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Journal articles on the topic 'Guidance curriculum'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

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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Luk-Fong, Pattie Yuk Yee. "Hybridity in a Guidance Curriculum in Hong Kong." International Journal for the Advancement of Counselling 28, no. 4 (October 18, 2006): 331–42. http://dx.doi.org/10.1007/s10447-006-9023-4.

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Herbst, Rachel, Tiffany Rybak, Andrea Meisman, Monica Whitehead, Brittany Rosen, Lori E. Crosby, Melissa D. Klein, and Francis J. Real. "A Virtual Reality Resident Training Curriculum on Behavioral Health Anticipatory Guidance: Development and Usability Study." JMIR Pediatrics and Parenting 4, no. 2 (June 29, 2021): e29518. http://dx.doi.org/10.2196/29518.

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Background Behavioral health disorders have steadily increased and been exacerbated by the COVID-19 pandemic. Though behavioral health disorders can be successfully mitigated with early implementation of evidence-based parent management strategies, education for pediatric residents on behavioral health anticipatory guidance has been limited to date, with training challenges compounded by the physical distancing requirements of the COVID-19 pandemic. Virtual reality (VR) simulations provide an opportunity to train residents on this complex competency by allowing deliberate practice of necessary skills while adhering to current social distancing guidelines. Objective This study explored the usability of a VR-based behavioral health anticipatory guidance curriculum for pediatric residents. Methods This mixed methods study included 14 postgraduate third-year pediatric residents who completed the behavioral health anticipatory guidance VR curriculum. Residents completed the MEC Spatial Presence Questionnaire to assess immersion in the virtual environment. Semistructured interviews were used to elucidate residents’ perspectives on the curriculum’s content and format. The interviews were analyzed using conventional content analysis. Results Quantitatively, residents reported a high degree of immersion, spatial presence, and cognitive involvement. Most residents (11/14, 79%) agreed or strongly agreed that it seemed as though they took part in the action of the simulation. Qualitatively, two themes emerged from the data: (1) the curriculum expands behavioral health anticipatory guidance and motivational interviewing knowledge and skills and (2) VR technology is uniquely positioned to develop competence. These themes revealed that the curriculum expanded their current level of knowledge and skill, addressed training gaps, and was applicable to all residents. Additionally, residents experienced VR as immersive, feasible, realistic to the clinic setting, and a safe space to practice and learn new skills. Conclusions Pilot data indicates that VR may be an effective tool to teach pediatric residents behavioral health anticipatory guidance, meeting a current gap in medical education training. This VR curriculum is particularly relevant in the context of the COVID-19 pandemic given the increased behavioral health concerns of families.
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Walden, Joseph L. "Sun Tzu: The Art of War and 21st Century Curriculum Development – What can the early Asian philosopher tell us about developing curriculums in the 21st Century?" Advances in Social Sciences Research Journal 7, no. 10 (November 3, 2020): 330–39. http://dx.doi.org/10.14738/assrj.710.9217.

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The Art of War was written by Sun Tzu around 512 BC. Sun Tzu’s book focused on military strategy. However, looking the guidance from Sun Tzu can be adapted to curriculum development. This paper uses the words of Sun Tzu from a curriculum development perspective. With a curriculum development perspective, Sun Tzu provides some good guidance on preparing for, conducting and implementing curriculum reviews in order to keep the offerings to the students current and relevant.
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Callaghan, Joseph, Eileen Peacock, and Arline Savage. "Assessment Of An Accounting Information Systems Curriculum: An Analysis Of The International Federation Of Accountants International Education Guideline No. 11." Review of Business Information Systems (RBIS) 4, no. 1 (January 1, 2000): 1–12. http://dx.doi.org/10.19030/rbis.v4i1.5383.

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This paper evaluates our current Accounting Information Systems (AIS) curriculum, developed using a Model-Oriented, Tool-Enhanced (MOTE) framework, by comparing it to the recommendations of the International Federation of Accountants' (IFAC) Guideline No. 11. The IFAC recommendations offer guidance on the information technology content in accounting curricula and are supported by the AICPA. The evaluation resulted in suggestions for improvements to our existing curriculum. An analysis of the guideline was also completed.
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Engstrom, Craig L. "Hiring Managers’ Impressions of Business Communication’s Legitimacy." Business and Professional Communication Quarterly 82, no. 4 (July 16, 2019): 495–514. http://dx.doi.org/10.1177/2329490619859356.

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Data from a survey of 864 executives and managers with hiring authority suggest that business communication has external legitimacy regardless of program sponsorship and that hiring managers favor courses that comprise the business communication curriculum, such as public speaking, leadership, business management, and interpersonal communication. Findings from the study can give students guidance when selecting coursework electives and writing résumés, guide faculty in making curricular and advertising decisions, and support the legitimacy of the business communication curriculum.
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Bosede Abiola, OLUDARE, and Afolabi Tosin Paul. "The inclusion of guidance and counseling program into basic education curriculum for quality assurance." Asian Journal of Interdisciplinary Research 2, no. 2 (June 30, 2019): 33–43. http://dx.doi.org/10.34256/ajir1924.

