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Journal articles on the topic 'Life Experience curriculum'
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1
Hutchinson, Derek A., and M. Shaun Murphy. "Composing Lives Alongside." International Journal of Bias, Identity and Diversities in Education 6, no. 2 (July 2021): 1–14. http://dx.doi.org/10.4018/ijbide.2021070101.
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Drawing on a broader narrative inquiry into the curriculum making of participants who compose identities dissonant with dominant stories of gender and sexuality, this article explores the shaping influence of the social (relationships, communities, and contexts) in one participant's life story around sexuality from a curricular perspective. The term curriculum making represents an ongoing process through which individuals make sense and meaning of experience, position curriculum broadly as a course of life, and shift notions of curriculum and curriculum making beyond the bounds of school. Individuals engage in identity making as they make sense of themselves in relation to their curriculum making, narratively understood as the composition of stories to live by. This inquiry highlights the ways that life stories are composed alongside, connected to, and shaped by other people and draws the attention of educators to the complex lives unfolding in schools.
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Hull, John E. "Education for Discipleship: A Curriculum Orientation for Christian Educators." Journal of Education and Christian Belief 13, no. 2 (September 2009): 155–68. http://dx.doi.org/10.1177/205699710901300207.
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THIS ARTICLE INVESTIGATES the long-held assumption that Christian educators need their own curriculum orientation. Seminal documents published by Philip Jackson and Harro Van Brummelen in the nineties are analyzed against the background of a brief history of the field of curriculum theory. The author accepts Jackson's conclusion that curriculum theorists and classroom teachers are generally confused about the true nature of curriculum orientations and about the way curriculum reform takes place. Jackson's own understanding of curriculum orientations raises the bar of curriculum reform from the mere substitution of one conceptual model for another to the preference of one way of life over all others. The investigation reveals that Van Brummelen's presentation of an alternative Christian curriculum orientation both rises above Jackson's critique and is vulnerable to it. Education for Discipleship is a highly evolved alternative curriculum orientation; nevertheless, its implementation is limited to a learning community actualizing a biblical world and life point of view from a conceptual model to actual practice. This investigation suggests that substantive curriculum reform requires two-way traffic along the conduit of influence that connects faith, theoretic frameworks, curricular practice, and community life experience.
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Schultz, Christie. "Communities of Knowing: Curriculum Making in/of Community." LEARNing Landscapes 12, no. 1 (May 31, 2019): 239–48. http://dx.doi.org/10.36510/learnland.v12i1.990.
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This paper explores experiences of becoming a “curriculum maker of community” as part of the University of Alberta’s Building Peaceful Communities Summer Institute, held annually over a two-week period each July. Prompted by the experience in 2018, the author explores the ways in which curriculum can be co-composed as a community of learners, moving beyond prescripted curriculum. Throughout the account, the author narrates autobiographical life experiences that serve to illustrate ways of knowing and ways of coming to communities of knowing.
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Azzarello, Caterina Belle, Lee Arakawa, Daniel Edi, Madasyn Sutton, and Randy Larkins. "Perceived Life-Readiness from Real-World Curriculum Experiences of Alumni." International Journal of Higher Education 10, no. 6 (June 2, 2021): 33. http://dx.doi.org/10.5430/ijhe.v10n6p33.
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Students pursue college degrees expecting to learn skills necessary to navigate adult life. While this is the expectation of most students, there is a lack of research examining the perceived effectiveness of real-world applicability in undergraduate degrees.Objective. The purpose of this phenomenological and constructivist study was to explore how college alumni perceive their educational experiences in terms of real-world preparedness.Methods. Eight participants in their mid-twenties (5 females, 3 males) were selected using purposeful sampling. Participants participated in informal, semi-structured, one-on-one Zoom interviews and demographic questionnaire responses.Results. Emerging themes indicated that alumni felt the relationships formed had a greater contribution to their life-readiness compared to their real-world curriculum. Other emerging themes revealed alumni believed they developed valuable skills through hands-on experience and group work. Recommendations were made by alumni for curriculum changes, including smaller class sizes and inclusion of more practical courses.Conclusions. Based on these findings, future research should aim to replicate this study using a broader range of alumni to further investigate this phenomenon, as well as studies that investigate various college types and student experiences.
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Phillion, JoAnn, Erik L. Malewski, Suniti Sharma, and Yuxiang Wang. "Reimagining the Curriculum in Study Abroad: Globalizing Multiculturalism to Prepare Future Teachers." Frontiers: The Interdisciplinary Journal of Study Abroad 18, no. 1 (August 15, 2009): 323–39. http://dx.doi.org/10.36366/frontiers.v18i1.269.
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This article discusses research that indicates that the lived experience of studying abroad provides preservice teachers the intellectual and critical starting point for multicultural awareness of the educational, social, and political relationships between their lives and other cultures. With course work and field experiences that are grounded in multicultural life-experience, the authors argue that preservice teachers begin to develop the awareness, sensitivity, and skills they urgently need to bridge the gap between White teachers and their historically underprivileged student populations and to understand the rapidly diversifying classrooms in which they will teach.
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Gilson, Todd A., and Anthony Deldin. "Integrating a Clinical Exercise Gerontology Experience into a Kinesiology Curriculum." Kinesiology Review 4, no. 4 (November 2015): 392–97. http://dx.doi.org/10.1123/kr.2015-0040.
