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HALL, ROBIN. "Knowledge Use and the Dynamics of Managing Curriculum Change." Science Communication 18, no. 4 (June 1997): 342–61. http://dx.doi.org/10.1177/1075547097018004004.
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Vicente, Diego A., Obinna Ugochukwu, Michael G. Johnston, Chad Craft, Virginia Damin, and Matthew D. Tadlock. "Preparing Austere Maritime Surgical Teams for Deployment During the COVID-19 Global Pandemic: Is It Time to Change the Training Pipeline?" Military Medicine 186, no. 9-10 (August 28, 2021): e873-e878. http://dx.doi.org/10.1093/milmed/usaa574.
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ABSTRACT Introduction Navy Medicine's Role 2 Light Maneuver (R2LM) Emergency Resuscitative Surgical Systems (ERSS) are austere surgical teams manned, trained, and equipped to provide life-saving damage control resuscitation and surgery in any environment on land or sea. Given the restrictions related to the COVID-19 pandemic, the previously established pre-deployment training pipeline for was modified to prepare a new R2LM team augmenting a Role 1 shipboard medical department. Methods The modified curriculum created in response to COVID-19 related restriction is compared and contrasted to the established pre-deployment R2LM ERSS curriculum. Subject Matter Experts and currently deployed R2LM members critically evaluate the two curricula. Results Both curricula included the team R2LM platform training and exposure to cadaver based team trauma skills training. The modified curriculum included didactics on shipboard resuscitation, anesthesia and surgery, shipboard COVID-19 management, and prolonged field care in austere maritime environments. Conclusions We describe Navy Medicines R2LM ERSS capability and compare and contrast the standard R2LM pre-COVID-19 curriculum to the modified curriculum. Central to both curricula, the standard R2LM platform training is important for developing and honing team dynamics, communication skills and fluid leadership; important for the successful function austere surgical teams. Several opportunities for improvement in the pre-deployment training were identified for R2LM teams augmenting shipboard Role 1 medical departments.
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J. Fahey, Shireen, John R. Labadie, and Noel Meyers. "Turning the Titanic: inertia and the drivers of climate change education." Journal of Applied Research in Higher Education 6, no. 1 (April 8, 2014): 44–62. http://dx.doi.org/10.1108/jarhe-01-2013-0003.
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Purpose – The aim of this paper is to present the challenges external drivers and internal inertia faced by curriculum designers and implementers at institutions of higher education. The challenges to academics from competing factors are presented: internal resistance to changing existing curricula vs the necessity to continuously evolve programmes to reflect a dynamic, uncertain future. The necessity to prepare future leaders to face global issues such as climate change, dictates changing curricula to reflect changing personal, environmental and societal needs. Design/methodology/approach – This paper uses the case study method to examine two models of climate change curriculum design and renewal. One model, from an Australian university, is based upon national education standards and the second is a non-standards-based curriculum design, developed and delivered by a partnership of four North American universities. Findings – The key findings from this study are that the highest level of participation by internal-to-the-programme academics and administrators is required. Programme quality, delivery and content alignment may be compromised with either stand-alone course delivery and learning outcomes, or if courses are developed independently of others in the programme. National educational standards can be effective tools to guide course and programme management, monitoring, review and updating. Practical implications – The paper includes implications for postgraduate level curricula design, implementation and programme evaluation. Originality/value – The paper is the first to compare, contrast and critique a national standards-based, higher education curriculum and a non-standards-based curriculum.
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Farmer, Lesley S. J. "School librarians in Sweden: A case study in change." IFLA Journal 45, no. 4 (May 2, 2019): 344–52. http://dx.doi.org/10.1177/0340035219845018.
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This study reveals the complexities and dynamics of law, governance, and practice that have impacted school libraries in Sweden. The Education Act of 2010 and the Swedish Library Act of 2013, which mandated school libraries, did not address staffing, and that loophole has been given recent attention, especially in light of national curriculum changes and librarian shortages. The University of Borås’s School of Library and Information Science is the largest, leading institution within Sweden for preparing professional librarians. Their school librarianship faculty is in the process of changing its curriculum. This paper explains the school librarianship situation in Sweden as a case study of a change process in the profession.
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Shofa, Rizka Amalia. "Kurikulum dan Dinamika Perubahannya di Pondok Pesantren Universitas Islam Indonesia Yogyakarta." MANAGERIA: Jurnal Manajemen Pendidikan Islam 1, no. 1 (April 6, 2018): 101–14. http://dx.doi.org/10.14421/manageria.2016.11-06.
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This paper is intended to express the concept and dynamics of curriculum change of Pondok Pesantren Universitas Islam Indonesia. The importance of the problem discussed is related to curriculum that is used by Pondok Pesantren as one of the foundations of the development of Islamic educational institutions that would potentially affect the development of Islamic education in Indonesia in general. The concept of curriculum which is applied does not follow the national curriculum that is used at school or college. The result of the research showed that there is a change in the destination and setting of the curriculum of Pondok Pesantren Universitas Islam Indonesia that referred to Universitas Islam Indonesia’s aim to be World Class University. The change affected the content of the curriculum, teaching materials, and the learning methods. A change impact on the activity of students who are not only prepared to be a mujtahid, but more geared to hone the ability of thinking and researching.
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Gibbs, Trevor. "Curriculum development: A dynamic change inside the chrysalis." Medical Teacher 40, no. 5 (April 12, 2018): 434–36. http://dx.doi.org/10.1080/0142159x.2018.1457286.
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Maharajh, Lokesh R., Thandi Nkosi, and Mbekelezi C. Mkhize. "Teachers’ Experiences of the Implementation of the Curriculum and Assessment Policy Statement (CAPS) in Three Primary Schools in KwaZulu Natal." Africa’s Public Service Delivery and Performance Review 4, no. 3 (December 1, 2016): 371. http://dx.doi.org/10.4102/apsdpr.v4i3.120.
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This article examined on teachers’ experiences on the implementation of CAPS, using three primary schools in KwaZulu-Natal. This article employed the curriculum theory as an analytical framework. The aim of this article is to examine teacher’s experiences of the implementation of the Curriculum and Assessment Policy Statement (CAPS). The article employed a qualitative research design to gather data. The data gathered through the use of semi-structured face to face interviews with teachers. The findings of the article reveal that there are many dynamics and possibilities relating to curriculum change in South Africa. The findings of the article further reveal that despite the challenges facing CAPS, South Africa’s education system as a whole is plagued by challenges. The challenges are attributed to lack of resources and poorly trained teachers. The article concludes that understanding these dynamics depend, to a large extent, on paying attention to constraints and challenges influencing curriculum change. This article fills the knowledge-gap with reference to teacher’s first-hand knowledge of CAPS and the challenges associated with it. The article thus recommends that appropriate resources should be made available in order to ensure efficient and effective implementation of curriculum implementation. It also recommends that a teacher: learner ratio of 1:30 should be practiced to ensure that teachers give special attention to each learner.
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Fueyo, Vivian, George Roy, and Phillip Vahey. "SunBay Digital Mathematics." Educational Renaissance 1, no. 2 (February 19, 2013): 103–10. http://dx.doi.org/10.33499/edren.v1i2.54.