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The study examined the inclusion of guidance and counselling programme into basic education curriculum for quality assurance in basic education. The study employed the use of descriptive research design. The sample consisted of two hundred basic education teachers in primary and junior secondary schools in Ondo West Local Government Area of Ondo State. Four research questions were raised. The use of self – designed questionnaire was employed which was validated by experts from curriculum studies and Educational Foundations and Counselling. The data gathered was analyzed with mean rank and standard deviation. The findings of the result shows the various guidance and counselling programmes to be included into basic education curriculum, the benefits derived from the inclusion of guidance and counselling programmes into basic education curriculum, the relationship between basic education and guidance and counselling and the challenges on the inclusion of guidance and counselling into basic education curriculum. Based on the findings, the study makes the following recommendations among others: Formal vocational education to be introduced at the Basic education level, so that pupils would be guided into the right thinking of appropriate careers to be perused, training and retraining of professionally qualified counsellors on regular basis and they should be involved in the formulation and implementation of curriculum for the basic education programme, well trained and competent Guidance and Counselling personnel, with thorough theoretical and practical knowledge, must be employed at schools. These people can help teachers to cope and deal with learners efficiently, government should provide adequate funds to all basic education in the country.
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Wahono, Margi, and Novia Wahyu Wardhani. "Dinamika pelaksanaan Kurikulum 2013 pada tingkat sekolah menengah pertama di Kota Semarang." Jurnal Civics: Media Kajian Kewarganegaraan 13, no. 2 (December 31, 2016): 127–36. http://dx.doi.org/10.21831/civics.v13i2.12724.

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The purpose of this study was to examine the implementation of the curriculum PPKn 2013 for Junior High School in targeted schools. In details, this research was aimed at (1) describing the influence of curricula across time; (2) describing the dynamics of implementation and its impact on the teachers’ understanding; (3) describing the level of teachers’ understanding on planning, implementing and evaluating based on curriculum 2013 guidance; and (4) stating a recommendation for curriculum policy makers in future. It was descriptive research. The methods for collecting data were questionnaire, interview, and observation. The results indicated that the teacher understood how to implement the curriculum, especially in teaching PPKn. PPKn teacher was able to plan, conduct, and evaluate of teaching PPKn authentically.
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English, Eve. "Teaching for Understanding: Curriculum Guidance for the Foundation Stage." Evaluation & Research in Education 15, no. 3 (November 2001): 197–204. http://dx.doi.org/10.1080/09500790108666998.

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Roaten, Gail K., and Eric A. Schmidt. "Using Experiential Activities with Adolescents to Promote Respect for Diversity." Professional School Counseling 12, no. 4 (April 2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200406.

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This article discusses the benefits of and processes for implementing experiential activities into guidance curricula to assist in developing awareness, knowledge, and skills related to diversity for the promotion of multicultural competencies in adolescents. The importance of such activities is discussed, as well as significant considerations when supplementing any guidance curriculum with experiential activities. Several experiential activities are discussed that focus on promoting multicultural competencies and development in adolescents, and resources are included to assist school counselors in identifying activities for use in their schools.
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Blyth, Alan. "Planning for a Guided Primary Social Curriculum: Early Stages, Featuring TAXIS." Citizenship, Social and Economics Education 1, no. 3 (September 1996): 250–65. http://dx.doi.org/10.2304/csee.1996.1.3.250.

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Social education for young children, with a moral component, can be achieved by means of a Guided Primary Social Curriculum. The earliest years give most opportunity for work of this kind, before official curricula become more prescriptive. This social curriculum involves starting from children's own experience but proceeding by means of interactive guidance. In an approach of this kind, teachers extend children's perceptions by leading them towards subjects as perspectives, through a sequence of themes of increasing complexity of understanding. An example is suggested: TAXIS. Subsequent age-groups, and implications for teachers are considered.
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Admin, Nadia Selim. "Ibn Sahnun’s Ninth Century Framework: A Guide for Arabic Language Curriculum Writing." ICR Journal 8, no. 4 (October 15, 2017): 488–506. http://dx.doi.org/10.52282/icr.v8i4.161.

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Building Arabic curricula for non-Arabic learners is problematic due to the specificity of the Arabic language. This problem is exacerbated by the existence of a subclass of Arabic learners who do not truly fit into any of the normative classifications of language learners. Non-Arab learners are unable to cope with curricula designed for Arab-background heritage learners. Consequently, teachers of Muslim children in Islamic schools in English-speaking contexts are designing Arabic curricula without adequate training or support. It has, therefore, become a necessity to develop a curriculum framework that responds to the needs of Muslim learners of Arabic in Western Islamic settings. As Islamic civilisation presented a body of robust educational thought and led to one of the earliest Arabic literacy campaigns, it is imperative that Arabic curriculum writers look to it for guidance. Therefore, this paper considers one of the earliest iterations of an Arabic curriculum presented in Kitab Adab al-Mu’allimin (The Book of Teachers Ethics) by Ibn Sahnun (817 870 CE).
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Zumfiardi, Zumfiardi. "PENGARUH PEMBINAAN PENGAWAS DAN KEGIATAN MGMP TERHADAP KEMAMPUAN GURU PAI DALAM MELAKSANAKAN KURIKULUM 2013." Turast : Jurnal Penelitian dan Pengabdian 6, no. 1 (August 30, 2018): 79–92. http://dx.doi.org/10.15548/turast.v6i1.691.

