Relevant bibliographies by topics / Development and evaluation of curriculum

Academic literature on the topic 'Development and evaluation of curriculum'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Development and evaluation of curriculum"

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Betkerur, Jayadev. "Curriculum Development and Dermatology Training." Nepal Journal of Dermatology, Venereology & Leprology 15, no. 1 (August 16, 2017): 5–11. http://dx.doi.org/10.3126/njdvl.v15i1.18044.

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Curriculum is an integral part of any educational cycle. Curriculum development is a systematic process involving designing, implementing , evaluating and redesigning. There are different types of curriculums being practiced by institutions. Subject based curriculum is a widely used but competency based curriculum is the best. There is an urgent need to have relook at the existing curriculum as it is beset with many problems. The faculty development (FD) is one factor affecting curriculum development. We need to identify the other issues and address them. Presently Dermatology postgraduate training is more concentrated in imparting more knowledge based learning. Acquiring and assessing skills not included in the program.The curriculum is decades old and does not address the present needs. The classification of diseases can be modified. Evaluation methods have to be structured to assess knowledge and skill. Dermatosurgery, dermatotherapeutics and cosmetic dermatology needs to be added to the curriculum. The teachers , institutions and regulatory authorities to plan strategies to bring about these changes to present to the society a knowledgeable, skillfull,sensitive and ethically correct.
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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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Kinzie, Mable B., Jessica Vick Whittaker, Pat Mcguire, Youngju Lee, and Carolyn Kilday. "Research on Curricular Development for Pre-Kindergarten Mathematics and Science." Teachers College Record: The Voice of Scholarship in Education 117, no. 7 (July 2015): 1–40. http://dx.doi.org/10.1177/016146811511700705.

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Background/Context As increasing attention is paid to preparing students to succeed in school, the development and adoption of research-based curricula have become progressively more important. However, many curricular designs lack a basis in scientific evidence; research and curricular design are frequently treated as two separate enterprises. Purpose/Objective In this paper, we present the Research on Curriculum Design (RCD) model, first advanced by Clements in 2007, with results from its application to the design and iterative development of pre-kindergarten mathematics and science curricula. Research Design RCD is an example of design-based research, with the additional specific goals of the production of an effective curriculum and the evolution of theoretical guidelines to inform future curricular designs. Our implementation spanned two years and involved iterative development and testing of two, year-long curricula. Findings/Results Application of RCD methods informed our understandings of the target population, the knowledge and skills to be developed, and the theoretical and research-based models that guided the designs. Subsequent iterative development and evaluation in five pre-K classrooms enabled refinement of the curricular design, as well as the evolution of design guidelines useful for informing future curriculum development efforts. A culminating test of the resulting curricula in eight pre-K classrooms suggests the success of the RCD approach, yielding high-quality, high-fidelity teacher implementation, with teacher fidelity and curricular dosage predicting students’ mathematics learning gains across the year. Conclusions/Recommendations Results support the value of the RCD model for achieving research-based curricula that have the potential to effectively support teachers in their practice and positively impact children's early learning.
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Fromme, H. Barrett, Shari A. Whicker, Steve Paik, Lyuba Konopasek, Jennifer L. Koestler, Beverly Wood, and Larrie Greenberg. "Pediatric Resident-as-Teacher Curricula: A National Survey of Existing Programs and Future Needs." Journal of Graduate Medical Education 3, no. 2 (June 1, 2011): 168–75. http://dx.doi.org/10.4300/jgme-d-10-00178.1.

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Abstract Background We conducted a national survey of US pediatric program directors to explore the current status, content, and teaching methods of Resident-as-Teacher (RAT) curricula. The purposes of the survey were to (1) determine the level and method of evaluation of such curricula, and (2) assess the need for a national curricular resource in this area. Methods A survey was sent to US pediatric program directors that asked questions regarding demographics, support, design, development, content, and evaluation of RAT curricula, as well as existing needs and desires for RAT curricular resources. Results Sixty-two percent of pediatric program directors completed our survey. Eighty-seven percent have a formal RAT curriculum, but more than 50% allocate 10 hours or less to it during residency. The primary teaching modalities are lectures and workshops. Content areas include feedback, in-patient teaching, communication skills, case-based teaching, role modeling, evaluation, leadership skills, 1-minute preceptors, teaching/learning styles, professionalism, and small-group teaching. Sixty-three percent of programs report evaluating their curricula, but only 27% perceive their program to be very/extremely effective. Nearly all respondents expressed interest in a national RAT curriculum, preferring web-based modules for dissemination. Conclusions Despite an Accreditation Council for Graduate Medical Education requirement for a RAT curriculum, some pediatrics programs still lack one, and some consider their program only moderately effective. A wealth of curricular material exists across programs, which could be shared nationally. Establishing a national RAT curriculum would offer programs resources to meet educational mandates and the ability to tailor programs to best fit their own program needs.
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Olson, Ardis L., Jerold Woodhead, Roger Berkow, Nancy M. Kaufman, and Susan G. Marshall. "A National General Pediatric Clerkship Curriculum: The Process of Development and Implementation." Pediatrics 106, Supplement_1 (July 1, 2000): 216–22. http://dx.doi.org/10.1542/peds.106.s1.216.