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By leveraging the strengths and commitments of each of the partners, a university, a private nonprofit, and a middle-sized urban school district, collaborated to impact student learning of key concepts in middle-grade mathematics and to change mathematics teaching. The project targeted middle grades mathematics because success in it is the greatest predictor of later school achievement. In well-researched learning modules, students visualize, interact with, and analyze mathematical representations connected to dynamic simulations of real-life phenomena in a curricular learning system comprising dynamic technologies, curriculum replacement units, and professional development. Through planned professional development, teachers have the technological skills, pedagogical skills and mathematical content knowledge required to engage their students in an interaction between the software, the curriculum materials, and the mathematics. Student learning gains and changes in teacher pedagogical, technological, and mathematical content knowledge provide evidence of the project’s continued success after three years. Concomitant institutional changes in each of the partnering organizations attest to the project’s sustainable impact.
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Adu-Gyamfi, Samuel, and Eugenia Anderson. "History education in Ghana: a pragmatic tradition of change and continuity." Historical Encounters: A journal of historical consciousness, historical cultures, and history education 8, no. 2 (May 6, 2021): 18–33. http://dx.doi.org/10.52289/hej8.201.
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History education in Ghana has been situated within the pre-colonial, colonial and postcolonial trajectories and debates. Whereas there is a conscious effort by history teacher associations, academics and other interest groups to advance and develop the teaching of the subject at different levels of the educational system in Ghana, little attention has been paid to how the textbooks have conceptualised the cultural, ethnic and indigenous histories with their attendant differences and how they have affected or complicated narratives in the postcolonial setting of Ghana. Essentially, this contribution highlights how historical themes on empire, colonisation, decolonisation and the Commonwealth, and associated events, are explored in historiography and in the curricula of Ghana. This involves an examination of the dynamic relationship between political traditions, curriculum, historiography, and scholarship at university level. Overall, the paper highlights the political contexts that have shaped the various stages and manifestations of the history curriculum as it concerns British influence, decolonisation, independence and postcolonialism in Ghana before, during and after the development of the Nkrumahist and Danquah-Busia traditions.
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Zaman, Moh Kamilus. "PENGEMBANGAN KURIKULUM PAI BERBASIS KEMAJEMUKA." Edupedia 3, no. 2 (January 8, 2019): 43–49. http://dx.doi.org/10.35316/edupedia.v3i2.250.
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Social and development change requiring changes and developments in education curriculum.The dynamics of diversity in this country leads to nation disintegration which insists national education and institutions respond quickly for NKRI’s wholeness, because sometimes radical movements and thoughts on behalf of Islam. In relation with this problem, there are three steps in curriculum development that can be offered in this article, they are development of educational goals, materials or contents, and institutions
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Evenhouse, David, Nimit Patel, Maria Gerschutz, Nick A. Stites, Jeffrey F. Rhoads, Edward Berger, and Jennifer DeBoer. "Perspectives on pedagogical change: instructor and student experiences of a newly implemented undergraduate engineering dynamics curriculum." European Journal of Engineering Education 43, no. 5 (November 20, 2017): 664–78. http://dx.doi.org/10.1080/03043797.2017.1397605.
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Madsen, Wendy, and Tanya Bell. "Using health promotion competencies for curriculum development in higher education." Global Health Promotion 19, no. 1 (March 2012): 43–49. http://dx.doi.org/10.1177/1757975911428818.
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Health promotion core competencies are used for a variety of reasons. Recently there have been moves to gain international consensus regarding core competencies within health promotion. One of the main reasons put forward for having core competencies is to guide curriculum development within higher education institutions. This article outlines the endeavours of one institution to develop undergraduate and postgraduate curricula around the Australian core competencies for health promotion practitioners. It argues that until core competencies have been agreed upon internationally, basing curricula on these carries a risk associated with change. However, delaying curricula until such risks are ameliorated decreases opportunities to deliver dynamic and current health promotion education within higher institutions.
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Crișciuc, Viorica. "Current Situation in the Dynamics of General Education in the Republic of Moldova." Review of Artistic Education 22, no. 1 (June 1, 2021): 283–87. http://dx.doi.org/10.2478/rae-2021-0035.
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Abstract Currently, the education system in the Republic of Moldova is in a specific political, economic, value, demographic context and is periodically influenced by external factors: globalization, internationalization, computerization, etc. At the same time, there are continuous changes in the education system at the level of educational policies, in accordance with the political system of the Republic of Moldova: decentralization of managerial functions, financing the system per student, reconstruction of networks of educational institutions, resizing continuous training of managers and teachers. Through the reforms launched during 2009-2020 by the Ministry of Education, Culture and Research of the Republic of Moldova, in cooperation with development partners, they changed their emphasis in education in favor of quality and, respectively, the process of evaluating student results. Updating the National Curriculum made in accordance with the fundamental support Reference framework of the National Curriculum, Basic Curriculum: competency system for general education, analytical support School curriculum evaluation report, etc. and the managerial support provided by the Ministry of Education, Culture and Research of the Republic of Moldova, favored a modern educational system with obvious results in national evaluations.
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Lutfi, Zainal. "KRISIS DISIPLIN PENDIDIKAN ISLAM: ANTI PLURALISME." Paedagogia: Jurnal Pendidikan 7, no. 2 (November 30, 2019): 61–86. http://dx.doi.org/10.24239/pdg.vol7.iss2.20.
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This article discusses the problem of Islamic education from a theological and sociological point of view. The emergence of normative and verbalist Islamic education curriculum distorts the universality of Islam. Islam that is contextual in space and time, always in contact with sociological aspects, should be understood as something that can change its partiality dynamics continuously, even though there is a universal thing that is maintained as a normative belief. On the other hand, the failure of education to produce educational output that is dignified and virtuous has caused some people to distrust the world of education in developing the character and ethics of children. The vote of disbelief is getting stronger with the emergence of the National curriculum model which gives a greater portion of general subjects than religious subjects. This paper is a criticism of the development of the world of education in Indonesia, with the hope that education stakeholders make changes to the education system and the applicable curriculum.
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Arifai, Ahmad. "PENGEMBANGAN KURIKULUM MASA DEPAN." Raudhah Proud To Be Professionals : Jurnal Tarbiyah Islamiyah 4, no. 2 (December 17, 2019): 11–26. http://dx.doi.org/10.48094/raudhah.v4i2.45.
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Curriculum development is something that can happen at any time according to need. The rapid development of science and technology and the changes that occur in social and national life are things that must be responded to immediately and considered in curriculum development at every level of education. The emergence of new laws and regulations has had implications for the new paradigm in the curriculum development process. Current conditions and trends that will occur in the future require preparation from young people and students who have multidimensional competence. Referring to these matters, curriculum development must be able to anticipate all problems faced in the present and the future, In the world of teaching, a teacher will not be separated from what is called the curriculum, syllabus and teaching plans. The curriculum which is the main material benchmark is very important role. Therefore a good teacher should know the ins and outs of the curriculum itself. The 21st century is marked by an era of rapid change, but with uncertainty. Specifically social change will affect the education curriculum. Therefore, in compiling the curriculum, it must be noted that social changes in this century are so dynamic, not static like previous centuries. Education is very important, because without human education it will be difficult to develop and even will be retarded. Thus education must really be directed to produce quality human beings and be able to compete, in addition to having noble character and good morals.
