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Relevant bibliographies by topics / Guidance curriculum

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Academic literature on the topic 'Guidance curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Guidance curriculum"

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Beyerlein, Michael, Trez Jones, and Kelli Peck Parrott. "Redesigning an Undergraduate HRD Program With Stakeholder Guidance." Advances in Developing Human Resources 19, no. 2 (March 1, 2017): 138–56. http://dx.doi.org/10.1177/1523422317695216.

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The Problem Curriculum for students of human resource development (HRD) has evolved every decade and must continue this adaptive pattern to match the workplace. However, little research seems to be available to guide development of undergraduate HRD programs. Fewer than 100 publications seem to have addressed HRD curriculum. Of that group, few have focused on the undergraduate level. Consequently, this article provides an overview of the process of transforming the undergraduate curriculum for students at a major southwestern university to adapt its fit to the changing work world. The Solution The article summarizes the process steps, the curricular changes, and the framework for continuous curriculum change for an undergraduate HRD program. Change may be incremental and continuous or punctuated by major redesign efforts. The latter require input from all stakeholders to generate a curriculum that is relevant and engaging. Details of the design process from the current case can guide other programs working on redesign, including the decision-making process, the rationale, and the choices about courses to include or modify. The Stakeholders The procedure for preparing the plan for the curricular changes involved a wide range of stakeholders, including current students, faculty, advising staff, and alumni. Each group provided unique inputs from diverse perspectives which were integrated into the final plan. The outcome of the redesign work affected members of all the groups, such as the increased relevance of coursework for the students, the graduation of more qualified students for employers, and the empowering effect of involving faculty.

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Staggs, Lesley. "Curriculum guidance for the early years." Early Years Educator 2, no. 6 (October 2000): 21–23. http://dx.doi.org/10.12968/eyed.2000.2.6.15415.

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Herold, Frank. "‘There is new wording, but there is no real change in what we deliver’: Implementing the new National Curriculum for Physical Education in England." European Physical Education Review 26, no. 4 (February 20, 2020): 920–37. http://dx.doi.org/10.1177/1356336x19892649.

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This paper focuses on how physical education (PE) teachers interpreted and implemented a new, minimalist and traditionalist National Curriculum for Physical Education (NCPE) in England. Utilising a single-method, cross-sectional design, 43 teachers participated in semi-structured interviews which explored their approach to teaching the new curriculum. Constant Comparative method was used to develop significant themes through the data analysis process. The findings demonstrated that the minimalist nature of the curriculum document provided teachers with limited guidance for teaching and assessment, but was seen as liberating by some. The removal of specific assessment guidance offered curricular freedom, but opportunities for implementing innovative assessment approaches were not seized. The competitive curricular messages were noted, but teachers did not perceive a need for action because of these. The paper concludes that it is unlikely that the latest curriculum reform will have much impact on the current teaching of PE in England, with curricular stasis and divergence of practice being the most likely medium-term consequences.

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Hidayah, Lutviyana. "PERAN KO KURIKULER DAN EKSTRAKURIKULER TERHADAP UPAYA PENCAPAIAN KURIKULUM 2013." As-Salam: Jurnal Studi Hukum Islam & Pendidikan 8, no. 2 (December 27, 2019): 251–70. http://dx.doi.org/10.51226/assalam.v8i2.128.

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This article aims to describe the role and concepts of co-curricular and extracurricular activities so that it is useful for achieving the goals of the 2013 curriculum. This 2013 curriculum has three important objectives, namely Strengthening Character Education, Strengthening Literacy Culture, and 21st Century Learning. This type of research is library research, research sources are found in the literature and sources, or the latest findings regarding the Curricular and Extracurricular activities as well as the 2013 Curriculum. The results of this research are that co-curricular and extracurricular activities play a major role in achieving the three aspects of learning contained in the curriculum 2013, namely cognitive, affective and psychomotor aspects. These three aspects are very helpful in achieving the 2013 curriculum agenda, which consists of character strengthening, literacy culture and 21st century learning. Character strengthening can be achieved through religious extracurricular activities, Hisbul Wathan and BTQ, Kultum, work assignments, and intensive post-school guidance. Literacy culture can be achieved by reading guidance programs both reading the Al-Qur'an or spelling, one verse a day program. 21st century learning is pursued by extracurricular activities, namely tambourine activities, calligraphy and so on. The expected positive impact of this article is the dissemination of information about the urgency of co-curricular and extracurricular activities in an educational institution to achieve learning objectives in the 2013 curriculum.