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In the next 45 years it is estimated that individuals aged 65 and older will increase by 93% in the United States. This population will require a reexamination in thinking related to what retirement is and how seniors desire to maintain their quality of life. Thus, with this demographic shift, new career opportunities will be available for students in older adult fitness, and kinesiology graduates can be at the forefront of providing physical activity to promote public health. Through the exploration of an off-campus clinical exercise gerontology experience at Northern Illinois University, specifics of the program and potential barriers are discussed, with an eye toward assisting other institutions that wish to begin/enhance a similar program. Finally, benefits and future opportunities are highlighted showing how this partnership has led to an improved quality of life for seniors and strengthened relationships with the larger community.
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Gray, S. H., J. Owen, and A. Petrosoniak. "LO096: Comfortable with your thoracotomy skills? An innovative simulation-based curriculum to teach rare procedures in emergency medicine." CJEM 18, S1 (May 2016): S63. http://dx.doi.org/10.1017/cem.2016.133.
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Introduction / Innovation Concept: Emergency medicine (EM) residents must demonstrate proficiency in several rare, life-saving procedures but few clinical opportunities exist to practice and master these skills. Currently no standardized curricula exist for the instruction of these skills during EM residency. Accordingly, many residents graduate without the experience to perform these critical procedures confidently. We developed a novel, simulation-based curriculum for six rare, life-saving, EM skills that integrates deliberate practice and Kolb’s theory of experiential education. Methods: We used existing EM training objectives and a recent national resident needs assessment to develop a simulation-based technical skills curriculum. The six station curriculum was underpinned by the pedagogical framework of experiential education and deliberate practice. Instructor and participant feedback directed subsequent curriculum modifications. Curriculum, Tool, or Material: This one-day intensive curriculum was successfully implemented at two Canadian EM residency programs for 54 EM residents, from both CCFP-EM and FRCP-EM streams. Participant feedback was highly favorable. An iterative approach to curriculum implementation at two separate residency programs effectively allowed educators to respond to participant needs. Conclusion: A novel simulation-based curriculum for rare procedures in EM is feasible, practical, and highly valued by participants. Ongoing work is underway to refine the curriculum and assess its efficacy in creating competence. Deliberate practice and Kolb’s theory of experiential education provide useful frameworks for technical skills training.
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Dan, Tao. "Experiencing Life, Exploring Content, Broadening Forms: An Empirical Research on the Art Education of Life in Rural Kindergartens." Science Insights Education Frontiers 10, S1 (September 13, 2021): 14. http://dx.doi.org/10.15354/sief.21.s1.ab044.
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According to Xingzhi Tao, education should focus on life, life determines education, and then education remakes life, the role of education can only be played through life. Art comes from life, it is the way that children experience the world perceptually and also the other language to express their understanding of the world. However, with the development of Arts education, existing problems are gradually revealed. Based on the analysis of current Arts activities, the research was carried out on the following issues that children don’t have the effective experience before Art activities; the content of Art activities doesn’t conform to the children’s experience and life in the teaching process; the teaching form and materials are single and children lack interest problems, etc. By observing and experiencing life, the children can accumulate perceptual experience. By following the children’s experiences and life, we can explore the teaching content. By broadening the forms and materials of art activities, the children are glad to perform, which will improve children’s life observation and aesthetic ability, stimulate children’s creative interest being willing to create and performance, improve the ability of teachers’ observation, curriculum producing and teaching skills and it also explores the use of art teaching method and life-oriented materials in rural kindergartens.
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Jack-Malik, Sandra, and Janet Lynne Kuhnke. "Narrative Inquiry as Relational Research Methodology and Andragogy: Adult Literacy, Identities and Identity Shifting." Language and Literacy 22, no. 2 (July 15, 2020): 43–63. http://dx.doi.org/10.20360/langandlit29457.
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Using narrative inquiry as a relational methodology and as andragogy, the research puzzle was to deepen understanding of the experiences of women, living with limited literacies and as they engaged in tutoring. This work animates the temporal, curriculum and life making experiences of a tutee and tutor within the context of adult literacy with a focus on learning to write. As the study progressed and as trust developed, tension filled stories were experienced, shared and reimagined. Thinking through the lens of Dewey’s continuity of experience we demonstrate the links between literacies, curriculum making, and efforts to shift identities. Field texts provided textured and nuanced descriptions of narrative inquiry as andragogy, while supporting the tutee to expand her literate identity and the tutor to become more relational. This work invites readers to reimagine the ways in which educators practice alongside adults who are described as struggling readers and writers.
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Ayers, Lauren, Tristan L. Gartin, Brannan D. Lahoda, Shannon R. Veyon, Megan Rushford, and Presha E. Neidermeyer. "Service Learning: Bringing The Business Classroom To Life." American Journal of Business Education (AJBE) 3, no. 9 (September 1, 2010): 55–60. http://dx.doi.org/10.19030/ajbe.v3i9.480.