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This study aims to describe and analyze the influence of supervisors' training and PAI Teacher Subject deliberation activities on the ability of PAI Teachers to implement the 2013 Curriculum. This research was a field research type by using quantitative approach and associative methods. Respondents in this study were PAI Junior High School teachers in Padang. The findings of the study show that the guidance of supervisors to PAI teachers has a positive and significant effect on the ability of PAI teachers to implement the 2013 curriculum that is equal to 0.200 or 20.0%. PAI Subject Teachers' Meeting (MGMP) has a positive and significant effect on the ability of PAI teachers to implement the 2013 curriculum of 0.208 or 20.8%. Whereas supervisory guidance for PAI teachers and PAI Teacher Subject Meeting (MGMP) activities simultaneously had an influence on the ability of PAI teachers to implement the 2013 curriculum in SMPs in Padang City by 0.281 or 28.1%. It is concluded that the guidance of school supervisors and the activities of the subject teacher deliberations had a positive influence on the ability of religious teachers to implement the 2013 curriculum. This implies that coaching needs to be empowered intensively.
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Ronan, Matthew V., Aravind Menon, Lakshman Swamy, and David Thornton. "Experiential Learning Through Local Implementation of a National Chief Resident in Quality and Patient Safety Curriculum." American Journal of Medical Quality 35, no. 2 (June 27, 2019): 171–76. http://dx.doi.org/10.1177/1062860619859076.

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The Clinical Learning Environment Review was created to evaluate quality improvement and patient safety (QIPS) beginning in 2013. Little guidance has been offered on implementing QIPS curricula for residency education. The aim was to provide a model QIPS residency curriculum from VA Boston Healthcare System (VABHS), wherein a chief resident in quality and patient safety (CRQS) participates in a national curriculum implementing skills and concepts locally. The CRQS mentors a patient safety resident with faculty oversight. The program involves case investigations, educational conferences, and experiential learning. Participants are residents from Beth Israel Deaconess Medical Center, Boston Medical Center, and Brigham and Women’s Hospital and medical students from Boston University Medical School and Harvard Medical School. Local and national CRQS programs are evaluated. The patient safety rotation is evaluated locally. The local curriculum at VABHS augments the national curriculum and deploys a patient safety education that develops experiential learning skills.
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Griffey, Simon, and Enid Hankins. "Counselling and Guidance for a Modularized Curriculum: An Institutional Approach." Pastoral Care in Education 14, no. 1 (March 1996): 7–11. http://dx.doi.org/10.1080/02643949609470948.

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Schielack, Jane F., and Cathy Seeley. "Implementation of the NCTM Curriculum Focal Points: Concept versus Content." Mathematics Teaching in the Middle School 13, no. 2 (September 2007): 78–80. http://dx.doi.org/10.5951/mtms.13.2.0078.

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On September 12, 2006, the NCTM released a new lens through which to view the content presented in Principles and Standards for School Mathematics (NCTM 2000). In Principles and Standards, the Curriculum Principle calls for a mathematics curriculum to be coherent, focused on important mathematics, and well articulated across the grades. This means that an effective curriculum “gives teachers guidance regarding important ideas or major themes, which receive special attention at different points in time. It also gives guidance about the depth of study warranted at particular times and when closure is expected for particular skills or concepts” (NCTM 2000, p. 16). With the publication of Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence, NCTM has taken a major step toward defining the mathematics that every student should know and be able to do. Where the Principles and Standards presented content across multiple grade bands, this new publication applies the Curriculum Principle to create a specific example of a focused and coherent curriculum, prekindergarten through grade 8.
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Stott, Kathryn A., and Aaron P. Jackson. "Using Service Learning to Achieve Middle School Comprehensive Guidance Program Goals." Professional School Counseling 9, no. 2 (January 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900216.

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Service-learning classes taught by professional middle school counselors and teachers can help middle school students meet comprehensive guidance program goals related to academic/learning development, life/career development, personal/social development, and multicultural/global citizenship. An example is provided of a service-learning class where middle school students received comprehensive guidance curriculum instruction and then taught a similar curriculum to elementary school students. Results from a phenomenological evaluation describe yielded five major themes pertinent to middle school student development and demonstrate comprehensive guidance program goal achievement: personal awareness, social skills, learning skills, career interests and character education. The themes were personal awareness, social skills, learning skills, career interests, and character education.
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Skjelbred, Bente Helen, and Jorunn Spord Borgen. "Ungdomsskolelæreres oppfatninger av tegning sett i lys av den grunnleggende ferdigheten "å skrive" i kunst og håndverk." Acta Didactica Norge 13, no. 1 (July 1, 2019): 10. http://dx.doi.org/10.5617/adno.6438.