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Objective. To describe a new national general pediatrics clerkship curriculum, the development process that built national support for its use, and current progress in implementing the curriculum in pediatric clerkships at US allopathic medical schools. Curriculum Development. A curriculum project team of pediatric clerkship directors and an advisory committee representing professional organizations invested in pediatric student education developed the format and content in collaboration with pediatric educators from the Council on Medical Student Education in Pediatrics (COMSEP) and the Ambulatory Pediatric Association (APA). An iterative process or review by clerkship directors, pediatric departmental chairs, and students finalized the content and built support for the final product. The national dissemination process resulted in consensus among pediatric educators that this curriculum should be used as the national curricular guideline for clerkships. Monitoring Implementation. Surveys were mailed to all pediatric clerkship directors before dissemination (November 1994), and in the first and third academic years after national dissemination (March 1996 and September 1997). The 3 surveys assessed schools' implementation of specific components of the curriculum. The final survey also assessed ways the curriculum was used and barriers to implementation. Outcomes. The final curriculum provided objectives and competencies for attitudes, skills, and 18 knowledge areas of general pediatrics. A total of 216 short clinical cases were also provided as an alternative learning method. An accompanying resource manual provided suggested strategies for implementation, teaching, and evaluation. A total of 103 schools responded to survey 1; 84 schools to survey 2; and 85 schools responded to survey 3 from the 125 medical schools surveyed. Before dissemination, 16% of schools were already using the clinical cases. In the 1995–1996 academic year, 70% of schools were using some or all of the curricular objectives/competencies, and 45% were using the clinical cases. Two years later, 90% of schools surveyed were using the curricular objectives, 88% were using the competencies, 66% were using the clinical cases. The extent of curriculum use also increased. Schools using 11 or more of the 18 curriculum's knowledge areas increased from 50% (1995–1996) to 73% (1996–1997). Conclusion. This new national general pediatric clerkship curriculum developed broad support during its development and has been implemented very rapidly nationwide. During this period the COMSEP and the APA have strongly supported its implementation with a variety of activities. This development and implementation process can be a model for other national curricula.
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Soomro, Rufina, Sheeraz Ur Rehman, Sobia Ali, and Judy McKimm. "Using the ‘Twelve tips for applying change models’ for undergraduate medical curriculum reform in Pakistan: Incorporating a new Trauma Evaluation and Management TEAM® course." MedEdPublish 12 (April 22, 2022): 29. http://dx.doi.org/10.12688/mep.17507.1.

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Background: Trauma evaluation and management skills are not taught enough in medical school undergraduate curriculums worldwide. It has been recommended by trauma educators to incorporate trauma training in medical schools’ curriculum as first-line management of trauma cases is usually required by junior doctors in ERs. The introduction of formal trauma training in the form of the Trauma Evaluation and Management TEAM® course is a change introduced into the curriculum. Even when introducing such a simple change, certain factors need to be considered including the stakeholders’ apprehensions and involvement, the complexity of the internal and external environment, cultural context and political influences, and finally the psychological impact of change. Methods: Based primarily on the “Twelve tips for applying change models to curriculum design, development and delivery” by McKimm and Jones (2018), these 12 tips provide educators, involved in curriculum or program development, a practical example of the systematic and organized outlines to improve medical curricula. Results & Conclusions: While addressing these factors, this framework can guide educators for the successful development and implementation of a suggested change in the existing curriculum.
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Soomro, Rufina, Sheeraz Ur Rehman, Sobia Ali, and Judy McKimm. "Using the ‘Twelve tips for applying change models’ for undergraduate medical curriculum reform in Pakistan: Incorporating a new Trauma Evaluation and Management TEAM® course." MedEdPublish 12 (August 5, 2022): 29. http://dx.doi.org/10.12688/mep.17507.2.