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Harris, Graham. "Publication of the new Paramedic Curriculum Guidance." Journal of Paramedic Practice 5, no. 12 (December 6, 2013): 712–13. http://dx.doi.org/10.12968/jpar.2013.5.12.712.

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Gonzalez-Herrera, Ana Isabel, and Yolanda Márquez-Domínguez. "Career Education and Integrated Curriculum." International Journal of Research in Business and Social Science (2147-4478) 7, no. 3 (November 20, 2018): 18–35. http://dx.doi.org/10.20525/ijrbs.v7i3.878.

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The article presents an action research process for the improvement of Vocational Guidance and Career Education in a school center in Santa Cruz de Tenerife (Canary Islands). The research perspective, from a collaborative and critical work, responds to the need to improve the teaching-learning practice. Priority is given to the ulterior need to improve learning for all students and increase the impact of their journey through school by means of an educational attention and guidance based on a curriculum project with an integrated and global Career Education and Guidance. Finally, results, process and conclusions are displayed of the two years of critical action research carried out by the different educational agents participating.

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Lepre, Breanna, Kylie J. Mansfield, Sumantra Ray, and Eleanor Beck. "Reference to nutrition in medical accreditation and curriculum guidance: a comparative analysis." BMJ Nutrition, Prevention & Health 4, no. 1 (March 8, 2021): 307–18. http://dx.doi.org/10.1136/bmjnph-2021-000234.

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ObjectivePoor diet is a leading cause of death worldwide. Doctors are well placed to provide dietary advice, yet nutrition remains insufficiently integrated into medical education. Enforcement of curriculum or accreditation requirements such as nutrition requires relevant regulatory frameworks. The aim of this review was to identify nutrition content or requirements for nutrition education in accreditation standards or formal curriculum guidance for medical education internationally.DesignNon-systematic comparative analysis.Data sourcesAn internet search using the Google Search engine, the WHO Directory of Medical Schools and Foundation for Advancement of International Medical Education and Research Directory of Organizations that Recognise/Accredit Medical Schools was conducted through September 2020 to identify government and organisational reports as well as publications from regulatory and professional bodies relevant to medical education.Eligibility criteriaEligible publications included (A) accreditation standards, (B) competency standards or a framework, (C) curricula, and (D) assessment content.Data extraction and synthesisWe stratified findings by country or region and both preregistration and postregistration education. Findings were synthesised based on the existence of nutrition content or requirements for nutrition education within systems used to guide medical education internationally.ResultsThis review found that despite an emphasis on meeting the needs of the community and the demands of the labour market, only 44% of accreditation and curriculum guidance included nutrition. Nutrition remains inadequately represented in accreditation and curriculum guidance for medical education at all levels internationally. Accreditation standards provide a mandated framework for curricula and inclusion of nutrition in accreditation frameworks provides an incentive for the integration of nutrition into medical education.ConclusionsThis review is a call to action for the medical profession including government, health agencies and educational and accreditation entities. The inclusion of nutrition in medical education has appeared throughout medical education literature for more than five decades, yet without consensus standards there is little likelihood of uniform adoption.

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Montesna, Yuhandri, and Jufriadif Na’am. "Penentuan Materi Layanan Bimbingan TIK Menggunakan Algoritma C4.5." Jurnal KomtekInfo 6, no. 1 (June 1, 2019): 19–28. http://dx.doi.org/10.35134/komtekinfo.v6i1.38.