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Chimbi, Godsend T., and Loyiso C. Jita. "Emerging Trends in Metaphoric Images of Curriculum Reform Implementation in Schools: A Critical Literature Review." International Journal of Learning, Teaching and Educational Research 20, no. 6 (June 30, 2021): 194–210. http://dx.doi.org/10.26803/ijlter.20.6.10.
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Curriculum reform is often difficult to conceive, disseminate, and implement, resulting in the use of metaphors to make sense of how changes initiated at national level are enacted in schools. This theoretical paper, which employs Critical Metaphor Analysis (CMA), constructs an account of emerging trends in metaphoric language to unlock the complexity of reform implementation. A deductive critical review of literature was adopted as the qualitative design to glean insights into how metaphors have been used to shape mental images of curriculum reform across time and space. Findings indicated converging and diverging trends in metaphoric semantics. While some studies have equated curriculum change to a battlefield and a ghost of control, others have likened reform implementation to driving through the fog or wearing a donated gown of the wrong size. School reform has also been portrayed as a journey, a jigsaw puzzle, and a gardening project demanding meticulous planning and concentration. The unique contribution of this research is the clustering of reform metaphors into a three-tiered spectrum of pessimism, ambiguity, and optimism, thereby extending insights into the dynamics of curriculum enactment. Strategic implementation is recommended so that curriculum reform may be couched in metaphors of hope instead of anger and confusion.
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Beauchamp, Gary. "Musical elements and subject knowledge in primary school student teachers: lessons from a five-year longitudinal study." British Journal of Music Education 27, no. 3 (September 22, 2010): 305–18. http://dx.doi.org/10.1017/s0265051710000252.
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The introduction of a National Curriculum to England and Wales in 1988 provided the first compulsory framework for music education. Writing in 1996, Mills suggested that in ten years time the impact of this change would result in primary school student teachers needing refreshment, and not development, of their musical knowledge. This five-year study examines primary school student teacher's knowledge of the musical elements as they entered the one year Post Graduate Certificate in Education (PGCE) course in one institution. The results suggest that some elements as defined by the relevant national curricula (duration, pace, pitch and silence) do indeed need only refreshment, but others (timbre, texture, dynamics, structure) need significant development in schools and in training courses.
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Brooker, Abi, Meredith McKague, and Lisa Phillips. "Implementing a Whole-of-Curriculum Approach to Student Wellbeing." Student Success 10, no. 3 (December 13, 2019): 55–63. http://dx.doi.org/10.5204/ssj.v10i3.1417.
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This article reports and extends on an emerging initiative presetned at the 2018 STARS Conference (Auckland, New Zealand). Many universities are invested in student mental health, but solutions can be hindered by concerns about the fit, cost, effectiveness, or sustainability of diverse initiatives. We argue that university staff looking to support student wellbeing should first consider how their specific university contexts can support or diminish wellbeing, and then design initiatives that will fit within supportive systems. This argument is embedded within dynamic systems theory, which considers how relationships between systems can lead to widespread change when any single system changes. We draw on our own experience so far of preparing and developing a whole-of-curriculum approach to wellbeing to demonstrate that a dynamic systems approach means addressing the needs of multiple stakeholders and remaining flexible to changes within surrounding systems.
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Brink, Sonja. "Employing a multifocal view of ECD curriculum development at a rural settlement community in South Africa: Themes from a ‘design by implementation’ early childhood education programme." South African Journal of Childhood Education 6, no. 1 (June 30, 2016): 11. http://dx.doi.org/10.4102/sajce.v6i1.405.
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<p>Early childhood curriculum development is challenged by the vast contextual variability of sites in South Africa. In this article, the author reports on the implementation of an early childhood development programme at an informal rural settlement community by an external societal agent. The article looks at the complex dynamics at play within such an early education development situation and examines the main themes that emerged from the process. Referring to the tensions that emanated from the implementation of this programme as a positive driver for change, it concludes that the employment of participatory methodologies could be utilised as a curriculum development tool and calls for the employment of a less formulaic and more holistic view of early childhood development.</p><p><strong>Keywords:</strong> Participatory action research; rural community development; curriculum development</p>
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Oppong, Charles Adabo, Moses Allor Awinsong, and Stephen Kwakye Apau. "The Middle Ground of Curriculum: History Teachers’ Experiences in Ghanaian Senior High Schools." African Journal of Teacher Education 8 (May 11, 2019): 111–38. http://dx.doi.org/10.21083/ajote.v8i0.4451.
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This study explores Ghanaian history teachers’ experiences of the "middle ground of curriculum; a crucial stage of curriculum negotiation and a process, according to Harris (2002), that includes what “teachers individually and collectively perceived and enacted. . . prior to classroom implementation” The study employed the concurrent parallel design (Quan-qual). The researchers collected quantitative data from sixty history teachers in Cape Coast Metropolis through the census method. Six teachers were randomly selected from the sixty to participate in the qualitative phase of the study. The quantitative data was analysed descriptively (means and standard deviations) while the qualitative data was analysed based on emerging themes. The findings revealed that the history departments through departmental relation, subject conceptualisation and governance influence the ways in which teachers negotiate the formal curriculum prior to teaching. More specifically, the study established the interaction of these variables that shape history teachers’ decision-making on the middle ground of the curriculum. The study, therefore, showed that the internalisation of curriculum change is a dynamic process that is evidenced at all levels of curriculum change – the high ground, middle ground of the curriculum, and lower ground
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Mandinach, Ellen B., and Hugh F. Cline. "Classroom Dynamics: The Impact of a Technology-Based Curriculum Innovation on Teaching and Learning." Journal of Educational Computing Research 14, no. 1 (January 1996): 83–102. http://dx.doi.org/10.2190/9mh6-lb76-7ef5-c43m.
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The Systems Thinking and Curriculum Innovation Network Project is a multiyear curriculum development, implementation, and research effort that examines the impact of using systems thinking and modeling on teaching and learning activities. Data reported here indicate positive effects on students' cognitive and motivational processes. The systems thinking approach also fundamentally changes the dynamics of the classroom and the role of the teacher by creating a constructivist, learner-centered environment. Implications for the design and installation of such environments are discussed.
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Kift, Sally. "A TALE OF TWO SECTORS: DYNAMIC CURRICULUM CHANGE FOR A DYNAMICALLY CHANGING PROFESSION." Journal of Commonwealth Law and Legal Education 2, no. 2 (March 1, 2004): 5–22. http://dx.doi.org/10.1080/14760400408520458.
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Makrakis, Vassilios, Nikos Larios, and Gkolfo Kaliantzi. "ICT-Enabled Climate Change Education for Sustainable Development Across the School Curriculum." Journal of Teacher Education for Sustainability 14, no. 2 (December 1, 2012): 54–72. http://dx.doi.org/10.2478/v10099-012-0009-5.