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Denne artikkelen belyser tegning som del av kunst- og håndverksfaget i den formelle og oppfattede læreplanen. Artikkelen undersøker hvordan tegning beskrives i læreplan og støttemateriell, og hvordan lærere på fire ungdomsskoler oppfatter tegning knyttet til læreplanens beskrivelse av den grunnleggende ferdigheten «å skrive» i kunst- og håndverksfaget. Resultatene av dokumentanalysen viser at det er uavklarte forhold mellom de verbene som er brukt i læreplanen LK06s omtale av den grunnleggende ferdigheten «å skrive» og kompetansemål i faget. Læreplanens beskrivelse av «å skrive» innebærer bevisst og allsidig arbeid med tegning på alle trinn. Intervjuer viser at dette er ukjent for de fire lærerne i undersøkelsen. Den grunnleggende ferdigheten «å skrive» blir av lærerne forstått og praktisert som loggskriving, beskrivelser av prosess, og dokumentasjon. Læreplanen vektlegger allsidig arbeid med tegning, men lærerne «ser» ikke dette, og kobler det ikke til kompetansemålene. Lærerne mener at allsidig arbeid med tegning er sentralt i faget, men oppfatter ikke at dette er noe de finner grunnlag for i læreplan og støttemateriell. Samlet sett tyder resultatene på at tegning, slik det omtales i læreplan og støttemateriell, og lærernes oppfattelse av tegning knyttet til grunnleggende ferdigheter, er uavklart i kunst- og håndverksfaget.Nøkkelord: tegning, læreplan, kunst og håndverk, grunnleggende ferdigheter, kompetansemålTeachers' perceptions of drawing seen in light of the basic skill "writing" in arts and craftsAbstractThe article examines the concept of “drawing” as a part of the subject “arts and crafts” (in Norwegian: kunst- og håndverk) in the formal curriculum and the curriculum as perceived by teachers and in guidance materials. Further, it examines how teachers in four lower secondary schools interpret drawing related to the curriculum’s description of the basic skill of writing in the “art and crafts” subject. The results reveal unclear relationships between verbs used to describe the basic skill of “writing” and the competence objectives in the “arts and crafts” subject in the current curriculum for Norwegian elementary schools (LK06). The curriculum’s description of the basic skill of writing implies conscious and versatile work with drawing at all stages. However, this is unknown to the four teachers interviewed in this project. The teachers understand and practice the basic writing skill in the “arts and crafts” subject as student log writing, descriptions of processes and as documentation of tasks. The curriculum emphasizes versatile work with drawing, but the teachers do not "see" and do not link to the competence objectives. The teachers think that versatile work with drawing is central to the subject, but do not perceive this as based in the curriculum and guidance materials. Overall, the results indicate that the concept of drawing, as described in the curriculum and guidance materials, as well as the teachers' perception of drawing related to basic skills, are unclear in “arts and crafts”.Keywords: drawing, curriculum, arts and crafts, basic skills, competence objectives
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Et.al, Romarzila Omar. "Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 37–44. http://dx.doi.org/10.17762/turcomat.v12i3.463.

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This article reports the results of a study on the Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations. The implementation of curricular innovations is a complex process. Studies on curricular changes have shown that teachers play a pivotal role in the success or the failure of implementation projects. The study focuses on teachers’ perceptions and attitudes toward the implementation of the newly introduced National Preschool Curriculum Standards (NPCS) in Malayisan preschools. The study uses the survey method involving preschool teachers set to explore the teachers’ level of knowledge about the curricular innovations, the teachers’ level of skill in implementing the curricular innovations, and the teachers attitudes towards the change. Data was gathered using questionnaires that captured teachers knowledge, skills and attitudes towards NPCS. Findings showed that teachers had high mean score on knowledge of NPCS and positive attitudes towards the curricular innovations. However the low to moderate mean score on teachers’ skills in implementing curricular changes indicate that they are notready and lack in proficiencies to implement the changes as required. The results suggest that teachers need professional development promoted by personal learning and understanding, support and guidance as well as planned intervention programs in order to equip them with the necessary skills to ensure the grounded change in curriculum can be successfully initiated and the NPCS is a reality.
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Fauzi, Muhammad Sukron. "THE IMPLEMENTATION OF CURRICULUM 2013 FOR PHYSICAL EDUCATION, SPORT AND HEALT OF JUNIOR HIGHSCHOOL IN SAMARINDA." ACITYA Journal of Teaching & Education 1, no. 2 (July 22, 2019): 131–41. http://dx.doi.org/10.30650/ajte.v1i2.249.

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This study aims to determining the Implementation of Curriculum 2013 in the scope of content standard, process standar, and assessment standar for Physical Education, Sport, and Health of junior high school. This study was an evaluation research based on mix method of deskriptif quantitative approach. The evaluation model was responsive that had an objective to find out the responses of teachers about the implementation of curriculum 2013. This study was taken place in Junior High School. The total of the population was 81 School and the sample used in this study were 20 school based on the proportionate stratified random sampling technique. The data collection instrument were quesionaire for teachers physical education sport and healt. The findings showed. The implementation of Curriculum 2013 in the scope of content standar was apropriate with the guidance of Curriculum 2013 with the percentation of responden’s response was 82,4%, The implementation of Curriculum 2013 in the scope of process standar was apropriate with the rules of Curriculum 2013 with the percentation of responden’s response was 82,8%, The implementation of Curriculum 2013 in the scope of assessment standar was apropriate with the guidance of Curriculum 2013 with the percentation of responden’s response was 80,4%. Conclusions are the implementation of the 2013 curriculum including content standards, process standards, and assessment standards for junior high schools in the city of Samarinda, which have run according to the format, guidelines and policies of the government regarding the implementation of the 2013 curriculum.
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Poetsch, Susan. "Unrecognised language teaching: Teaching Australian Curriculum content in remote Aboriginal community schools." TESOL in Context 29, no. 1 (December 30, 2020): 37–58. http://dx.doi.org/10.21153/tesol2020vol29no1art1423.