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Changes in curriculum from KTSP (Education Unit Level Curriculum) to 2013 Curriculum result in changes in Information and Computer Technology (ICT) subjects to ICT Guidance (BTIK). These subjects are not scheduled in general, so students need to be guided by questionnaires. To find out the right guidance needs data mining is needed. So this research is done in determining the accuracy of the guidance needs in accelerating the process of questionnaire data. The method used is C4.5 Algorithm. The results of the study have an accuracy of 90%, so it can be recommended in determining guidance material for students.

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Dack, Hilary, and Clare Merlin-Knoblich. "Improving Classroom Guidance Curriculum With Understanding by Design." Professional Counselor 9, no. 2 (June 2019): 80–99. http://dx.doi.org/10.15241/hd.9.2.80.

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Catterall, Matt, and Andy Sharman. "Curriculum guidance and CPD: a busy year ahead." Journal of Paramedic Practice 4, no. 2 (February 3, 2012): 119–20. http://dx.doi.org/10.12968/jpar.2012.4.2.119.

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Dissertations / Theses on the topic "Guidance curriculum"

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Willems, Patricia K. "Food activities in the guidance curriculum." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999willemsp.pdf.

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Rash, Mickey Ellen. "Veterinary technician assistant curriculum guideline." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1930.

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The purpose of this thesis was to develop a core curriculum to be presented to the state for consideration as the established curriculum guideline for veterinary technician assistants/veterinary assistant programs.

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Brenana, Stacy Lyn, and Deborah Gayle McTee. "School-to-career curriculum." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1803.

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The mission of this project is to develop a school-to-career curriculum that can be utilized by all middle school students. It is designed to help educate these students in the skills they will need to become successful in their future careers.

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Luk, Fong Yuk Yee Pattie, and n/a. "A Study of Guidance Curriculum in Hong Kong Primary Schools." University of Canberra. Professional Communication, 2002. http://erl.canberra.edu.au./public/adt-AUC20050530.092440.