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Background: Trauma evaluation and management skills are not taught enough in medical school undergraduate curriculums worldwide. It has been recommended by trauma educators to incorporate trauma training in medical schools’ curriculum as first-line management of trauma cases is usually required by junior doctors in ERs. The introduction of formal trauma training in the form of the Trauma Evaluation and Management TEAM® course is a change introduced into the curriculum. Even when introducing such a simple change, certain factors need to be considered including the stakeholders’ apprehensions and involvement, the complexity of the internal and external environment, cultural context and political influences, and finally the psychological impact of change. Methods: Based primarily on the “Twelve tips for applying change models to curriculum design, development and delivery” by McKimm and Jones (2018), these 12 tips provide educators, involved in curriculum or program development, a practical example of the systematic and organized outlines to improve medical curricula. Results & Conclusions: While addressing these factors, this framework can guide educators for the successful development and implementation of a suggested change in the existing curriculum.
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Mastrogiannis, Demos. "Curriculum Development and Evaluation in Nursing." Nurse Education in Practice 13, no. 6 (November 2013): e49. http://dx.doi.org/10.1016/j.nepr.2013.09.008.

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Roseni, Emilda, and Alnida Koroshi-Shano. "Teachers’ Professional Development Affects Students’ Effective Evaluation." Academic Journal of Interdisciplinary Studies 10, no. 5 (September 5, 2021): 340. http://dx.doi.org/10.36941/ajis-2021-0143.

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This research paper aims to provide a summary based on the scientic findings of the study and to present the respective recommendations. The issues addressed in this study relate to the effect that teachers’ professional development has in the assessment component of the foreign language curriculum and effective evaluation of the students. In the study analysis, an important role in evaluating teachers' opinions regarding the evaluation component in the foreign language curriculum is devoted to analytical analysis through factor analysis, Alpha coefficient measurement, construction of multiple linear regression equation, various tests etc. This is due to the fact that the conclusions of this study are as clear and complete as possible to simultaneously fulfil the "gap" of information on this topic. This research is based on the evidence collected from 260 foreign language teachers interviewed.Three research questions were built to obtain the opinion of teachers on assessment, training, qualification and experience issues in the foreign language curriculum. Among the conclusions drawn in this paper, it seems that the evaluation element in the Core Curriculum is present and like other previously analyzed documents, valuable guidelines are given although general and repetitive from one manual to another. Even the element of measurement begins to appear crystallized, offering an interesting and necessary optics that separate and unite measurement from evaluation. Received: 9 April 2021 / Accepted: 27 July 2021 / Published: 5 September 2021
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Sefer, Jasmina. "A model for curriculum development and student evaluation." Zbornik Instituta za pedagoska istrazivanja, no. 34 (2002): 79–95. http://dx.doi.org/10.2298/zipi0204079s.

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The paper outlines theoretical foundations for investigations to be conducted in our education, based on USA (DISCOVERY) and Yugoslav (CREATIVITY) previous projects that dealt with developing, investigating and evaluating (a) abilities of creative problem solving within seven types of intelligence after the Gardner model and (b) curriculum that provides and encourages the development of those abilities. Divergent thinking and creativity in all spheres of intellectual behavior in teaching are encouraged by introducing open-type questions, play, exploring activities and multimedia integrative-interdisciplinary thematic approach to problem solving. Multiple intelligence and a dimensional model of problem solving present theoretical foundations for curriculum development and a new qualitative approach to process evaluation of student's various abilities. Investigations should make provisions for comparing the results obtained in various cultures and for integrating best solutions into a common whole. Comparing the results of cultures and testing theoretical models and instruments for the evaluation of students are the outcomes essential to the science of pedagogy. Curriculum development oriented to problem and divergent thinking in different areas, intellectual functioning, and enrichment of the choice of instruments for multiple process evaluation of students can also significantly contribute to the current reform of Yugoslav school, development of student abilities and teacher education and in-service training.
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Dissertations / Theses on the topic "Development and evaluation of curriculum"

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Mokua, Beauty. "An evaluation of the curriculum development role of teachers as key agents in curriculum change / B. Mokua." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4863.