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While service-learning may be easily incorporated into medical or legal fields, this type of active learning generally has not been historically integrated into any discipline within the business curriculum. This is unfortunate, as the utilization of business students in not-for-profit environments can provide a triple-win scenario: the students receive an enriched learning experience, as they likely will confront opportunities at the entry level that are not generally experienced until the middle-management level; the administrators at the not-for-profit have access to business students with skills that are necessary but typically expensive to acquire; and the constituents served by the organization are enriched by having improved delivery or efficiency of service. Within this paper, we will discuss the service-learning environment and will then detail a project we have worked on in a service-learning-oriented class, with the hope that others may use our experience to facilitate their own service-learning projects as students or within the context of a class.
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Hall, Laura L., and Roy D. Johnson. "Preparing IS Students for Real-World Interaction with End Users Through Service Learning." Journal of Organizational and End User Computing 23, no. 3 (July 2011): 67–80. http://dx.doi.org/10.4018/joeuc.2011070104.
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Although teaching the technical skills required of Information Systems (IS) graduates is a straightforward process, it is far more difficult to prepare students in the classroom environment for the challenges they will face interacting with end users in the real world. The ability to establish a successful relationship with end users is a critical success factor for any IS project. One way to prepare students for interaction with end users is through the implementation of service learning projects. Service learning projects provide a rich environment for students to experience real world interactions with users. This paper presents an organizational model to guide the implementation of service learning projects in IS curriculums. Service learning projects better prepare students to assume important management positions by giving them experience in applying the system development life cycle to an IS project and working with people. This organizational model uses the system development life cycle approach to integrate typical curriculum and service learning models. The organizational model is grounded in anecdotal evidence from prior experiences with IS students in service learning environments.
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Daly, Michael, Jacqueline Thomson, and Jamie Chambers. "Securing a place for film within the ongoing life of a Scottish state secondary school." Film Education Journal 3, no. 2 (November 26, 2020): 160–74. http://dx.doi.org/10.14324/fej.03.2.04.
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Scottish teachers interested in working with film frequently find themselves faced with a significant challenge in acquiring the confidence and experience to work with this medium in the classroom. Film education does not yet form any significant part of Scottish teacher training programmes and, as such, incorporating film in a medium-specific manner into curricular teaching can be a challenge. This article explores the perspectives of two secondary school teachers at John Paul Academy in Glasgow, who, with the support of UK-based film education charity Into Film, have begun to explore concrete, long-term ways of integrating film education into the school curriculum.
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Wilson, Paria M., Lori A. Herbst, and Javier Gonzalez-del-Rey. "Development and Implementation of an End-of-Life Curriculum for Pediatric Residents." American Journal of Hospice and Palliative Medicine® 35, no. 11 (July 15, 2018): 1439–45. http://dx.doi.org/10.1177/1049909118786870.
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Background: Caring for a child near the end of life (EOL) can be a stressful experience. Resident physicians are often the frontline providers responsible for managing symptoms, communicating difficult information, and pronouncing death, yet they often receive minimal education on EOL care. Objective: To develop and implement an EOL curriculum and to study its impact on resident comfort and attitudes surrounding EOL care. Design: Kern’s 6-step approach to curriculum development was used as a framework for curriculum design and implementation. Setting/Participants: Categorical and combined pediatric residents at a large quaternary care children’s hospital were exposed to the curriculum. Measurements: A cross-sectional survey was distributed pre- and postimplementation of the curriculum to evaluate its impact on resident comfort and attitudes surrounding EOL care. Results: One-hundred twenty-six (49%) of 258 residents completed the preimplementation survey, and 65 (32%) of 201 residents completed the postimplementation survey. Over 80% of residents reported caring for a dying patient, yet less than half the residents reported receiving prior education on EOL care. Following curriculum implementation, the percentage of residents dissatisfied with their EOL education fell from 36% to 14%, while the percentage of residents satisfied with their education increased from 14% to 29%. The postimplementation survey identified that resident comfort with communication-based topics improved, and they sought additional training in symptom management. Conclusions: The implementation of a longitudinal targeted multimodal EOL curriculum improved resident satisfaction with EOL education and highlighted the need for additional EOL education.
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Wallace, Cara L., Harriet L. Cohen, and David A. Jenkins. "Transforming Students’ Attitudes and Anxieties Toward Death and Loss." OMEGA - Journal of Death and Dying 79, no. 1 (May 26, 2017): 52–71. http://dx.doi.org/10.1177/0030222817710140.
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This study examines the impact of a death and dying course on 39 undergraduate students’ attitudes and anxieties about death. Authors outline key aspects of the curriculum used in the course and discuss how the approach lends itself to a transformative learning experience related to death and loss, preparing students who will face clients with a variety of needs in these areas across practice settings. The majority of students ( n = 34) experienced a decrease in death avoidance, fear of death, and overall death anxiety. Students with a history of multiple violent, traumatic, or unexpected deaths ( n = 5) did not experience any significant changes but demonstrated increased scores of death anxiety suggesting that they may be in need of greater support while engaging in death education.
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Forbes, Jennifer, Talia Sierra, and Jared Papa. "Advancing Oral Health Knowledge and Attitudes of Physician Assistant Students Using the Smiles for Life Oral Health Curriculum." Family Medicine 50, no. 10 (November 2, 2018): 775–78. http://dx.doi.org/10.22454/fammed.2018.435186.