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This thesis examines the question of what kind of guidance curriculum is suitable for primary schools in Hong Kong. The call for the development of guidance curriculum for primary school children in Hong Kong arises from the needs of students: their need for enhancement of their self-concept, and has been translated into guidance and educational policy documents, and structural and administrative changes in schools which allow more time for the development of guidance in primary schools. Given that the educational context of Hong Kong is "East meets West," the researcher posits that, in studying guidance in Hong Kong, both Eastern and Western traditions in guidance must be taken into consideration. The researcher further argues that a guidance curriculum that is suitable for the primary school children in Hong Kong should start by looking at the particular experiences, expectations and tensions that educators, guidance professionals, teachers, parents and children are facing in the competing and changing contexts of the Hong Kong society. These expectations and tensions are very much related to the colossal changes in Hong Kong and are reflections of various degrees of overlaps between "East" and "West", as well as "past" and "present". The researcher has drawn on literature concerning globalization as hybridization, the Chinese concept of yin-yang and the psychological processes at work when Western modernization meet with indigenous Chinese culture, to explain the dynamics of change in the Hong Kong context. This thesis develops a hybrid framework for studying such changes. The framework consists of open-ended questions designed by the researcher from the literature, an adaptation of Confucian's cardinal relationships and Lawton's model for curriculum development A qualitative case study method is used for this study. Data are drawn from the author's own experience in a two-week teaching attachment in a primary school, and interviews with guidance professionals, primary school principals, teachers and students in three selected primary schools in Hong Kong. A qualitative study is chosen so that the multiple realities of teaching guidance in schools can be understood in their naturalistic settings. The boundary of the case is Hong Kong with its implementation of Hong Kong versions of Radd's (1993) Grow with guidance system. Three out of the eight Grow with guidance system pilot schools are studied. The chosen schools differ in student composition, school type, and methods of implementation of the guidance curriculum. Data are obtained by individual interviews, the in-depth study of one case study school by the researcher as participant observer, and content analysis of guidance materials in the case study schools. Data by these three methods and from different stakeholders are triangulated, as information obtained is checked against each other. This study uses multiple forms of evidences and they persuade by reason. Being a qualitative case study, its purpose is to illuminate but not to generalize. The criteria for judging the success of this study depend on the richness and accuracy of data, as well as the coherence, insight and instrumental utility in presenting and reading the data. The researcher argues for a hybrid guidance curriculum for the primary schools in Hong Kong to suit the hybrid contexts in Hong Kong. Data obtained from content analysis and the case study schools show that the philosophical, sociological and psychological factors as well as the content, pedagogies, organization for teaching and practical arrangements of the guidance curricula are hybrid in the Hong Kong implementation of Radd's Grow with guidance system. The researcher concludes that a useful guidance curriculum for Hong Kong primary schools must first listen to the different voices of all stakeholders about the guidance curricula and their "self-other relationships", for those voices reflect their tensions and reality. Much of their voices are presented as stories following the Chinese storying traditions. Methods to help children to deal with tensions and conflicts at personal, school, home and societal levels include giving up self to follow others [chinese characters omitted, knowing self and others [chinese characters omitted], awareness of and accommodation of differences [chinese characters omitted]context analysis, communication using culturally and contextually appropriate ways and emotional management. This thesis contributes to knowledge by inventing the concept of "hybrid guidance curriculum" to suit the hybrid context of Hong Kong. A new hybrid research methodology is also developed in this thesis which enables the forming of new categories of "self-other relationships" and new hybrid key concepts for the guidance curriculum. As such, this study allows for the re-reading of new ideas and practices of traditions in a modern hybrid society. Moreover, it also highlights the importance of the development of a reflexive self in which one negotiates one's own positions and one's relationships with others. In a special case, this study examines the fundamental issue of adapting and integrating western traditions in a country with different culture and contexts. Research frontiers, home school co-operation and implications to teacher educators, practitioners and policy makers in the guidance fields are discussed. Although this research is basically about Hong Kong, the findings may also be relevant to other places in the world where modernization has taken place in the indigenous culture.

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Kramschuster, Jenny. "Self-concept and the influence of cross-age mentoring relationships and the implications for developmental guidance curriculum." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001kramschusterj.pdf.

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Chipenyu, Wilbert. "The roles of district education officers in the implementation of the guidance and counselling curriculum in Zimbabwe." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/488.

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This study presents a description of the roles District Education Officers in the implementation of the Guidance and Counselling curriculum in Zimbabwe. The roles of the District Education Officers were researched through the literature study and empirical research. It was found that although their professional contribution is vital in successful implementation, there are other obstacles namely, financial constraints, very high workload, lack of government support and inferior appointment procedures for District Education Officers which tend to hamper them to fulfil their duties.

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Abdalla, David Charles. "A middle school 6-8 drafting curriculum." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1574.

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McLaughlin, Laurie Elaine. "Curriculum writing guide for Mt. San Jacinto College." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3020.

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Stopper, Michael John. "General studies and pastoral guidance as elements of curriculum enrichment in sixth form colleges : a cross-case study." Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:10692.

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Sun, Zhongmiao. "The effects of design thinking on students' career self-efficacy in career guidance courses." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3607.

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The present study focuses on integrating design thinking into career guidance courses to test whether students’ career self-efficacy is increased by comparing the experiment group (by using design thinking method) and the general group (by using traditional teacher-centered method). The basic theoretic framework is Bandura’s self-efficacy theory (Bandura, 1977). Students will achieve career self-efficacy after experiencing repeatedly success (Bandura, 1977) in the career activities through design thinking method. Then students will have more confidence to make more appropriate career choices in their employment environment. This study used AMOS and path analysis to analyze a just-identified model. The model included five endogenous variables as well as six exogenous variables to control for age, sex and GPA. The data met all statistical assumptions of path modeling. In sum, all the five paths between design thinking and the other five endogenous variables were significant positive (p <.001), which indicates that using the design thinking method to teach students’ career courses can improve students’ goal selection, problem solving, occupational information, planning, and self-appraisal scores.