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The case study in this article offers a descriptive account of challenges involved in teaching Australian Curriculum content in the common teaching context in remote communities where an Indigenous language is spoken as the everyday form of communication and students learn English in what is essentially a foreign language setting. An on-theground description of the work of a Primary school teaching team servesto illustrate the language teaching aspect of delivering Australian Curriculum content in areas such as History, Geography and Science. This aspect of the teaching team’s work is underestimated in the curriculum itself and in the guidance provided to teachers, yet is essential for student learning in this context. While the team draws on students’ L1 and early L2 English proficiency abilities to teach curriculum content, this work is not expedited from outside their classroom. An analysis of current curriculum offerings and the teaching team’s approaches finds that they receive little direction for the extensive language planning required. The findings suggest an urgent need for tailor-made curriculum and teacher guidance which better recognise this dual language context. This article canvases different curriculum settings that would alleviate this situation considerably, not only for this teaching team but for others in similar remote schools.
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Cutbush, Stacey, Deborah Gibbs, Kathleen Krieger, Monique Clinton-Sherrod, and Shari Miller. "Implementers’ Perspectives on Fidelity of Implementation." Health Promotion Practice 18, no. 2 (October 22, 2016): 275–82. http://dx.doi.org/10.1177/1524839916672815.

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Fidelity of implementation is an essential factor in realizing outcomes of evidence-based interventions. Yet perspectives vary on the degree to which fidelity is necessary or desirable, implementers may receive limited guidance on fidelity, and research on implementers’ understanding and operationalization of fidelity is lacking. We conducted key informant interviews with 20 individuals who implemented an evidence-based teen dating violence prevention curriculum in seven sites. Interviews addressed how implementers defined fidelity and the adaptations they made in implementing the curriculum. Although all implementers reported delivering the curriculum with fidelity, their definitions of fidelity varied. Most defined fidelity in terms of adherence to the published curriculum, although definitions sometimes allowed modifications of pedagogy or adding or subtracting materials. A smaller group of implementers defined fidelity in terms of their perceptions of the curriculum’s core messages. All implementers described variations from the published curriculum, which were frequently inconsistent with their own definitions of fidelity. Implementers committed to the value of implementation with fidelity may need support in its definition and application. Developers can support implementers by communicating program theory in terms that implementers will understand, clarifying expectations for fidelity and allowable adaptations, and codifying lessons learned from previous implementation.
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Ilgaz, Gokhan, Levent Vural, and Menekse Eskici. "Is the source for my curriculum knowledge and other competencies the same? Evidence from PISA 2015." Cypriot Journal of Educational Sciences 14, no. 4 (December 31, 2019): 706–22. http://dx.doi.org/10.18844/cjes.v11i4.4122.

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This study aims to examine to what extent the field of competence regarding curriculum knowledge is concordant with the other sub-competency fields of teaching. These fields are field knowledge, pedagogic competence in field teaching, use of information and communication technologies in teaching, student behaviours and class management, individualised learning approaches, teaching students with special needs, education in a multicultural and multilingual environment, teaching cross-curricular skills, vocational guidance, internal evaluation of schools and self-evaluation, teacher–parent collaboration and school management and administration. Survey is our research model. The participations of the study are 54.395 teachers from 17 different countries, which have been obtained from PISA 2015. The correspondence and multiple correspondence analyses were used. The results of simple correspondence analysis have revealed that the measure of accountable correspondence is more than 50% between the sources of curriculum knowledge and those of other sub-competency fields such as field insight and knowledge, pedagogic competence in field teaching and student assessment procedures. Likewise, multiple correspondence analysis has also produced similar results. Keywords: Teacher training, curriculum knowledge, curriculum development, correspondence analysis.
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Cotton, D. R. E. "Implementing curriculum guidance on environmental education: the importance of teachers' beliefs." Journal of Curriculum Studies 38, no. 1 (February 2006): 67–83. http://dx.doi.org/10.1080/00220270500038644.

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Crawford, Keith. "Constructing Curriculum Guidance 4: The politics of textual inclusion and exclusion." Educational Studies 26, no. 1 (March 2000): 49–65. http://dx.doi.org/10.1080/03055690097736.

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Juniarti, Neti, Sheizi Prista Sari, and Desy Indra Yani. "ANALYSIS AND EVALUATION OF IMPLEMENTATION OF UNDERGRADUATE NURSING CURRICULLUM FOR FAMILY NURSING IN WEST JAWA." INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) 1, no. 2 (February 8, 2017): 103. http://dx.doi.org/10.24990/injec.v1i2.119.