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Curriculum development and change poses a range of challenges with regard to curriculum role teachers are to play when such a change takes place. The purpose of this study was to investigate the curriculum development role of teachers as key agents in curriculum change. In evaluating the curriculum development role of teachers as key agents of change, it was imperative to look at the curriculum development role with regard to the development phases and the seven roles as outlined in the Revised National Curriculum Statement and it became evident that there was a need to make certain as to whether teachers were empowered for their curriculum development role by looking at their level of empowerment. This investigation was prompted by school teachers who were and are de–motivated and lack direction as to what their actual role is in curriculum development for the changing curriculum in South Africa is. The literature study established the importance of teacher development in the South African context. Curriculum development or change as variously defined, relates to teachers' knowledge, skills, attitudes and values in reaching the aim of teaching and learning. In investigating the problem at hand, it was imperative to look at the methodology that would best suit the problem. A qualitative approach was selected where focus group interviews were administered at four schools in the district. It was established that the role which teachers play as curriculum developers in the changing curriculum of South Africa is pivotal and that change cannot be successfully attained if teachers' roles are not clear and if teachers' development is not initiated before and during change process and curriculum development. This research therefore draws a conclusion that teacher involvement and development in curriculum development is imperative if South Africa is to realize its education goals.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.
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Bunting, Tia Wheatley. "Development and evaluation of a technology integrated social skills curriculum." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 188 p, 2009. http://proquest.umi.com/pqdweb?did=1818417611&sid=3&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Moldovan, Russel John. "Blanchard Church of Christ handbook a curriculum development and evaluation /." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Alger, Megan W. "Evaluating early numeracy skills in preschool children| A program evaluation of rural Head Start classrooms." Thesis, Alfred University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714783.

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Early numeracy skills are a critical component of daily preschool instruction, according to the National Council of Teachers of Mathematics (NCTM; 2002); however, there is variability in how mathematics-driven instruction is implemented in the preschool classroom (Graham, Nash, & Paul, 1997; Brown, Malfese, & Molfese, 2008). Research indicates that children from low income backgrounds who qualify for Head Start programs do not make comparable growth in early numeracy skill development when compared to children from higher SES levels (Puma, et. al., 2012). The objective of this dissertation was to evaluate a selected mathematics curriculum utilized by the Happy Faces Head Start1 program, after program data indicated that children’s mathematics achievement was below established targets (Happy Faces Head Start, 2012). Results indicated that the curriculum, Mathematics: A Creative Curriculum Approach, which was implemented in rural Head Start classrooms did not show significant gains in math skills compared to children in the control group.

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Leonard, D. A. "Using evaluation to aid the promotion and dissemination of curriculum development." Thesis, University of Exeter, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355369.

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Cottle, Katherine. "Effective MUGs| A Grammar Curriculum for Basic Writers." Thesis, University of Delaware, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13427448.

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The purpose of this study was to design a grammar curriculum that could help college age students in basic writing classes to identify and correct grammatical errors in their own writing. After reviewing literature in best practices in grammar instruction as well as other kinds of instructional best practices, the grammar curriculum, Effective MUGs (MUGs stands for mechanics, usage, and grammar), takes advantage of these best practices including sentence combining, sentence revision, sentence creation, grammar in context, strategies instruction, and Bring Your Own Device (BYOD). The study was designed to measure how effective the grammar curriculum was (by examining student writing in essays as well as grammar exercises), how students used tools in the curriculum (by examining results from cognition labs), and how students and instructors perceived the curriculum (through interviews). The data on student grammatical error from this study must be viewed with reservations because of the lack of statistical significance. The most significant findings were qualitative and offered insight into the strengths of the Effective MUGs curriculum as well as which aspects that need revision. Both students and instructors thought that the gradual release of strategies instruction was one of the most effective tools and they both enjoyed using BYOD in conjunction with Google Docs. Students were most challenged by subject-verb identification and feeling confident about use of unfamiliar sentence elements; instructor interviews confirmed these student challenges. The data from the study will prompt revision to the curriculum as well as enhanced professional development.

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Teraoka, Rie. "Developing a Curriculum Evaluation Model for the English Language Center at Brigham Young University." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3481.pdf.

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Alsubhi, Alaa. "Saudi Science Teachers’ Perceptions of the Effectiveness of the Saudi Arabian Ministry of Education’s Professional Development Program." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1595162069501287.

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Cheng, Wing-kei Joe. "Curriculum evaluation of a pilot project for senior secondary students in a school for social development." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37315729.

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Cheng, Wing-kei Joe, and 鄭永基. "Curriculum evaluation of a pilot project for senior secondary studentsin a school for social development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37315729.