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Background and Objectives: The purpose of this study was to determine the effectiveness of the Society of Teachers of Family Medicine’s Smiles for Life: A National Oral Health Curriculum on the knowledge and attitudes of physician assistant students regarding oral health. Methods: Seventy-two didactic year physician assistant students from one physician assistant program were surveyed to assess their knowledge and attitudes regarding oral health prior to starting the Smiles for Life oral health curriculum. The students were electronically surveyed a second time 1 week after completing all online modules in the Smiles for Life oral health curriculum. Results: Precourse and postcourse survey response rates were 57% and 36%, respectively. The mean of the attitude statements increased from 3.20 on the precourse survey to 3.87 on the postcourse survey (P=.0012). The mean number of correct responses on the knowledge questions increased from 6.83 on the precourse survey to 9.85 on the postcourse survey (P<.0001). Conclusions: Statistically significant improvements in the attitudes toward oral health and oral health knowledge of physician assistant students after completion of the Smiles for Life curriculum were observed. This study illustrates the effectiveness of the Smiles for Life curriculum as an interprofessional educational experience. This curriculum can be completed online and does not require faculty expertise in oral health, thus removing previously cited barriers to incorporating oral health into the physician assistant curriculum.
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Litauska, Agata Marszalek, Andrzej Kozikowski, Christian N. Nouryan, Myriam Kline, Renee Pekmezaris, and Gisele Wolf-Klein. "Do residents need end-of-life care training?" Palliative and Supportive Care 12, no. 3 (May 14, 2013): 195–201. http://dx.doi.org/10.1017/s1478951512001101.
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AbstractObjective:As medical education evolves, emphasis on chronic care management within the medical curriculum becomes essential. Because of the consistent lack of appropriate end-of-life care training, far too many patients die without the benefits of hospice care. This study explores the association between physician knowledge, training status, and level of comfort with hospice care referral of terminally ill patients.Method:In 2011, anonymous surveys were distributed to physicians in postgraduate years 1, 2, and 3; fellows; hospital attending physicians; specialists; and other healthcare professionals in five hospitals of a large health system in New York. Demographic comparisons were performed using χ2 and Fisher's exact tests. Spearman correlations were calculated to determine if professional status and experience were associated with comfort and knowledge discussing end-of-life topics with terminal patients.Results:The sample consisted of 280 participants (46.7% response rate). Almost a quarter (22%) did not know key hospice referral criteria. Although 88% of respondents felt that knowledge of hospice care is an important competence, 53.2% still relinquished advance directives discussion to emergency room (ER) physicians. Fear of patient/family anger was the most frequently reported hospice referral barrier, although 96% of physicians rarely experienced reprisals. Physician comfort level discussing end-of-life issues and hospice referral was significantly associated with the number of years practicing medicine and professional status.Significance of results:Physicians continue to relinquish end-of-life care to ER staff and palliative care consultants. Exploring unfounded and preconceived fears associated with hospice referral needs to be integrated into the curriculum, to prepare future generations of physicians. Medical education should focus on delivering the right amount of end-of-life care training, at the right time, within the medical school and residency curriculum.
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Grigor, Dorina, and Benjamin Frentsos. "Experiential Learning and Curriculum for Romanian Primary School Education in the Fundamental Acquisition Stage." Educatia 21 20 (April 30, 2021): 32–38. http://dx.doi.org/10.24193/ed21.2021.20.04.
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"No one left behind" is the main idea that the European Union operates on these days. Each person is extremely important; he or she comes with a valuable background. The educational system must help each individual to develop knowledge, abilities and attitudes so that at the end of an educational curricular cycle, he/she is able to successfully self -integrate into the next educational level or stage in life to become the graduate prepared to easily adapt to life. The Curriculum for Romanian primary school has gone through a significant evolution and, thus, it includes activities based on eight key competencies that express themselves in students’ learning. In particular, we refer to learning by experience, learning by reflection, learning by conceptualization, learning by generalizing and about experiential learning. We have to focus on creating and delivering content to students with individualized profiles so they are ready to lead a productive, healthy life, and to be prepared to adapt themselves to the challenges in life whenever necessary.
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Martin, Leisa A. "Teacher Candidates Respond to Teaching the Junior Achievement Curriculum." SAGE Open 7, no. 1 (January 2017): 215824401769715. http://dx.doi.org/10.1177/2158244017697159.
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Junior Achievement is an international nonprofit organization that is committed to improving the life of elementary, middle, and high school students by helping them understand the relevance of personal finance, economics, and entrepreneurship in the local and global marketplace. It is a potential resource for teacher education programs that seek an additional option for a field experience placement or wish to supplement an existing field experience placement. In this study, 19 middle school teacher candidates from a variety of content areas were provided a chance to coteach a Junior Achievement unit with a fellow classmate at a local school. After participating in the Junior Achievement project, 100% of the participants found the scaffolding component of the Junior Achievement curriculum to be helpful or very helpful, 95% of the participants reported that they benefited personally, and 100% reported that they benefited professionally from the experience. Junior Achievement provides teacher education programs an opportunity to view field experience from a different perspective, and through collaboration, universities, community partners, and schools have the potential to achieve more together than they can individually.
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Collins, Stacy-Ann C. "Exploring Teachers’ Experience with the Implementation of the National Standards Curriculum in an Inner-City Primary School in Kingston, Jamaica." Journal of Education and Development in the Caribbean 19, no. 1 (December 23, 2020): 101–19. http://dx.doi.org/10.46425/j119013563.