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Nurses are the backbone of the healthcare system, being the key providers of primary healthcare as they comprise 60-80% of the total health workforce, and provide 90% of all heath care services in the primary healthcare arena. This study aimed to evaluate the concordance of family nursing and community health nursing curriculum with international standards and national needs for undergraduate nursing education in West Java.This study used evaluation research design using BEKA framework as a tool to perform curriculum analysis which included Benchmarking, Evidencing, Knowing, and Applying stages. The international standards competency for family nursing and community health nursing, course study guide and samples of students reports were collected and analysed using content analysis. In addition participants from six nursing schools were interviewed to identify application of the curriculums. The results show that some of the competencies outlined in the course study guide were not aligned with international standards of family nursing from International Family Nursing Association. Four dimensional framework of family nursing and community health nursing curriculums were proposed to improve the alignment between international standards as well as local and government needs for family nursing and community health nursing curriculums. School of nursing can apply this framework as guidance to develop their own learning plans based on international standards, national, local and institutional needs. Keywords: curriculum analysis, evaluation, family nursing, community health nursing
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Onyilofor, Florence N. C. "Repositioning Guidance And Counselling And Curriculum Innovation In Higher Education In Nigeria." Journal of International Education Research (JIER) 9, no. 2 (March 27, 2013): 153–64. http://dx.doi.org/10.19030/jier.v9i2.7720.

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This study focuses on repositioning guidance and counseling and curriculum innovation in higher education in Nigeria. Descriptive survey research design was employed in the study. The study covered four Federal universities in the South-West Geopolitical zone of Nigeria, namely University of Ibadan in Oyo State; Obafemi Awolowo University, Ile-Ife in Oshun State; University of Lagos in Lagos State; and University of Ilorin in Kwara State. The population of the study comprised 241 made up of 195 student counselors and 46 professional counselors from the four selected federal universities in the South-West Geopolitical zone of Nigeria. The sampling for the study was drawn through simple random sampling technique. Structured questionnaire was developed by the researcher using strongly agreed, agreed, disagreed, and strongly disagreed options. The questionnaire was face-validated using five experts - two in the department of Measurement and Evaluation in University of Nigeria Nsukka, one in Curriculum in Ebonyi State University, Abakaliki, one in Guidance and Counseling, Nnamdi Azikiwe University, Awka; and one in Guidance and Counseling in University of Calabar, Cross River State. The data collected were analyzed using mean and standard deviation for answering the research questions. A mean of 2.5 and above was accepted while any mean less than 2.5 was rejected. The findings of the study reveal, among other things that education, sense of industry, problem solving, conducive/enabling environment, and planning are various ways professional counselors help in repositioning curriculum innovation in higher education in Nigeria. It is also recommended among other things that both expert teachers/professional counselors and student counselors should participate in the repositioning of guidance and counseling and the design and development of innovative curriculum.
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Troosters, Thierry, Nathalie Tabin, Daniel Langer, Chris Burtin, Michelle Chatwin, Enrico M. Clini, Margareta Emtner, et al. "Introduction of the harmonised respiratory physiotherapy curriculum." Breathe 15, no. 2 (June 2019): 110–15. http://dx.doi.org/10.1183/20734735.0124-2019.

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Building on the core syllabus for postgraduate training in respiratory physiotherapy, published in 2014, the European Respiratory Society (ERS) respiratory physiotherapy task force has developed a harmonised and structured postgraduate curriculum for respiratory physiotherapy training. The curriculum outlines the knowledge, skills and attitudes which must be mastered by a respiratory physiotherapist working with adult or paediatric patients, together with guidance for minimal clinical exposures, and forms of learning and assessment.This article presents the rationale, methodology and content of the ERS respiratory physiotherapy curriculum. The full curriculum can be found in the supplementary material.
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TOPSAKAL, Yunus. "Lisansüstü Düzeyde Turist/Turizm Rehberliği Eğitimi Veren Programların Müfredatlarının İncelenmesi ve Öneriler." Ankara Hacı Bayram Veli Üniversitesi Turizm Fakültesi Dergisi 24, no. 1 (June 22, 2021): 99–115. http://dx.doi.org/10.34189/tfd.24.01.005.

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Salmon, Gill, and Michal Tombs. "Teaching medical students child and adolescent psychiatry (CAP)." Journal of Mental Health Training, Education and Practice 14, no. 5 (August 29, 2019): 348–60. http://dx.doi.org/10.1108/jmhtep-07-2018-0041.

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Purpose The prevalence of psychiatric disorders in children and young people is increasing, leading to recommendations that medical schools re-consider their curriculum content and teaching practices for child and adolescent psychiatry (CAP). The purpose of this paper is to seek guidance for undergraduate curriculum development from the wider literature on CAP curriculum content and teaching practices. Design/methodology/approach A comprehensive search of the literature was conducted, focussing on studies that examined undergraduate teaching of CAP. In an attempt to establish whether there is an agreed level of curriculum content and teaching practices, literature from all over the world was included. Findings Findings suggest that curriculum content and teaching practices are varied, therefore it was difficult to identify best practice upon which recommendations can be made. In addition, despite previous calls for curriculum improvements and expansion of learning objectives, recent studies suggest that there has been little change. Research limitations/implications A common theme emerging was the importance of making the CAP curriculum relevant to all future doctors rather than only those who plan to specialise in CAP. Further research to determine what CAP knowledge, skills and attitudes non-psychiatrists think that medical students need to be taught is warranted. Originality/value This paper reviewed the literature on undergraduate CAP teaching, highlighting common themes from the wider literature on medical curriculum development to inform how CAP curricula content can be developed to equip future doctors.
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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia." Health Education 118, no. 1 (January 2, 2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.