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Books on the topic "Guidance curriculum"

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Council, National Curriculum. Curriculum guidance. York: The Council, 1989.

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Council, National Curriculum. Curriculum guidance. York: NCC, 1989.

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Council, National Curriculum. Curriculum guidance. York: National Curriculum Council, 1990.

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Association, Library. Curriculum guidance: National Curriculum and effective learning. London: Library Association, 1995.

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Partnership, Northern Ireland Post Qualifying Education and Training. Curriculum guidance & assessment guidance for PQ 6 module. [Belfast]: Northern Ireland Post Qualifying Education and Training Partnership, 2000.

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E, Goodhew, ed. Guidance and the changing curriculum. London: Croom Helm, 1987.

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Great Britain. Further Education Unit. Educational guidance and curriculum change. London: Further Education Unit, 1989.

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Oakeshott, Martin. Educational guidance and curriculum change. London: Further Education Unit, 1990.

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Bulus, Ibrahim. Guidance practice in schools. Jos [Nigeria]: Ehindero, 1990.

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Council, National Curriculum. The National Curriculum and whole curriculum planning: Preliminary guidance. York: National Curriculum Council, 1989.

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Book chapters on the topic "Guidance curriculum"

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Wood, Meena Kumari, and Nick Haddon. "Next step choices: Careers Education, Information, Advice and Guidance (CEIAG)." In Secondary Curriculum Transformed, 228–44. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003022534-27.

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Lichtenberg, Thomas. "Curriculum globALE: A Global Tool for Professionalising Adult Educators." In International and Comparative Studies in Adult and Continuing Education, 213–19. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.15.

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Curriculum globALE (CG) is a cross-cultural core curriculum for training adult educators worldwide. It was developed jointly by the German Institute for Adult Education (DIE) and DVV International. In five modules, it describes the relevant skills needed to lead successful courses and provides guidance on their practical implementation. Curriculum globALE has been applied in many partner countries and in Germany itself. Evaluation results show that CG is a professionalisation tool for adult educators that can be applied successfully world-wide. Graduates confirm a wide use of the newly acquired competences for their educational work. However, the practical application of CG is also faced with a number of challenges.

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Ringrose, Jessica. "Postfeminist Media Panics Over Girls’ ‘Sexualisation’: Implications for UK Sex and Relationship Guidance and Curriculum." In Global Perspectives and Key Debates in Sex and Relationships Education: Addressing Issues of Gender, Sexuality, Plurality and Power, 30–47. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137500229_3.

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August, Stephanie E., and Audrey Tsaima. "Artificial Intelligence and Machine Learning: An Instructor’s Exoskeleton in the Future of Education." In Innovative Learning Environments in STEM Higher Education, 79–105. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58948-6_5.

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AbstractThe role of artificial intelligence in US education is expanding. As education moves toward providing customized learning paths, the use of artificial intelligence (AI) and machine learning (ML) algorithms in learning systems increases. This can be viewed as growing metaphorical exoskeletons for instructors, enabling them to provide a higher level of guidance, feedback, and autonomy to learners. In turn, the instructor gains time to sense student needs and support authentic learning experiences that go beyond what AI and ML can provide. Applications of AI-based education technology support learning through automated tutoring, personalizing learning, assessing student knowledge, and automating tasks normally performed by the instructor. This technology raises questions about how it is best used, what data provides evidence of the impact of AI and ML on learning, and future directions in interactive learning systems. Exploration of the use of AI and ML for both co-curricular and independent learnings in content presentation and instruction; interactions, communications, and discussions; learner activities; assessment and evaluation; and co-curricular opportunities provide guidance for future research.