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Books on the topic "Development and evaluation of curriculum"

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Tyler, Ralph Winfred. Education: Curriculum development and evaluation. Berkeley, Calif: University of California, 1987.

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Curriculum development and evaluation in nursing. Philadelphia: Lippincott Williams & Wilkins, 2006.

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Curriculum development and evaluation in nursing. New York: Springer Publishing Company, 2015.

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Keating, Sarah B. Curriculum development and evaluation in nursing. Philadelphia: Lippincott Williams & Wilkins, 2006.

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N, Casey Jennifer, and Upton Rachel E, eds. Educational curricula: Development and evaluation. New York: Nova Science Publishers, 2008.

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Inyang-Abia, M. E. Curriculum development and evaluation in environmental education. Yaba, Lagos: Published by Macmillan Nigeria Publishers for Nigerian Conservation Foundation, 1995.

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Keating, Sarah B., and Stephanie S. DeBoor, eds. Curriculum Development and Evaluation in Nursing Education. New York, NY: Springer Publishing Company, 2017. http://dx.doi.org/10.1891/9780826174420.

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British Columbia. Ministry of Education. Evaluating mathematical development across curriculum. [Victoria, BC]: The Ministry, 1995.

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DeBoor, Stephanie Stimac, ed. Keating’s Curriculum Development and Evaluation in Nursing Education. 5th ed. New York, NY: Springer Publishing Company, 2021. http://dx.doi.org/10.1891/9780826186867.

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Hunter, Judi. Development and evaluation of the "Thinking with LOGO" curriculum. Edmonton, Alta: Alberta Education, 1987.

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Book chapters on the topic "Development and evaluation of curriculum"

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Madaus, George F., and Daniel L. Stufflebeam. "New Dimensions in Curriculum Development." In Educational Evaluation: Classic Works of Ralph W. Tyler, 201–7. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2679-0_7.

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Mackey, Amanda B., and Allan Tasman. "Psychiatric Residency Curriculum: Development and Evaluation." In Teaching Psychiatry, 77–96. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9780470974544.ch7.

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Eckstein, Grant, Norman W. Evans, K. James Hartshorn, and Benjamin L. McMurry. "Evaluation of Process and Product." In Curriculum Development for Intensive English Programs, 223–51. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003306122-11.

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Guardado, Martin, and Justine Light. "Implementation and Evaluation: Bringing the Plan to Life." In Curriculum Development in English for Academic Purposes, 85–101. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47468-3_5.

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Thistlethwaite, Jill E. "Curriculum Development in Interprofessional Education in Health." In Development, Implementation and Evaluation of Curricula in Nursing and Midwifery Education, 211–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78181-1_12.

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Huss, Norma May, Maud Huynen, Carmen Álvarez-Nieto, Janet Richardson, and Isabel M. López-Medina. "Embedding Sustainability in the Nursing Curriculum." In Development, Implementation and Evaluation of Curricula in Nursing and Midwifery Education, 193–210. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78181-1_11.

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Rodríguez-Cisneros, L., N. Galárraga, E. Rodríguez, A. Pérez, and L. Chiliquinga. "Evaluation of the Curriculum in Higher Education: Application Experience." In Innovation and Research - A Driving Force for Socio-Econo-Technological Development, 153–59. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11438-0_13.

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Schneider, Kordula, Heidi Kuckeland, and Christoph Hamar. "A Curriculum on the Basis of Qualification Research." In Development, Implementation and Evaluation of Curricula in Nursing and Midwifery Education, 35–59. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78181-1_3.

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Pozzi, Francesca, Marcello Passarelli, Flavio Manganello, Serena Alvino, Fracesca Maria Dagnino, Barbara Mazzarino, Loredana Sasso, et al. "Development of a European Curriculum for Family and Community Nurses." In Development, Implementation and Evaluation of Curricula in Nursing and Midwifery Education, 169–91. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78181-1_10.

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Herinckx, Heidi, Christine A. Tanner, and Paula Gubrud-Howe. "Evaluation of the Oregon Consortium of Nursing Education (OCNE) Curriculum." In Development, Implementation and Evaluation of Curricula in Nursing and Midwifery Education, 123–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78181-1_8.

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Conference papers on the topic "Development and evaluation of curriculum"

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Crowe, David, and Wasim A. Al-Hamdani. "System evaluation lifecycle." In the 2012 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2390317.2390327.

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Srpak, Dunja, László Fülöp, and György Elmer. "EVALUATION OF THE INTERDISCIPLINARY CURRICULUM FOR NZEB." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1255.