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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.
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Jenkins, Bethan. "Amy Wadge and her songwriting scholarship scheme at Lewis School Pengam." Journal of Popular Music Education 5, no. 1 (April 1, 2021): 133–40. http://dx.doi.org/10.1386/jpme_00049_1.

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With a focus on songwriting, this article reports on the place of rock and pop as a means for generating creative output in the current Welsh secondary school curriculum. The article outlines how guidance from industry professionals in addition to a robust and relevant pop and rock curriculum can facilitate pupils accessing employment in the contemporary music industry.
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Parjuangan, Sabam, M. Dwiyan Aditiya, and Nurfiana Nurfiana. "Training of the Curriculum (K-13) e-Rapor Information System for the Teachers of Senior High School." Jurnal Pengabdian kepada Masyarakat (Indonesian Journal of Community Engagement) 6, no. 1 (March 31, 2020): 45. http://dx.doi.org/10.22146/jpkm.45297.

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The curriculum transformation of primary and secondary educationin Indonesia had stimulated the transformations movement of technology. Oneof these transformations was in the form of the student grade report (e-rapor) inIndonesian schools. This transformation required primary and secondary schoolteachers to be adapted to use information technology. The efforts to answer thistransformation were carried out through the technical guidance to providetraining for teachers of Sekolah Menengah Atas (SMA) and Sekolah MenengahKejuruan (SMK) Persada Bandar Lampung by filling out this e-Rapor. Thistraining was carried out through several main materials i.e., the applicationinstallation, the application troubleshooting, and the use of e-Rapor. Thistraining was implemented in 3 days. Moreover, the next training was alsoconducted to deal with some of the arising problems after the technical guidancewas conducted. This technical guidance was attended by 27 teachers. Thistechnical guidance was implemented by delivering material, conducting thesimulation, and doing discussion. The result of this technical guidance wasanalyzed quantitatively through observations and discussions. It showed that alltechnical guidance participants were able to fill out the e-Rapor systemaccording to their respective roles after the technical guidance implementationon filling out the e-Rapor.
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Amirudin Latif. "DEVELOPING CURRICULUM OF BACHELOR IN ELT PROGRAM BASED ON THE INDONESIAN NATIONAL QUALIFICATION FRAMEWORK (KKNI)." PREMISE JOURNAL:ISSN online: 2442-482x, ISSN printed: 2089-3345 6, no. 1 (April 15, 2017): 85. http://dx.doi.org/10.24127/pj.v6i1.857.

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The study is intended to develop curriculum of bachelor in ELT Program based on the Indonesian National Qualification Framework (KKNI). The procedure of the curriculum development is adapted from a guidance book of the curriculum development for higher education published by RISTEKDIKTI. The subjects of the study are the lecturers and students of English Department Muhammadiyah University of Metro, English teachers, headmaster, English course owners, heads of private and state institution, and heads of regency and city education office. The result of the study is the curriculum documents such as graduate profiles, learning outcomes, study materials, the structure of curriculum, the semesterly course distribution, course description, syllabus, and lesson plan. The curriculum has been being implemented for two semesters. The students give positive response on the implementation of the curriculum.
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Rahmi, Novita. "RELEVANSI KURIKULUM DAN WUJUD KONGKRET TUJUAN PEMBELAJARAN BAHASA ARAB." An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab 19, no. 1 (July 30, 2017): 107. http://dx.doi.org/10.32332/an-nabighoh.v19i1.760.

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Learning is a conscious effort to achieve specific goals. Meanwhile, the curriculum is a tool to achieve the desired educational goals. Manifestations of the curriculum in a learning activity consists of several components that work together to achieve educational goals. Besides the curriculum should serve as guidance in organizing educational activities carried out in schools. The curriculum also regulate matters relating to the type of program, for the organization, strategy implementation, the responsible, infrastructure, and others. Thus, the curriculum is closely linked to the learning objectives. Likewise with Arabic learning, curriculum developed useful as possible to realize the goal of learning Arabic. All the elements related to the curriculum as an educational tool, children of students, the situation of education and learning activities work together to achieve the desired goal. The curriculum is a means to achieve educational goals.
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Xəlil qızı Zamanova, İradə, and Telli Tarıyel qızı İbrahimova. "Curriculum development ways in the organization of carrer development for talanted children." SCIENTIFIC WORK 67, no. 06 (June 21, 2021): 58–62. http://dx.doi.org/10.36719/2663-4619/67/58-62.

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This paper analyzed different existing programs for gifted education in the general education and discusses the issues and challenges experienced into the classroom. The main aim of this article is to describe main challenges in implementing curriculum of students' career development in the general education. The article presents modern curriculum development models that builds students’ competences in different professions. The learning outcomes and new approaches in designing modern curriculum are explained. The experiment work has been implemented on developing students’ career skills during the secondary education. The proposed curriculum development models introduced and could serve as a guide in the development of a curriculum for gifted students in all public schools across the country. Key words: career guidance, talented children, curriculum, interests and needs
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Park, Eun Sook. "A Study on the Operation of Liberal Arts Curriculum Based on Core Competencies －Focusing on the Case of N University." Korean Association of General Education 15, no. 3 (June 30, 2021): 147–68. http://dx.doi.org/10.46392/kjge.2021.15.3.147.

