capacities in relation to both their consumption and production of media texts/content. Learner-centered pedagogies that draw on students’ everyday understanding, experience, and use of media in and out of school are advocated (Hobbs, 2011b). Recognizing and building on students’ media experiences is a key principle of media literacy curricula that aim to empower students to become active, reflective, and critical users of contemporary media.

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Voutilainen, M. Mariah, and Crystal Green. Spotlight on Gamified Curricula. HundrED, 2024. http://dx.doi.org/10.58261/ikck1648.

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Given its potential for motivating and engaging learners and teachers alike, HundrED and partner Supercell teamed up with the aim of bringing attention to and curating education innovations that gamify curricula. Our assertion is that gamification should be used more systematically; it has the potential to foster innovative learning environments for young people aged 16-25, especially those from marginalised backgrounds, often difficult for the gaming industry to reach. Our search for and identification of 10-15 impactful and scalable education innovations fulfilling the Spotlight criteria revealed that additional supports are necessary for the successful gamification of curricula. We highlight specific challenges, including the lack of systems modelling that can serve as guidance for educators and administrators interested in implementing gamification in their classrooms and schools. We learned from the selected innovators that gamification puts learners at the centre of their own experience, valuing their ideas and goals and engaging them in discovery. From setting the stage for developing real-world solutions to very imminent problems, or realising they have the ability to start their own business, young people can find their place and grow a mindset of lifelong learning through gamified curricula.

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Greenwood, Reggie, and Meghana Dharma Reddy. Electrification of Illinois Transit: Bridging the Gap with Heavy-Duty Technician Training Initiatives. Illinois Center for Transportation, 2024. http://dx.doi.org/10.36501/0197-9191/24-016.

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This report examines the evolving landscape of technician training in Illinois’ transit industry, with a particular focus on electric vehicle (EV) technology. The report aims to identify the current challenges, explore collaborative training initiatives between community colleges and transit agencies, and provide actionable recommendations to the Illinois Department of Transportation (IDOT). The research methodology involved a comprehensive review of training programs at Illinois community colleges. Additionally, the researchers conducted interviews with key Illinois transit agencies to understand their training challenges and needs. The study also analyzed successful EV training models and partnerships between educational institutions and the transit industry. The study found that community colleges are pioneering in developing EV training programs, while transit agencies face significant challenges in adapting to new technologies due to a reliance on equipment suppliers for training. Collaborative efforts between colleges and transit agencies show potential in developing more comprehensive training programs. However, there is a need for more standardized curricula and better-equipped training facilities. To address these challenges, the report recommends that IDOT support the standardization of EV technician training curricula. IDOT should also facilitate the provision of advanced training equipment to community colleges. Additionally, IDOT should support the establishment of a pilot specialized regional training center at Heartland Community College. This initiative will advance the quality of EV training and serve as a model for subsequent centers across the state. The insights from this report are intended to guide policy development and bolster the collaborative efforts of educational institutions and transit authorities in nurturing a workforce skilled in technology. This endeavor aims to synchronize training programs and curricula across institutions, fostering a cohesive and continuous educational pathway. The collaboration is set to cultivate an extensive partnership among community colleges and with transit agencies that develop standardized curriculum with needed training equipment and apprenticeships.

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Green, Crystal, and Lauren Ziegler. The Messy Middle. HundrED, 2023. http://dx.doi.org/10.58261/kgic1847.

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In the last decade, HundrED has collaborated and learned from a diverse global community of innovators, educators, school leaders, and other stakeholders in over 100 countries. This paper begins to address questions from our research agenda, particularly those related to the complex process of innovation implementation at scale. We define the messy middle as the phase marked by complexity and uncertainty that occurs after an innovation has been tested and validated but before it has been institutionalised as part of standard practice in a classroom, school, or system. Following Rogers’ diffusion theory, we understand implementation asputting an innovation into use as part of multiple decision-making processes by teachers, schools, and organisations that move an innovation toward institutionalisation. We examine five diverse cases to delve into the complexities of the messy middle. These are (1) HundrED’s Tailor-Made collaboration with Helsinki EducationDivision in Finland, which introduced two wellbeing innovations from international contexts into the primary school curriculum (2) HundrED’s Tailor-Made collaboration with the Parents as Allies project in the U.S., led by the non-profit organisation Kidsburgh, that supports schools and families to co-design innovative solutions that promote family engagement (3) Teaching at the Right Level (TaRL), an approach to learning that groups students according to their learning levels rather than age or grade. We explore implementation in countries in sub-Saharan Africa (4) Geneva Global’s Speed School and Luminos Fund’s Second Chance, two accelerated learning programs, and whose implementation in Ethiopia is the focus of our case (5) Sapieduca, a classroom-level, gamified application in Brazil initially developed to increase student engagement. These cases reveal that the messy middle involves learning by doing in a sense-making process of understanding the who, why, what and how of an innovation in practice.

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Belokonova, Nadezhda, Elena Ermishina, Natalya Kataeva, Natalia Naronova, and Kristina Golitsyna. E-learning course "Chemistry". SIB-Expertise, 2024. http://dx.doi.org/10.12731/er0770.29012024.

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The electronic training course ""Chemistry"" was created as an auxiliary resource to accompany the chemistry curriculum for the specialties of General Medicine, Pediatrics, and Dentistry. The purpose of studying the course is to form ideas about the structure and transformations of organic and inorganic substances that underlie life processes and influence these processes, in direct connection with the biological functions of these compounds. Course objectives: - formation of knowledge and skills about the basic laws of thermodynamics and bioenergy; about the structure and chemical properties of bioorganic compounds and their derivatives; - formation of knowledge necessary when considering the physical and chemical essence of processes occurring in the human body at the molecular and cellular levels; - developing the ability to carry out, when necessary, calculations of the parameters of these processes, which will allow a deeper understanding of the functions of individual systems of the body and the body as a whole, as well as its interaction with the environment; - training of a specialist who has a sufficient level of knowledge, skills, abilities, and is able to think independently and be interested in research work. The labor intensity of the course is 108 hours. The course consists of 3 didactic units. Each course topic contains theoretical material, a practice test to test your understanding of the theory, and a final test. Each final test on a topic is equivalent to a control event according to a point-rating system. Laboratory work is presented in the form of a video file and a test for it. In this way, an electronic form of completing a report for laboratory work is carried out. The materials presented in the course can be used by teachers as basic when testing students or as additional to those methodological developments that are currently used at the department.

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