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Abstract A radical shift in pedagogy is necessary for information and communication technology (ICT) to enhance teaching and learning for sustainability. Climate change takes an inter/crossdisciplinary approach attempting to synthesise diverse ideas and observations concerning global warming. This paper deals with the integration of climate change across the school curriculum through a web-based hypermedia application entitled ICT-enabled integration of climate change education (CCE) that is used as a resource for the EU-funded project ICT-enabled education for sustainable development (ESD). The web-based environment includes interactive activities and supportive material on climate change and is open to all the six forms at the primary school level. The methodological approach used merges ICT, ESD, critical pedagogy and CCE principles and practices. Drupal (content management system) was chosen as the back-end system of our hypermedia learning environment. The main learning content is composed of learning objects (LOs) created through the authoring tool Adobe Flash. The combination of Drupal and Flash provides a dynamic and adaptable learning environment. Through this web-based learning environment that integrates six thematic areas supported by various ICT tools, learners are expected to gain insight into how climate change is altering the planet, potential impacts on the future, and how they can intervene to address its effects.
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Butt, Muqaddas, Shumaila Mahmood, and Tanzeela Urooj. "CURRICULUM CHANGE IN PAKISTAN: LESSONS LEARNED FROM THE PAST AND THE WAY FORWARD." March 2021 37, no. 01 (March 30, 2021): 55–70. http://dx.doi.org/10.51380/gujr-37-01-06.
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For contributing to the inherent dynamic nature of society, things are always moving, developing, growing and changing. Education is fundamental in responding to the societal change therefore, change is inevitable in education too. The immediate context of this paper is Punjab (Pakistan) followed by the implementation process of the most recent change in secondary school National Curriculum for English. The focus revolves around the questions; ‘to what extent the secondary school English teachers were involved in planning and designing English curriculum change (CC2006), and what the contextual conditions secondary school teachers were provided enabling them to enact CC2006 effectively? The study adopted a mixed method approach. The quantitative data was collected by administering questionnaire towards 243 secondary school English teachers followed by conducting the case studies of four secondary schools for gathering the qualitative data. The findings revealed that teachers were seldom consulted during planning or design phase of CC2006.
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Kucina, Aina. "Dynamics of Changes in Preschool Teacher Preparation Programs (1950-2010)." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 96. http://dx.doi.org/10.17770/sie2012vol1.23.
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<p>Each period is characterized by its specific features which are the base for forming learning values, educational process principles for higher education, educational aims for future teachers. The development of pedagogy subject as an academic discipline is a prime example of political and social developments of society impact.<br />The preparation of professional pre-school teacher and the implementation of the curriculum are topical problems in previous and current Latvian socio-economic and educational context. Changes in preschool teacher preparation program design and implementation are given an opportunity to compare, try and select the most valuable to fit the today’s child's personality development.</p>
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Duan, Xiaocong. "Automatic Generation and Evolution of Personalized Curriculum Based on Genetic Algorithm." International Journal of Emerging Technologies in Learning (iJET) 14, no. 12 (June 27, 2019): 15. http://dx.doi.org/10.3991/ijet.v14i12.10812.
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In order to solve the automatic generation and evolution of personalized curriculum, the method of using genetic algorithm to realize the evolution of personalized learning content is proposed to solve the dynamic personalized needs of users. Through the research and implementation of personalized curriculum generation technology, firstly, the structures of curriculum generation, genetic algorithm and curriculum scene, as well as the method and technology of personalized curriculum generation and evolution system framework are described in detail. Then, the framework structure based on genetic algorithm is determined, and the user model is updated. Finally, experiments are carried out based on genetic algorithm. The research on the experiment of automatic generation and evolution of personalized curriculum shows that the application of genetic algorithm in the process of curriculum generation and evolution makes students' learning content evolve with the change of their knowledge state in the process of learning, effectively promotes students' interest in learning, and improves learning efficiency and effect.
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Allsop, Yasemin, and John Jessel. "Teachers' Experience and Reflections on Game-Based Learning in the Primary Classroom." International Journal of Game-Based Learning 5, no. 1 (January 2015): 1–17. http://dx.doi.org/10.4018/ijgbl.2015010101.
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This study aims to provide a comparative account of teachers' experience and views of their role when using digital games in primary classrooms in England and Italy. Interviews and a survey administered online and in hardcopy were used to find out teachers' perceptions of game-based learning and how these impact upon their role as a teacher. This research also considers the interview findings in relation to the dynamics between curriculum design, learning culture and practice when implementing game-based learning. A strong link was found between how learning is designed to incorporate digital games, the theories and strategies that have been used in the context of a given curriculum and how these are realised in practice within the classroom. The research also showed that teachers are aware that their roles when using new technologies in education have changed. However, because of the lack of necessary training, teachers are not clear on how to adopt these changes. In some respects the curriculum was regarded to be flexible enough to accommodate game-based learning, however, in other respects it was felt that a more radical reform this would be needed. The difference in country-specific curricula, pedagogy and practice highlights the need for a flexible model or approach of embedding digital games into primary classrooms in a way that is sensitive to context. Some practical guidelines based on the current work are also provided.
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Abidinsyah, Abidinsyah. "KURIKULUM 2013 SEBAGAI PERWUJUDAN DINAMIKA KONSTRUKTIF YANG BERKARAKTER." Florea : Jurnal Biologi dan Pembelajarannya 3, no. 2 (December 23, 2016): 1. http://dx.doi.org/10.25273/florea.v3i2.793.
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<p>Constructive dynamics of the curriculum in 2013 became part integrated with changes and developments in the national education curriculum. Through the structure and the basic framework of a scientific approach to a more humane, is expected to print competent future generations to meet the challenges of a more competitive future. Outputs being targeted is the inability of students to think<br />logically, systematically, and creative, as well as the character in order to counteract the aberrant behavior. The improvement of the curriculum implementation shortfall in 2013 is expected to bring direction and national education goals more clear and focused.</p>
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Bradea, Adela, and Karla Peter. "THE ROLE OF OPTIONAL DISCIPLINES IN DEVELOPING TRANSFERABLE COMPETENCES: A CASE OF ROMANIA." Problems of Education in the 21st Century 62, no. 1 (December 15, 2014): 21–28. http://dx.doi.org/10.33225/pec/14.62.21.
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In Romania, the curriculum is traditionally strongly based on disciplines, the teachers being primarily specialised in one discipline only. Developing transferable competences requires new ways of teaching and learning, which transcend the traditional boundaries among disciplines. As they are being developed, these competences become important factors in the process of learning competences specific to certain disciplines, while also help the individual to adapt to the dynamics of a complex reality. Thus, given the importance of transferable competences, along with the reform of the curriculum, in the Romanian educational system optional disciplines were also included. The aim of this study was to analyse that, although there is a legislative framework, the development of activities that include multiple learning objectives or results that cross the traditional boundaries among disciplines, is still poor. The strategy used for the study was a complex one. It combined both quantitative research methods and qualitative ones: literature review (framework documents on educational policies), a statistic analysis, a questionnaire-based survey. The results have demonstrated the need for change in school organization and culture, so that the transferable competences acquired become indeed competences for life. Key words: curriculum, learning results, optional disciplines, transferable competences.
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Goldstein, Susan B. "Cross-Cultural Psychology as a Curriculum Transformation Resource." Teaching of Psychology 22, no. 4 (December 1995): 228–32. http://dx.doi.org/10.1207/s15328023top2204_3.
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Many teachers of psychology are turning to the cross-cultural literature in their efforts to address issues of diversity in their courses. This cannot be accomplished, however, by simply inserting findings from cross-cultural research into general psychology courses. Along with changes in course content, we must address ways of presenting this material effectively and the possible impact of these efforts on classroom dynamics. Recommendations are made for more effective use of cross-cultural resources that concern (a) avoiding the marginalization of cross-cultural materials and perspectives, (b) raising awareness about bias within the cross-cultural literature, (c) avoiding the creation or reinforcement of stereotypes, (d) using accurate terminology to make cross-cultural comparisons, (e) distinguishing between emics and etics, and (f) creating a classroom environment in which diversity is valued.