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Hopkins, Megan, and James P. Spillane. "Instructional Guidance Infrastructure, Curricular Reform, and Teachers’ Beliefs Related to Elementary Mathematics Instruction." In International Handbook of Teacher Quality and Policy, 528–41. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315710068-35.

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Gothard, W. P., and E. Goodhew. "A New Curriculum?" In Guidance and the Changing Curriculum, 142–51. Routledge, 2018. http://dx.doi.org/10.4324/9780429454509-8.

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Gothard, W. P., and E. Goodhew. "Schools, Guidance and Vocationalism." In Guidance and the Changing Curriculum, 2–46. Routledge, 2018. http://dx.doi.org/10.4324/9780429454509-2.

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"Careers education in a curriculum." In Rethinking Careers Education and Guidance, 142–56. Routledge, 2002. http://dx.doi.org/10.4324/9780203438015-22.

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Gothard, W. P., and E. Goodhew. "Introduction." In Guidance and the Changing Curriculum, 1. Routledge, 2018. http://dx.doi.org/10.4324/9780429454509-1.

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Gothard, W. P., and E. Goodhew. "The Development of the Pastoral Curriculum and the New Role of the Tutor." In Guidance and the Changing Curriculum, 47–84. Routledge, 2018. http://dx.doi.org/10.4324/9780429454509-3.

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Conference papers on the topic "Guidance curriculum"

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Na, Le, and Hu Danping. "Practice Guidance concept in VB programming curriculum reform." In Education (ICCSE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccse.2010.5593507.

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Tang, Shaoxun, and Mingli Sun. "The Study of Modern College Students Employment Guidance Curriculum." In 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.268.

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Geissler, Markus, Mihaela Sabin, and Cara Tang. "Implementing the IT-Transfer2020 Curriculum Guidance for Two-Year IT Transfer Programs." In SIGITE '20: The 21st Annual Conference on Information Technology Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3368308.3415383.

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Jin, Xiaodan, and Kyungchul Kim. "A Comparative Analysis on the New Curriculum Compendium and the Former Curriculum Compendium, the Guidance Documents for Chinese Preschool Education." In Advanced Science and Technology 2017. Science & Engineering Research Support soCiety, 2017. http://dx.doi.org/10.14257/astl.2017.143.19.

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Meng, Yu, and Yufei Wang. "The Reform Scheme of Landscape Architecture Curriculum Under the Guidance of KAS System." In Proceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/essd-19.2019.70.

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Zeng, Xiuye. "Curriculum Teaching of English and American Literature under the Guidance of Constructivism Theory." In 2016 3rd International Conference on Management, Education Technology and Sports Science (METSS 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/metss-16.2016.108.

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"Research on Curriculum Reform of College English under the Guidance of Experiencing Teaching Theory." In 2017 International Conference on Advanced Education, Psychology and Sports Science. Francis Academic Press, 2017. http://dx.doi.org/10.25236/aepss.2017.034.

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"Research on the Curriculum System of Social Sports Guidance and Management Major in Colleges." In 2017 2nd International Conference on Education & Education Research. Francis Academic Press, 2017. http://dx.doi.org/10.25236/eduer.2017.115.

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Fu, Mingyan. "Research on the Reform Path of College Career Guidance Curriculum under the New Situation." In Proceedings of the 1st International Symposium on Innovation and Education, Law and Social Sciences (IELSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ielss-19.2019.15.

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Fan, Honghui, Hongjin Zhu, Xiaorong Zhao, and Jie Zhang. "Discussion on Teaching and Practice of Software Engineering Major Curriculum Based on Project Guidance." In International Conference on Education, Management, Commerce and Society. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/emcs-15.2015.83.

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Reports on the topic "Guidance curriculum"

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Kaye, Tom, Caspar Groeneveld, Caitlin Moss, and Björn Haßler. Nepal “Ask me anything” Session: Responses to audience questions. EdTech Hub, May 2020. http://dx.doi.org/10.53832/edtechhub.0014.

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On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.

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

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Abstract:

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

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