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This research sought to explore teachers’ experiences with the implementation of the National Standards Curriculum (NSC) in an inner-city primary school in Kingston, Jamaica. The findings revealed that the teachers viewed the NSC as an excellent curriculum that allows students to think critically, connect to real life situations, and develop learning skills for STEM integration.
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Zhang, Qian Li. "Higher Vocational College "Computer Network Technology" Course Life Scene Design." Applied Mechanics and Materials 651-653 (September 2014): 1848–51. http://dx.doi.org/10.4028/www.scientific.net/amm.651-653.1848.
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This article focuses on building suitable theoretical life scene for higher vocational computer network technology profession “computer network technology” curriculum, as far as possible from structure, provide a return to life world education, pay attention to social life, pay attention to the experience of students and individual difference, reduce the boring degree of classes, let students learn more easily, and of course more interested in courses.
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Telaumbanua, Yohannes. "Analisis Permasalahan Implementasi Kurikulum 2013." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 3, no. 1 (March 28, 2018): 86–108. http://dx.doi.org/10.30630/polingua.v3i1.25.
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The curriculum is at the core of education and have an influence on the entire educational activities. Given the importance of the curriculum in education and human life the curriculum can not be done are not measurable and not systematic. Curriculum requires a philosophical foundation historical sociological psychological powerful precise theories of learning knowledge and experience of teachers and support infrastructure in the PBM adequate education. The design of curriculum development in 2013 has met the demands of the progress of globalization and rapid information systems today. In fact the design of the curriculum is notyet supported by the knowledge and experience of teachers in implementing the 2013 curriculum to students for example the first taskof analyzing the SKL KI KD Books Students and teachers book has not been fully carried out by teachers much remains to copy andpaste and lack of time to read the document in depth and the concept of a scientific approach is still not understood let alone on learning methods that are less applicable delivered. Furthermore educational infrastructure for the benefit of the PBM has not beenable to keep teachers teaching and students learning inside and outside the classroom
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Harden, Amy J., Carla Earhart, Craig Webster, and Sotiris Hji-Avgoustis. "Lessons for Managing Academic Excellence in a Crisis: Experiential Learning." Journal of Family & Consumer Sciences 113, no. 2 (April 1, 2021): 7–13. http://dx.doi.org/10.14307/jfcs113.2.7.
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Family and consumer sciences (FCS) has a long history in embracing the value of hands-on, project-based learning in the classroom. The value of this learning style extends beyond the classroom through internships and other types of experiential learning. FCS literature is replete with examples from the early years of the profession to more recent years (e.g., Bell & Haley, 1995; Branegan & Spafford, 1949; Brooks & Simpson, 2014; Dobbs-Oates, 2019; Hurst et al., 2014; Olson & Montgomery, 2000). Internships are traditionally one of the most popular ways to try out a potential career path and get real-life work experience. For many academic programs, internships are part of the curriculum. In many programs that are aligned with an FCS curriculum, there is a requirement to have an internship experience. However, the recent pandemic has illustrated that the ability to complete an internship may be dependent upon the predictability of the business environment in which such educational experiences can take place.
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Okafor, Tr Reuben U. "Death Attitudes, Gender and Death Experience: The Nigerian Evidence." OMEGA - Journal of Death and Dying 30, no. 1 (January 1, 1995): 67–78. http://dx.doi.org/10.2190/b0jm-78dx-v04l-krxk.
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Death education has just found its way into the Health Education and curriculum of Nigerian universities and so requires some baseline empirical data on students' death attitudes. The sample consisted of 311 students selected from six Nigerian universities that offered Health Education. Three research questions answered with statistical means and two null-hypotheses tested with two-tailed t-test and ANOVA guided the study. The Hoelter multidimensional fear of Death Scale (MFODS) and Templer's Death Anxiety Scale (DAS) were instruments for determining students' death fear and anxiety respectively with gender and death experience as the independent variables. Results showed that the students' generally had negative death attitudes with females showing greater non-significant negative death attitudes than males. Death experience made no difference as a variable. The implications of these findings particularly for health education were proffered.
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Baumann, P., H. J. Möller, and G. Laux. "Psychopharmacology curriculum for psychiatric residents." Die Psychiatrie 14, no. 01 (January 2017): 21–27. http://dx.doi.org/10.1055/s-0038-1669547.
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Summary Background: Postgraduate teaching of psychiatric residents in the important field of psychopharmacology and pharmacotherapy is insufficient regarding number of hours of theoretical teaching and practical training, content and structure and varies widely. Education based on controlled trials (evidence-based) may interfere with daily life real world experience and questions of doctors. Method: Data available from national psychiatric societies and from the literature are presented as well as a recently proposed German curriculum and learning catalogue. The latter includes general pharmacology including pharmacokinetics, neurobiological principles, clinical pharmacology of different classes of psychotropics (antidepressants, antipsychotics, mood stabilizers, anxiolytics, hypnotics, stimulants etc.), special aspects (e.g. pregnancy, geriatric patients) as well as ethical, legal and economic aspects. About 160 hours of theoretical education are proposed, clinical teaching should be interactive, with vignettes and supervision covering about 300 hours. There is a need for standardization of psychopharmacology-pharmacopsychiatry teaching at the European level.