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Mansir, Firman. "Diskursus Sains dalam Kurikulum Pendidikan Agama Islam di Sekolah dan Madrasah Era Digital." Kamaya: Jurnal Ilmu Agama 3, no. 2 (May 4, 2020): 144–57. http://dx.doi.org/10.37329/kamaya.v3i2.437.
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The changes in curriculum and everything in between such as development of Islamic education, science, development innovation, change and others are inevitability which generate new challenges in the field. Facing this reality, all element of society expects that the role of Islamic religious education which indeed has taught moral and spiritual value. Therefore the urgency of Islamic religious education in providing teachings or guidelines for social activities becomes a very urgent need. In line with the statement, we need an educators who have creativity and innovation to be able to develop learning well and professionally. No matter how good the curriculum design is, if the delivery is not good, an effective learning will certainly not work. Scientific based learning implementation in Islamic education must be conducted to face dynamic things in educational world including the digital industry development
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Giæver, Katrine, and Elena Tkachenko. "Mot en ny satsing på flerspråklighet – en analyse av språkpolitiske føringer i barnehagens styringsdokumenter." Nordic Studies in Education 40, no. 3 (August 24, 2020): 249–67. http://dx.doi.org/10.23865/nse.v40.2442.
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In this article, we discuss how language policy for multilingualism in Norwegian early childhood education has changed during the last 30 years. Drawing on discourse analysis of central official policy documents from different time periods, we discuss the change towards a monolingual language policy. Our analysis shows controversies and inconsistencies in the policy. As we critically question this development, we also discuss the opportunities the current early childhood curriculum opens for supporting multilingual children and connect it to recent research on superdiversity and dynamic and flexible multilingualism.
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Bothun, G. D., S. D. Kevan, S. Micklavzina, and D. Mason. "Networked Physics Curriculum: From Static Web to Dynamic Java." International Journal of Modern Physics C 08, no. 01 (February 1997): 79–95. http://dx.doi.org/10.1142/s0129183197000084.
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We describe our efforts at the University of Oregon to use Web-based Instructional Technology (IT) supplemented with interactive Java virtual experiments to change the standard pedagogy associated with large, introductory undergraduate classes in physics and astronomy. We begin by examining some of the problems associated with the standard pedagogy in these classes and how these problems motivated our development of networked courseware. Although we identify and describe five empirical positive outcomes associated with IT, we conclude that the use of HTML-based course material and assignments does not substantially alter the standard pedagogy as this medium alone is not conducive to interactive exercises. To build interactivity into our courseware, we have undertaken a vigorous effort of creating Java-based experiments which are grounded in physical reality and duplicate the kinds of experiments that are done in the physical lab. In so doing, we build experimentation into a curriculum for large lecture-based classes in which the standard pedagogy and resource constraints normally preclude lab sections. The main goal is to create a networked environment where the student can easily retrieve the notes and the demonstrations that were done in class as well as to engage in experiments that are designed to illustrate basic principles. In so doing, we hope to move to a more learner-centered environment which is driven by student inquiry. Five specific Java experiments are described here and each is accompanied by a snapshot of the experimental apparatus and controls. An appendix contains the relevant URLs of the experiments, courseware, and animation described herein.
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Valente, Wagner Rodrigues, André Francisco de Almeida, and Marylúcia Cavalcante Silva. "Knowledge in (Trans)Training and the Role of Experts: Curricula, Mathematics Education and Teacher Training, 1920-2020." Acta Scientiae 22, no. 5 (September 17, 2020): 65–83. http://dx.doi.org/10.17648/acta.scientiae.6004.
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Background: Mathematics for basic and elementary schools and teacher education changes over time; and their official expression is given by these documents that guide teaching work in schools. Objective: What processes and dynamics are involved in the systematisation of new knowledge in the production of curriculum references? In particular, the text focuses on mathematics for the first school years. Design: The analysis of curricular reforms, considering official documents, prioritises the role of specialists, treated as experts, considering that following the actions of these researchers it may be possible to answer the main question of the study. Results: Analysis shows that the changes that have occurred over time, from teaching programs to the current BNCC, are linked to the progressive stratification of experts who go from being a highly visible public authority to an increasing set of representatives from different social segments interested in the curricular debate. Conclusions: This stratification makes it more difficult to locate those specialists responsible for the internal organisation of the proposals with regard to teaching objects, the content of mathematics to be present in teaching and teacher training.
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Cornejo, Melanie Gisela, Brian O'Hara, Francisco Tarazona-Vasquez, Francisca Barrios, and Mauricio Power. "Moray: Bridging an Ancient Culture of Innovation with Emerging Pedagogies in Engineering." International Journal of Engineering Pedagogy (iJEP) 8, no. 4 (June 20, 2018): 43. http://dx.doi.org/10.3991/ijep.v8i4.8139.
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From its inception, Universidad de Ingeniería y Tecnología (UTEC) has functioned under the mandate of causing a disruptive effect in society by educating a new generation of holistic engineers bound to become empowered change agents. The university has recently embarked on a radical transformation of its educational model, in order to deliver this promise. A flexible curriculum provides students not only with a strong STHEAM backbone imparted in a student-centered active-learning format, but also exposes them to real engineering challenges and promotes the acquisition of professional skills from the onset. For this change to be implemented successfully, UTEC has decided to design and launch a Laboratory for Educational Innovation, called Moray. Conceived as an open platform, Moray sits at the intersection of physical and virtual spaces and is organized around flexible protocols that allow faculty, students, staff, and experts from top universities worldwide to work interdisciplinarily and collaboratively, towards the enhancement of teaching and learning dynamics in higher education.
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Sahoo, Ranjan Kumar. "Exploring the Changes in Teaching Strategies Enabled by Information and Communication Technology." International Journal of Theory and Application in Elementary and Secondary School Education 1, no. 2 (October 27, 2019): 66–80. http://dx.doi.org/10.31098/ijtaese.v1i2.27.
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The Information and Communication Technology (ICT) in now a day plays a very strategic role in the transforming phase of education. Thus government also taking many initiatives and tried to integrate ICT to teaching learning process like the introduction of ICT@School Scheme. But the problem lies in its effective use in classroom. Is teacher being competent enough in use of ICT in classroom, what are the some of the changes teachers are making when they used ICT tools with their students in the classroom and how strategies are changing, what contributes to the change, and what is the change in classroom dynamics and traditional time structures? These were the few issues which addressed in the present study. For this purpose, a qualitative approach with an interview study was adopted for the study. Further, it delimited to Cuttack district of Odisha and ten secondary schools and total thirty teachers, three from each school was selected as its sample by using purposive sampling method. The investigator makes classroom observation, extensive field notes and interview with the respondents for collection of data. The collected data was analyzed by thematic description related to foregoing issues with specific reference to the four key themes: the changing role of the teacher, classroom dynamics, teacher predictions of ICT in school and the concept of the classroom. The findings of the study revealed that the ICT in the classroom influenced the process of learning and in order to integrate ICT effectively, teachers are adopting different teaching strategies. Further it has also been revealed that they need drill for the power shift in the classroom because often students had more knowledge of ICT than them. The findings also revealed that the dynamic of the classroom was also changing due to ICT. Finally, the teachers needed time to learn about the technology and to understand how to integrate ICT into the curriculum.