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This study is a case study regarding the operation of the liberal arts curriculum based on core competencies. It was conducted to explore the developmental direction of the competency-based curriculum. The study investigated the trend in the changes of the competency-based curriculum of N University, as well as the actual conditions and demands of the faculty’ capacity-based curriculum operation.<br/>N University's competency-based education has grown through a three-stage transformation process. The quality of education has been managed by diagnosing the effectiveness of competency-based education at the curriculum level through competency matching with the competency of the subject. While professors are highly aware of the necessity of competency-based education, they are relatively inadequate when it comes to teaching various curriculums. Therefore, for the purpose of competency-based education, it is necessary to diversify the curriculum.<br/>The professor was engaged in the following activities to operate the competency-based curriculum: student-centered class preparation and activity-oriented teaching methods, one-on-one feedback and guidance on activity experiences, observation and activity-oriented competency evaluation, and curriculum improvement plans reflecting student opinions, etc. Through the exploration of this process of change, and based on the recognition of the professors, suggestions on educational policy, educational content, and educational methods were made.<br/>The purpose of this study was to demonstrate that a specific case of competency-based education at a certain university, along with the perception of professors with competency-based education experience, suggests the direction in which competency-based education is heading.
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Bhattacharya, Rahul, Michael Maier, Dinesh Bhugra, and James Warner. "Curriculum for workplace-based assessments: a Delphi study." Psychiatrist 34, no. 5 (May 2010): 204–7. http://dx.doi.org/10.1192/pb.bp.109.028209.

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Aims and methodTo generate a list of topics for ‘core curriculum’ that can be used as a guide for trainees and trainers carrying out workplace-based assessments (WPBAs). A three-stage Delphi consultation was carried out.ResultsGeneration of a list of topics for WPBA appropriate for each year of core training with a mean rating of importance in curriculum.Clinical implicationsIn the absence of formal guidance, the list generated can serve as an informal guide.
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Wibowo, Devi Vionitta, Erni Munastiwi, and Ahmad Sanusi. "Manajemen Kurikulum Berbasis Pendidikan Islam Masa Pandemi Covid-19." JURNAL PENELITIAN KEISLAMAN 17, no. 1 (June 28, 2021): 1–20. http://dx.doi.org/10.20414/jpk.v17i1.3464.

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The purpose of this article is to determine the management of an Islamic education-based emergency curriculum at RA Masyithoh to make effectively and efficiently for Islamic education during pandemic-19. The research method used qualitative methods with investigations and interviews. The results of the study indicate that there is an implementation of an Islamic education-based emergency curriculum management which includes planning, organizing, implementing, and evaluating in order to create an Islamic education with character in accordance with the guidance of the Al-Qur'an and the Prophet's Hadith. The institution makes SOP related to additional work programs in the form of study guidance, parenting, media collection and screening of children's learning outcomes which is carried out once a week. There is an increase in teacher performance and an increase in independence and discipline in children character when implementing Islamic education-based emergency curriculum at RA Masyithoh Rembang.
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Mendez, Melissa, and Michael S. Cardwell. "Obstetrics and Gynecology Residency Ultrasonography Program Curriculum." Donald School Journal of Ultrasound in Obstetrics and Gynecology 8, no. 1 (2014): 16–21. http://dx.doi.org/10.5005/jp-journals-10009-1329.

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ABSTRACT Ultrasound skills—technical and interpretive—are essential to the practice of obstetrics and gynecology. The Accreditation Council for Graduate Medical Education provides guidance, though limited, on what an obstetrics and gynecology residency ultrasonography program curriculum should include. A review of several educational institutions’ approaches to the ultrasonography curriculum is presented. A detailed discussion of the Texas Tech University Health Sciences Center, Paul L Foster School of Medicine, obstetrics and gynecology residency ultrasonography program curriculum is provided for additional consideration. How to cite this article Cardwell MS, Mendez M. Obstetrics and Gynecology Residency Ultrasonography Program Curriculum. Donald School J Ultrasound Obstet Gynecol 2014;8(1):16-21.
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Walters, L. Melissa. "A Draft of an Information Systems Security and Control Course." Journal of Information Systems 21, no. 1 (March 1, 2007): 123–48. http://dx.doi.org/10.2308/jis.2007.21.1.123.

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Proficiency with information systems (IS) and their supporting information technologies has become a core competency for accounting professionals; and because of its close relationship to internal control, IS security has evolved into a critical aspect of that competency. Unfortunately, IS security is not widely included within the core body of knowledge typically offered by business curriculums. This essay is intended first, to make a case for the importance of explicitly addressing IS security as part of an accounting curriculum and second, to provide some practical guidance to accounting information systems (AIS) educators who would like to develop and offer an IS security and control course (or otherwise incorporate more comprehensive coverage of information security topics into an already existing systems course). The course draft presented here is based on the author's experiences in designing, developing, and teaching an IS security course as a core course within an AIS curriculum.
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