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Parekh, Ravi, Melvyn Mark Jones, Surinder Singh, Jack Shi Jie Yuan, See Chai Carol Chan, Saniya Mediratta, Rhys Smith, et al. "Medical students’ experience of the hidden curriculum around primary care careers: a qualitative exploration of reflective diaries." BMJ Open 11, no. 7 (July 2021): e049825. http://dx.doi.org/10.1136/bmjopen-2021-049825.
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ObjectivesPrimary healthcare internationally is facing a workforce crisis with fewer junior doctors choosing general practice (GP) as a career. In the UK, a national report on GP careers highlighted adverse influences during medical school on students’ career choices. The authors explored these influences in two urban UK medical schools, both with relatively low numbers of students entering GP training.DesignUsing a phenomenological approach, the authors thematically analysed the reflective diaries of four medical students who were recruited as ‘participant researchers’ over a period of 10 months. These students made regular reflexive notes about their experiences related to GP career perceptions in their academic and personal environments, aiming to capture both positive and negative perceptions of GP careers. The research team discussed emerging data and iteratively explored and developed themes.SettingTwo UK medical schoolsParticipantsUndergraduate medical studentsResultsSeven key themes were identified: the lack of visibility and physicality of GP work, the lack of aspirational GP role models, students’ perceptions of a GP career as default, the performativity of student career choice with the perceptions of success linked to specialism, societal perceptions of GP careers, gender stereotyping of career choices and the student perception of life as a GP.ConclusionsStudents overwhelmingly reflected on negative cues to GP careers, particularly through their experience of the hidden curriculum. Three recommendations are made: the need for increased representation of GP role models in clinical curricula content delivery and senior leadership; ensuring GP clerkships involve an active and authentic student role with patients, enabling students to experience GP’s ‘work’ including managing complexity, uncertainty and risk. Finally, institutions need to consider students’ experiences of the hidden curriculum and the effect this can have on students’ perception of careers, alongside the challenges of rankings and perceived hierarchical positioning of disciplines.
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Herrmann, Lynn K., Nancy Udelson, Cheryl Kanetsky, Hongyan Liu, Kristin Cassidy, Elisabeth Welter, and Martha Sajatovic. "A new curriculum to address dementia-related stigma: Preliminary experience with Alzheimer’s Association staff." Dementia 18, no. 7-8 (January 19, 2018): 2609–19. http://dx.doi.org/10.1177/1471301217752706.
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Objective Develop and test a stigma awareness and education curriculum targeted to non-medical staff of a local Alzheimer’s Association chapter. Methods The curriculum, developed in collaboration with leadership and educational staff from the Cleveland Chapter of the Alzheimer’s Association, included a definition, types, and domains of stigma; effects of stigma on individuals with dementia and their families; stigma evaluation studies; tips to address the topic of dementia-related stigma with individuals and families. Lastly, an interactive discussion of real-life scenarios facilitated stigma recognition and management. Results Most staff felt the training improved their ability to identify Alzheimer’s disease stigma, made them more comfortable talking about stigma, and would change the way they interacted with people and families impacted by Alzheimer’s disease. Conclusions This brief, practical educational curriculum has potential to improve awareness of dementia stigma in Alzheimer’s Association staff. Research is needed to expand stigma awareness in individuals and groups with varying levels of dementia knowledge.
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Schneider, Benjamin, Frances E. Biagioli, Ryan Palmer, Peggy O'Neill, Sean C. Robinson, and Rebecca E. Cantone. "Design and Implementation of a Competency-Based Family Medicine Clerkship Curriculum." Family Medicine 51, no. 3 (March 1, 2019): 234–40. http://dx.doi.org/10.22454/fammed.2019.539833.
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Background and Objectives: Competency-based medical education (CBME) has been incorporated into graduate medical education accreditation and is being introduced in undergraduate medical education. Family medicine (FM) faculty at one institution developed a CBME FM clerkship to intentionally maintain the integrity of FM specialty-specific teaching during their institutional CBME curricular revision. Methods: From the five FM domains (Access to Care, Continuity of Care, Comprehensive Care, Coordination of Care, and Contextual Care), 10 competencies and 23 FM educational activities (EAs) were defined. The set of EAs encompasses the wide scope of care available to FM clerkship students. Students complete four required EAs (preventive care, care transitions, chronic disease management, and acute care) and select four additional EAs matching their interests. EA selection frequency and course evaluations were assessed for the first cohort of learners (N=156; February 2016-July 2017). Results: The most frequently selected EAs were: information coordination, procedures, and care of the family. The least selected were: patient e-communication, end-of-life care, and shared medical decision making. Student perceptions of the experience were strong prior to and after implementation. Conclusions: Having both required and selective EAs ensures a robust FM experience tailored to students’ interests. The FM CBME curriculum allowed comparable clinical experiences despite variations in clinical sites and preceptor scope. Because of its breadth, FM is uniquely suited to address multiple competencies; this demonstrates the educational value of required FM clerkships to institutional leaders interested in implementing CBME curriculum. The CBME framework can provide a structure for more intentional student-clinic assignments based on EAs available at specific sites.