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Sahoo, Ranjan Kumar. "Exploring the Changes in Teaching Strategies Enabled by Information and Communication Technology." International Journal of Theory and Application in Elementary and Secondary School Education 1, no. 2 (October 30, 2019): 66–80. http://dx.doi.org/10.31098/ijtaese.v1i2.34.
Full textAbstract:
The Information and Communication Technology (ICT) in now a day plays a very strategic role in the transforming phase of education. Thus government also taking many initiatives and tried to integrate ICT to teaching learning process like the introduction of ICT@School Scheme. But the problem lies in its effective use in classroom. Is teacher being competent enough in use of ICT in classroom, what are the some of the changes teachers are making when they used ICT tools with their students in the classroom and how strategies are changing, what contributes to the change, and what is the change in classroom dynamics and traditional time structures? These were the few issues which addressed in the present study. For this purpose, a qualitative approach with an interview study was adopted for the study. Further, it delimited to Cuttack district of Odisha and ten secondary schools and total thirty teachers, three from each school was selected as its sample by using purposive sampling method. The investigator makes classroom observation, extensive field notes and interview with the respondents for collection of data. The collected data was analyzed by thematic description related to foregoing issues with specific reference to the four key themes: the changing role of the teacher, classroom dynamics, teacher predictions of ICT in school and the concept of the classroom. The findings of the study revealed that the ICT in the classroom influenced the process of learning and in order to integrate ICT effectively, teachers are adopting different teaching strategies. Further it has also been revealed that they need drill for the power shift in the classroom because often students had more knowledge of ICT than them. The findings also revealed that the dynamic of the classroom was also changing due to ICT. Finally, the teachers needed time to learn about the technology and to understand how to integrate ICT into the curriculum.
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MOSKALENKO, MYKOLA MOSKALENKO. "DEVELOPMENT OF EXPECTED LEARNING OUTCOMES IN BIOLOGY MAJOR COURSE AT HIGH SCHOOL." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (April 8, 2021): 11–18. http://dx.doi.org/10.25128/2415-3605.20.2.2.
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The modern educational process reform considers a competence approach as a way to achieve the expected learning outcomes. Following the approach in 2017 the Ministry of Education and Science of Ukraine updated the curricula for general secondary education institutions. The main change is as follows: the focus was shifted from content to learning outcomes. The point of expected learning outcomes as part of the competence approach is widely discussed in the educational environment. At the same time, the issue of achieving the expected learning outcomes while studying the specific chapters of the “Biology and Ecology” curriculum for secondary schools, in our opinion, has not been closely studied. The purpose of the article is to provide evidence that the development of expected learning outcomes by tenth-graders (with Biology as major) while studying the topic “Exchange of Matter and Energy” is quite achievable. The difference between the concepts of “competence” and “expected learning outcomes”, corresponding to secondary education Biology curriculum (standard and profound variants) is emphasized. The approach to teaching this issue is offered. It allows students to develop such expected learning outcomes defined by school curriculum as the ability to qualify, explain, and give examples of basic Biology and Ecology laws. It has been stressed that while learning and mentation the following knowledge component of expected learning outcomes is realized: students use the terms “metabolism”, “homeostasis”, “epigenesis”. The attitude component is realized by getting aware of the fact that body parts need to be constantly renewed. The offered logic of educational material communication makes students effective in getting knowledge about certain biological facts and phenomena. In certain case, it is the ability to explain wildlife phenomena with the help of the scientific method of inquiry elements. The task examples given are to develop students’ ability to predict changes in cell and body metabolism under the influence of external factors, and the ability to seek independently for new information about the bio- and ecosystems functioning features. The justified teaching educational material includes a general abstract thesis, which on being stated at the beginning of a chapter, gets new substantiations with students acquiring knowledge of biological phenomena. The author believes that for expected learning outcomes, it is meaningful to study everything related to enzyme catalysis, in conjunction with milieu interior and body balance control. The possible variant to explain and develop the concept of “metabolic pathway”, necessary for students to predict metabolism dynamics, is described.
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Jaskólski, Krzysztof. "Application for Simulating Gyro-Compass Behavior." Annual of Navigation 23, no. 1 (December 1, 2016): 159–72. http://dx.doi.org/10.1515/aon-2016-0011.
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Abstract Resolution of International Maritime Organization (IMO Res. A.424 (XI)), International Convention for the Safety of Life at Sea (SOLAS V/19.2.5) and consequently ‘Provisions Survey of Ships Marine’, part V, contained in the Polish Register of Shipping impose an obligation to fit ships with gyro-compass as one of the most complex marine equipment has found in the curricula of seafarers at the operational level (IMO Model Course 7.03). Curriculum involves the use real navigation devices. In addition, the adaptation of teaching facilities to meet the needs of the training process often requires the development of educational aids in the form of simulators and applications that represent the construction and operation of navigation devices. The article presents possibilities of the application - gyro-compass simulator developed for the requirements of the Institute of Navigation and Maritime Hydrography PNA. Among others, the program is used to simulate the conditions in which you can expect the occurrence of different types of gyro-compass deviation. Designed software is expected to improve the educational process, to help the students assimilate the content of the curriculum in the field of classic gyro-compasses and familiarize trainees with static and dynamic errors occurring with the change of operating conditions.
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Kumar Sahoo, Ranjan. "Exploring the Changes in Teaching Strategies Enabled by Information and Communication Technology." International Journal of Emerging Issues in Early Childhood Education 1, no. 2 (January 21, 2020): 66–80. http://dx.doi.org/10.31098/ijeiece.v1i2.52.
Full textAbstract:
The Information and Communication Technology (ICT) in now a day plays a very strategic role in thetransforming phase of education. Thus government also taking many initiatives and tried to integrateICT to teaching learning process like the introduction of ICT@School Scheme. But the problem lies inits effective use in classroom. Is teacher being competent enough in use of ICT in classroom, whatare the some of the changes teachers are making when they used ICT tools with their students inthe classroom and how strategies are changing, what contributes to the change, and what is thechange in classroom dynamics and traditional time structures? These were the few issues whichaddressed in the present study. For this purpose, a qualitative approach with an interview study wasadopted for the study. Further, it delimited to Cuttack district of Odisha and ten secondary schoolsand total thirty teachers, three from each school was selected as its sample by using purposivesampling method. The investigator makes classroom observation, extensive field notes and interviewwith the respondents for collection of data. The collected data was analyzed by thematic descriptionrelated to foregoing issues with specific reference to the four key themes: the changing role of theteacher, classroom dynamics, teacher predictions of ICT in school and the concept of the classroom.The findings of the study revealed that the ICT in the classroom influenced the process of learningand in order to integrate ICT effectively, teachers are adopting different teaching strategies. Furtherit has also been revealed that they need drill for the power shift in the classroom because oftenstudents had more knowledge of ICT than them. The findings also revealed that the dynamic of theclassroom was also changing due to ICT. Finally, the teachers needed time to learn about thetechnology and to understand how to integrate ICT into the curriculum.