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Williams, Imano, and Xiaohong Yuan. "Evaluating the effectiveness of Microsoft threat modeling tool." In INFOSECCD '15: Information Security Curriculum Development Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2885990.2885999.

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Jiles, D. C. "Vertically integrated engineering design for combined research and curriculum development in materials engineering and nondestructive evaluation." In QUANTITATIVE NONDESTRUCTIVE EVALUATION. AIP, 2002. http://dx.doi.org/10.1063/1.1473043.

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Wang, Min, Xiaochen Wang, and Yang Gao. "MULTIMODALITY IN ACADEMIC WRITING CURRICULUM: FROM THE DESIGN TO THE EVALUATION." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1009.

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Matis, Timothy, Linda Ann Riley, and James Matis. "Integrating Technologically-Based Laboratory Modules into the Stochastic Processes Curriculum." In Curricular Development in Statistics Education. International Association for Statistical Education, 2004. http://dx.doi.org/10.52041/srap.04202.

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This paper describes a new and innovative approach to the instruction of applied stochastic processes at institutions of higher education and a method for introducing this topic to K-12 students for pre-course motivation. This approach consists of incorporating laboratory modules via digital video media that present real-world applications of stochastic processes into coursework. The modules engage the students in problem solving, thereby creating a conceptual framework for learning the subject. The pedagogy behind this instructional approach and module content is described in this paper. Preliminary evaluations are presented for assessment purposes from a pilot implementation of the modules at the collegiate level.
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Vitols, Gatis, Irina Arhipova, and Liga Paura. "Engineering study program compliance evaluation to guidelines for software engineering curriculum." In 18th International Scientific Conference Engineering for Rural Development. Latvia University of Life Sciences and Technologies, 2019. http://dx.doi.org/10.22616/erdev2019.18.n328.

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Yuan, Dan, and Hui Ming. "Utilizing Improved Analytic Hierarchy Process for Multiple Evaluation of Practical Curriculum." In ICEDS'22: 2022 3rd International Conference on Education Development and Studies. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3528137.3528152.

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Price, Edward, Fred Goldberg, Stephen J. Robinson, Danielle Harlow, Michael McKean, Steven Keene, and Kornel Czarnocki. "Development and Evaluation of a Large-Enrollment, Active-Learning Physics Curriculum." In 2013 Physics Education Research Conference. American Association of Physics Teachers, 2014. http://dx.doi.org/10.1119/perc.2013.pr.059.

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Goldberg, Fred, Edward Price, Danielle Harlow, Steve Robinson, Rebecca Kruse, Michael McKean, Chandralekha Singh, Mel Sabella, and Sanjay Rebello. "Development and evaluation of large-enrollment, active-learning physical science curriculum." In 2010 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2010. http://dx.doi.org/10.1063/1.3515185.

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Reports on the topic "Development and evaluation of curriculum"

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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Hsu, Stephen M. Wind energy curriculum development at GWU. Office of Scientific and Technical Information (OSTI), June 2013. http://dx.doi.org/10.2172/1082756.

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McGowan, Jon G., James F. Manwell, and Matthew A. Lackner. Offshore Wind Energy Systems Engineering Curriculum Development. Office of Scientific and Technical Information (OSTI), December 2012. http://dx.doi.org/10.2172/1233555.

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Miller, Ruth Douglas. Curriculum Development in Sustainable Electric Power Generation. Office of Scientific and Technical Information (OSTI), August 2012. http://dx.doi.org/10.2172/1258774.

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Hooper, James W., and Akhtar Lodgher. Ada-Based Software Engineering: Undergraduate Curriculum Development. Fort Belvoir, VA: Defense Technical Information Center, February 1993. http://dx.doi.org/10.21236/ada265088.

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Wankhade, Kavita, Gautam Bhan, and Aromar Revi. Curriculum Development: Mapping of Indian Graduate Degrees. Indian Institute for Human Settlements, 2009. http://dx.doi.org/10.24943/mupcd07.2009.

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Shaffer, Brenda, Huantian Cao, Kelly Cobb, Marsha A. Dickson, and Shameeka Jelenewicz. Textile and Apparel Curriculum Development for Sustainability Education. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8375.

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Reubenstein, Howard, Dan Hunter, and Kathy Ryall. Bootstrapped Learning Analysis and Curriculum Development Environment (BLADE). Fort Belvoir, VA: Defense Technical Information Center, February 2012. http://dx.doi.org/10.21236/ada558695.

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