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Sherman, Peter S. "A Prescriptive Approach To Introducing An Experiential Entrepreneurship Course In Undergraduate Education." College Teaching Methods & Styles Journal (CTMS) 2, no. 1 (July 22, 2011): 1. http://dx.doi.org/10.19030/ctms.v2i1.5246.
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Universities are continually adding entrepreneurship courses to their curriculum. Duhaime and Hitt (2000) found 82% of schools offered entrepreneurship courses at the undergraduate level and 69% of masters programs had offerings in entrepreneurship. A much smaller number of programs offer courses that require that the students actually start the business. The requirement of new venture creation adds an enormous amount of complexity to the teaching experience. Although each pedagogical endeavor will vary, this manuscript details one such experience, including the challenges and various successes of the course and offers recommendations for those professors and/or deans interested in adding a real-life experiential entrepreneurship course to their curriculum.
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Khuntia, Dillip Kumar, and Prasanta Kumar Barik. "Paradigm Shift in Curriculum: A Visionary Mission." Shanlax International Journal of Education 8, no. 1 (December 1, 2019): 38–42. http://dx.doi.org/10.34293/education.v8i1.658.
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Human beings came to the world along with ideas which got nurtured and transmitted from generation to generation. To upgrade quality of life he became educated through formal, informal and non-formal ways. Curriculum was structured formally at different levels of education which is being upgraded and refined from time to time. Here in this paper an attempt has been made to relocate the paradigm shift in curriculum in a mission mode taking the suggestions as follows: Culture specific pedagogy; Moral Education for revival; Curricular renovation, reformation and innovation in terms of reality and fact; Vocationalization in true sense; Emphasis on Practical aspect; Meeting the needs of the locality; Imparting Patriotism through curriculum; Preaching and practising Yoga Education; Indian Traditional Culture from the age old spiritual scriptures; Committee consisting people having practical experience from the grass root level; Placing importance upon joyful learning; Providing opportunity to prepare the ground for all round development; Meeting aims of educations from a broader perspective; Adopting innovation of other countries; Fund for conducting Research; Application of Research findings; Finding the Vision and Mission; Making them free from the over burden of examination; Protecting environment through education; Emphasizing experiential learning; To inculcate global human values among the youth; To prepare for global citizenship.
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Du, Ting. "Study on Teaching Method of BIM Technology in Universities." Journal of Educational Theory and Management 1, no. 1 (October 16, 2017): 45. http://dx.doi.org/10.26549/jetm.v1i1.576.
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With the extensive rise of BIM technology, universities at home and abroad have carried out BIM teaching. There is no effective teaching model in China, because the curriculum is independent or requires higher teaching conditions. Foreign teaching carried out a long time, has more experienced experience. The main teaching models are: BIM teaching in a single course, BIM teaching in a series of courses, and BIM teaching in integrated design studio. We draw lessons from the advanced experience of foreign countries, and put forward three suggestions for the teaching method of BIM course to universities in our country: design course teaching Integrating BIM information flow, multi-professional integrated teaching and life cycle simulation teaching.
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Ericksen, Donna, John Stasiuk, and Martha Frank. "Sharing Teaching Ideas: Bringing Pythagoras to Life." Mathematics Teacher 88, no. 9 (December 1995): 744–47. http://dx.doi.org/10.5951/mt.88.9.0744.
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The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) states that “[o]ne of the most important properties in geometry, the Pythagorean theorem, is introduced in the middle grades” (p. 113). Although the Standards document assigns much prominence to the Pythagorean theorem, our experience teaching at the university level has revealed that students know the theorem by name and can recite a2 + b2 = c2 but that they often cannot handle even simple computations using the formula. Students' experience with the Pythagorean theorem in high school needs to be broadened by their continually using the standard formula as well as applying the formula to geometric figures and special right triangles-in particular, the 30°-60°-90° and the 45°-45°-90° right triangles. The following game was developed to afford high school students more opportunity for practicing the formula in an engaging way. This game was created by the second author of the article, a high school classroom teacher, while he was a student in a class taught by another of the authors.
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Yaqoob, Maryam, Husain Nasaif, and Hana Kadhom. "Undergraduate final year nursing students’ attitudes toward caring for dying patients: Bahrain’s experience." Clinical Nursing Studies 6, no. 4 (May 7, 2018): 53. http://dx.doi.org/10.5430/cns.v6n4p53.
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Background: Nursing students are frequently exposed to dying patients during their clinical placement. Research studies that examined nursing students’ attitudes toward caring for dying patients were limited in the Gulf Region, including Bahrain.Objective: The purpose of this study is to examine the attitudes of fourth-year baccalaureate nursing students regarding caring for dying patients.Methods: A descriptive cross-sectional design was utilized to recruit a convenience sample of fifty-four nursing students. Frommelt’s Attitudes towards Caring of the Dying (FATCOD) five Likert scale was used.Results: The overall findings revealed that participants had a neutral attitude toward caring for dying patients. The overall attitudes mean score was 3.4 ± 0.3. The majority of participants were female (83%, n = 45). The difference in the mean score in relation to gender was statistically significant (p = .049). Although the majority of all participants (80%) reported having dealt with the terminally ill people in the past, the association between previous experience and reported attitudes was not statistically significant (p = .31).Conclusions and recommendations: Literature revealed that students who received end of life education where found to have positive attitudes. Therefore, it’s crucial to introduce a standalone educational module regarding end of life care early on in the undergraduate curriculum. It is recommended that future studies recruit nursing students from other baccalaureate year levels to reassess the attitudes and level of preparedness following a curriculum reform and implementation of end of life care education. Additionally, a qualitative research method is recommended to explore the lived experience of the nursing students when they are caring for dying patients.