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Allen, Dee, and Colin Simpson. "Inquiry Into Graduate Attributes: Reviewing the Formal and Informal Management Curricula." Journal of Management Education 43, no. 4 (March 22, 2019): 330–58. http://dx.doi.org/10.1177/1052562919839736.
Full textAbstract:
This article is aimed at any departmental faculty or head of school in charge of conducting curriculum review and presents a holistic approach based on Appreciative Inquiry and recently used by a University Business School in the Southwest of England. As a future-facing or strength-based approach, our Inquiry into Graduate Attributes brought together students, academics, employers, and employment consultants to agree on the most desirable generic attributes of business management graduates 5 years into the future, and to propose changes to course content, assessment, and cocurricular activities in line with these. The Inquiry into Graduate Attributes approach provides a methodological model for integrating the expectations of different stakeholder groups while acknowledging the various ways in which understandings of knowledge and outcomes are related to disciplinary epistemology. For researchers interested in the use of Action Research in the process of curriculum review, this article presents a relatively novel use of an applied Appreciative Inquiry technique, which we hope will initiate a broader conversation around the dynamics and reflective practices of curriculum design.
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Robertson, Lloyd Hawkeye. "The Medicine Wheel Revisited: Reflections on Indigenization in Counseling and Education." SAGE Open 11, no. 2 (April 2021): 215824402110152. http://dx.doi.org/10.1177/21582440211015202.
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Indigenization involves relating traditional cultures to modern methods, concepts, and science to facilitate their use by those populations. Despite attempts to indigenize both the practice of counseling and the content of educational curricula, mental health and educational deficits in Amerindian communities have remained. This article suggests indigenization in the North American context is often based on a reified view of culture that discounts naturalistic and scientific approaches, and that this dynamic inhibits progressive cultural change at institutional and community levels. A secular approach to indigenization is proposed that relates modern conceptual thought to traditional cultures in a way that is consistent with traditional constructs. The medicine wheel, traditional to North American Great Plains cultures, is applied to counseling to illustrate how concepts found in aboriginal cultures could inform modern practice with wider applications to curriculum development. Related tensions involving interpretations of aboriginal spiritualities and modernity are discussed.
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Seguin, Rebecca A., Urshila Sriram, Leah M. Connor, Ashley E. Silver, Beining Niu, and Alexis N. Bartholomew. "A Civic Engagement Approach to Encourage Healthy Eating and Active Living in Rural Towns: The HEART Club Pilot Project." American Journal of Health Promotion 32, no. 7 (February 1, 2018): 1591–601. http://dx.doi.org/10.1177/0890117117748122.
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Purpose: To assess the feasibility and effectiveness of a civic engagement curriculum (encouraging Healthy Eating and Activity in Rural Towns [HEART] Club) designed to engage rural residents in improving their local food or physical activity environment. Design: Pre–post surveys and focus groups. Setting: Three rural Northeastern towns in the United States. Participants: Twenty-six rural residents (7-12 per town) recruited by local extension educators. Measures: Online surveys were used to assess outcomes related to feasibility (satisfaction) and effectiveness (knowledge, awareness, motivation, self-efficacy, and group efficacy for community change). Feasibility was also assessed through attendance logs, benchmark achievement records, and post-implementation focus groups. Analysis: Participant characteristics and feasibility measures were summarized using descriptive statistics. Pre–post changes in effectiveness outcomes were assessed using Wilcoxon signed rank tests. Focus group data were thematically examined to identify barriers to and facilitators of HEART Club progress. Results: Meeting attendance and program satisfaction were high (88% and 91%). Participants reported improvements in awareness; however, no other significant changes were observed. All HEART Clubs accomplished 3 or more project benchmarks after 6 months of implementation. Despite competing priorities and limited finances, groups effectively leveraged existing resources to achieve their goals. Important facilitators of success included stakeholder support, effective leadership, and positive group dynamics. Conclusion: These findings suggest that resident-driven initiatives that build upon local resources and establish feasible goals can successfully foster environmental change in rural communities.
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Adams, Skye, Anniah Mupawose, Che Kelly, and Sharon Moonsamy. "Is Speech-Language Pathology’s Clinical Training Responsive to the South African Context?" Journal of Decolonising Disciplines 1, no. 2 (February 20, 2021): 52–70. http://dx.doi.org/10.35293/jdd.v1i2.36.
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The absence of equitable speech- language pathology services for South Africa’s black majority has triggered a need to decolonise the clinical curriculum. The purpose of this study was to describe the experiences of clinical educators when supervising diverse students in various community settings. A qualitative approach was employed, including interviewing seven clinical educators in speech-language pathology, in a focus group. The responses from the discussions were analysed using thematic content analysis. The participants highlighted themes and certain challenges (i) Differences (ii) discomfort (iii) clinical preparation and (iv) critical engagement. These results highlight a mismatch between the efforts of the department to transform and the experiences of the clinical educators. The results further highlight the need for the department to support clinical educators in developing a mind-set of change, of shifting the power dynamics and valuing intercultural communication.
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Pan, Gary, Poh-Sun Seow, and Grace Koh. "Examining learning transformation in project-based learning process." Journal of International Education in Business 12, no. 2 (November 4, 2019): 167–80. http://dx.doi.org/10.1108/jieb-06-2018-0022.
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Purpose The purpose of this paper is to present a learning transformation framework for analyzing how learning evolves during project-based learning (PBL) process. Here, the authors adopt Lewin’s (1951) change theory as an analytical lens to examine the project-based learning curriculum at a University called UNI-X. This is a major contribution to PBL literature, as little is known about the dynamics of learning during PBL process. In fact, the learning transformation framework can serve as the basis for further research in PBL process. For educators, this paper provides them with useful insights on how to break project members’ escalating commitment to previous failing ideas and accept alternative workable ideas. Educators can use the framework in post-mortem analyses of projects to devise useful actions for facilitating learning transformation during PBL process. Design/methodology/approach The strategy used in this paper was to undertake in-depth case research of PBL courses developed and taught in UNI-X. Focused group interviews were conducted with 28 students, 12 faculty and 5 industry project sponsors asking specifically their perceptions of PBL’s course design, delivery and its impact on overall student experience. Findings This paper presents a learning transformation framework for analyzing the change process of how learners experiment new ideas, explore alternative ideas and eventually come to a consensus to accept new ideas during PBL in a collaborative project environment. By drawing upon a case study of UNI-X, the authors argue that unfreezing beliefs of previous ideas is critical if alternative ideas are to be developed. It is clear that the entire process of ‘unfreezing-changing-refreezing’ has occurred in the PBL courses at UNI-X and enacted through unfreezing beliefs in previous ideas, changing previous beliefs and refreezing the new beliefs. Through interviews with students, instructors and project sponsors in the PBL courses, the authors gathered data to examine how project members could give up previous ideas and accept alternative ideas. Originality/value The authors adopt Lewin’s (1951) change theory as an analytical lens to examine the project-based learning curriculum at UNI-X. This is a major contribution to PBL literature, as little is known about the dynamics of learning during PBL process. In fact, the learning transformation framework can serve as the basis for further research in PBL process.
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Long, Dr Warrick, Associate Professor Lisa Barnes, Professor Maria Northcote, and Professor Anthony Williams. "Disruptive Changing Higher Education Ecosystems: Have University Academics Been Gazumped?" Frontiers in Education Technology 4, no. 2 (April 11, 2021): p12. http://dx.doi.org/10.22158/fet.v4n2p12.
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Continual reforms in the Australian Higher Education Sector result in ongoing significant changes to the experiences of the Australian academic. As a result, massification, internationalisation and corporatization form the landscape of academia in Australia. The Australian University Accounting Academic (AUAA) faces ongoing challenges and opportunities within this dynamic academic environment, and this study explores these challenges in relation to teaching themed issues that confront the AUAA. By using a questionnaire and interviews with AUAAs, three themes emerged, being curriculum, teaching workload, and the impact of online teaching. The “ASSET” support framework is developed from these conversations with the AUAA’s to help them become an “asset” to the university during these times of disruptive change instead of allowing the system to “gazump” them.
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Tsui, Eric, and Nikolina Dragicevic. "Use of scenario development and personal learning environment and networks (PLE&N) to support curriculum co-creation." Management & Marketing 13, no. 2 (June 1, 2018): 848–58. http://dx.doi.org/10.2478/mmcks-2018-0009.
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AbstractIn much of the current discussions on business environments, a recurring theme both for academics and practitioners is that it is marked by inherent uncertainty (unknown unknowns). Hence, knowledge workers must have skills and understanding of the possible ways to navigate through and adapt to constant change. However, the tendency of prevailing approaches to curriculum development to focus on (static) learning outcomes, we argue, is not appropriate to train young people to adapt to the unpredictable working environment. Instead, more dynamic approaches to curriculum are required, which would instead focus on learning as a continuous relearning and emergent process of adaptation and stimulate students' inquiry and intellectual and creative skills. This paper approaches the issue by discussing the opportunities of using scenario thinking and development together with a personal learning environment and network (PLE&N) for co-creating a curriculum with students, teachers, and practitioners in higher education. In short, the methodology underpinning scenario development recognizes that uncertainty can be best dealt with and understood from the perspective of a range of possibilities and multiple futures through a facilitated, coherently structured process. PLE&N, on the other hand, serves as a learning space which stimulates self-regulated and network-based learning. The paper contends that curriculum informed by such a design methodology would lead to more frequent and appropriate updates as well as equip students with skills to work in a volatile, uncertain, complex, and ambiguous (VUCA) environment.
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Strachan, Amy. "An exploration of how teachers’ attitudes to global learning can be used to inform primary science education." International Journal of Development Education and Global Learning 12, no. 2 (December 15, 2020): 121–32. http://dx.doi.org/10.14324/ijdegl.12.2.04.
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This article contends that in England, where the status of science as a core subject has been weakened due to a focus on high-stakes accountability testing, a global learning approach reignites science as a subject that can nurture active global citizens. It argues that teacher knowledge and teachers’ personal and professional commitment to global issues can inform a more relevant and purposeful primary science education, empowering both them and those they teach to become agents of change. It suggests that by exploring Sustainable Development Goals (SDGs) and their relation to the primary science curriculum in England, as well as developing a series of pedagogical strategies in line with global learning, teaching and learning in primary science can become more engaging and purposeful beyond fulfilling an assessment framework. A mixed-methods research design was used to explore and inform the Global Learning in Primary Science (GLPS) project. The findings suggest that while practitioners shared a positive attitude to a global learning approach, without being explicitly indicated in curriculum policy, its integration will continue to be left to chance. This global learning approach provides an opportunity for primary science education to become valued as dynamic process which supports sustainable development rather than remaining a static body of knowledge.
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������ and I. Chechel. "Post-Technocratic Model for Providing Life-Long Professional Improvement to General Education Institutions Headmasters." Standards and Monitoring in Education 2, no. 2 (April 17, 2014): 47–56. http://dx.doi.org/10.12737/3795.
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Dynamics of changes in the Model of specialists� professional improvement in the light of European requirements toward the supplementary professional
education system is tracked, from the traditional one, through the deficit model and to post-technocratic model. Specific features of post-technocratic
model are considered, including formalized (linear), non-formal and informal (non-linear) forms of education. Drawing as an example life-long
professional development of general education institutions� headmasters, the author highlights the logic of post-technocratic model implementing,
and further suggests the way to structure the general education institutions (GEI) headmasters� professional development model, which allows to draw
out and periodically update professional development curriculum individually for each school administrator on the basis of extended monitoring of
his/her competency. Issues, related to putting together curricula content, should be resolved, as the author advises, concurrently with choosing modes
and techniques of teaching with consideration to type of knowledge delivered (the latter are differentiated by type as codified � explicit and implicit,
transferred via co-work only or by means of tutorship).
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Budiwati, Susi. "KEMAMPUAN GURU DALAM MERENCANAKAN, MELAKSANAKAN DAN MENILAI PENGAJARAN DONGENG DI SMP PILOTING PROJECT KURIKULUM 2013 KOTA CIMAHI." LOKABASA 7, no. 2 (October 1, 2016): 192. http://dx.doi.org/10.17509/jlb.v7i2.9172.
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Penelitian ini membahas kemampuan guru bahasa Sunda di SMP Piloting Project Kurikulum 2013 dalam merencanakan, melaksanakan dan menilai kemampuan mendongeng berdasarkan Kurikulum 2013 pada tahun pelajaran 2015-2016. Latar belakang penelitian ini adalah (1) perkembangan Kurikulum 2013 yang sangat dinamis dan; (2) pedoman pelaksanaannya yang terus berubah, sehingga muncul pertanyaan apakah perubahan ini sampai kepada guru bahasa Sunda. Tujuan penelitian ini untuk mengetahui kemampuan guru dalam merencanakan, melaksanakan, dan menilai pembelajaran khususnya materi dongeng berdasarkan Kurikulum 2013. Metode penelitian ini adalah metode deskriptif dengan pendekatan kualitatif. Populasi sekaligus sampel penelitian ini adalah guru bahasa Sunda kelas VII, dengan teknik observasi dan study dokumenter. Instrumen yang digunakan adalah lembar observasi. Kesimpulan dari hasil penelitian ini adalah: (1) guru bahasa Sunda mampu merencanakan pengajaran dongeng berdasarkan Kurikulum 2013; (2) dalam proses pembelajarannya perlu ditingkatkan dan; (3) guru bahasa Sunda mampu menilai pengajaran dongeng berdasarkan Kurikulum 2013. ABSTRACTThis article discusses the ability of Sundanese teachers in junior high school Piloting Project Curriculum 2013 in planning, implementing, and assessing the ability of storytelling based on Curriculum 2013 in the academic year 2015-2016. The backgrounds of this study were (1) the development of Curriculum 2013, which is very dynamic and; (2) the implementation guidance that is constantly changing, so the question arises whether this change reaches the teachers. The purpose of this study is to determine the ability of teachers to plan, implement, and assess fairytale learning materials based on curriculum 2013. This research employed descriptive method with qualitative approach. The population and sample is Sundanese language teacher of Grade VII. It used observation and documentary study. The instrument was the observation sheet. The conclusion of this study are that (1) the Sundanese teacher is able to plan teaching fairytale based on Curriculum 2013; (2) the learning process needs to be improved; and (3) the Sundanese teacher is able to assess fairytale learning based on the Curriculum 2013.