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R. Spence, Heather R. Spence. "Reflections of An Undergraduate Teaching Associate." Atlas Journal of Science Education 1, no. 2 (June 12, 2017): 43–45. http://dx.doi.org/10.5147/ajse.v1i2.74.
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As an undergraduate teaching associate, I collaborated closely with the professor of an honors introductory biology course at George Washington University to help improve the curriculum. Assisting with course revision, implementation, and assessment was a positive, life-changing learning experience, an all-around benefit, and hopefully an inspiration for other collaborations.
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Mayne, Hope, and Raymond A. Dixon. "The Epistemological Dilemma: Student Teachers Shared Experiences of Jamaica’s National Standards Curriculum (NSC)." Journal of Curriculum and Teaching 9, no. 4 (November 12, 2020): 29. http://dx.doi.org/10.5430/jct.v9n4p29.
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In this paper, we examined the epistemological dilemma embedded in Jamaica’s new National Standards Curriculum (NSC), as seen through student teachers' experience. A basic qualitative research design was used with a purposive sample of ten student teachers, eight females and two males. They were all in the final semester of their four-year teacher education program for a Bachelor of Education in Technical Vocational Education and Training (TVET). Findings indicated student teachers perceived the 5 E-Design process in the new National Standards Curriculum allows knowledge to be constructed through facilitation, conducting research in class, problem-solving, exploration, questioning, real-life experiences, and using active learning strategies. They also reported that resources were lacking in classrooms, some cooperating teachers were resistant to the 5E Methodology, readiness of students were lacking but over time students adopted to strategies used in the 5E approach and began to participate actively in class.
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Remen, Rachel Naomi, and Mary Wade. "Educating for Compassion: Detoxifying Death for Physicians' CME Curriculum." Complementary health practice review 6, no. 2 (January 2001): 157–64. http://dx.doi.org/10.1177/153321010100600206.
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The physician can play a leadership role in detoxifying death for the patient, the family, and the professional staff. However, physicians commonly manifest avoid ance and other dysfunctional behaviors when dealing with death. Dysfunctional physician behaviors around death are not rooted in cognitive understanding and are resistant to conventional didactic approaches (SUPPORT Principal Investigators, 1995). Physician responses to end-of-life patients are affected by the power of childhood memories, personal beliefs, attitudes and unexamined conclusions drawn from medical training. To affect behavioral change, a curriculum was developed that creates an intensive community of inquiry among physician peers to examine existing beliefs in depth and to motivate, validate, and support new behaviors. The curriculum on Detoxifying Death for Physicians was implemented 12 times over a three-year period. Physicians from the United States and Canada, representing a wide range of specialties and practice styles, participated in the curriculum. Participants reported significant attitudinal and behavioral change in the direction of increased comfort in caring for patients at the end of life and in discussing death and dying with colleagues. The Institute for the Study of Health and Illness's (ISHI) experience with this multimodal curriculum suggests that it is possible for mature physicians to significantly alter their attitudes and behaviors toward end-of-life patients through participation in an intensive educational process. It also suggests that change may be a function of the depth and integrity of the educational process rather than the length of exposure to the curriculum.
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Mardiana, Mardiana, and Pujiati Suyata. "Evaluating the philosophical foundation of 2013 Curriculum." Jurnal Penelitian dan Evaluasi Pendidikan 21, no. 2 (December 30, 2017): 175–88. http://dx.doi.org/10.21831/pep.v21i2.13336.
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The study was to: (1) identify the interpretation toward the philosophical foundation of 2013 Curriculum; and (2) evaluate the philosophical foundation of 2013 Curriculum. In order to achieve these objectives, the researchers implemented the method of philosophy interpretation, namely a method that might discover an individual’s paradigm through the texts or the articles that he or she composed. Furthermore, in order to evaluate the philosophical foundation of 2013 Curriculum the researchers implemented certain criteria and this effort was supported by the expert interview. The data were analyzed by means of hermeneutic method, namely the presence of a relationship among the three elements namely text, interpreter and reader. The conclusions of the study then were as follows: (1) the interpretation toward the philosophical foundation of 2013 Curriculum contained six points namely: (a) establishing and developing the nation’s attitude and civilization or the nation’s character, (b) developing the curriculum based on the nation’s culture, (c) referring to the fact that education had been a process of developing the learning participants’ potentials, (d) referring to the fact that education had been based on the nation’s culture and experience in the past, (e) referring to the fact that education had been basis of the nation’s life continuity and (f) Referring to the fact that education had been adjusted to the life of the learning participants as an individual, a society member and a citizen; (2) the six philosophical reasons namely: (a) perennialism, (b) essentialism, (c) progressivism, (d) pragmatism, (e) existentialism and (f) reconstructionism; (3) the following evaluation results: (a) the philosophical foundation of 2013 Curriculum based on the interpretation results had provided clear educational objectives and functions, (b) the philosophical foundation of 2013 Curriculum had been in accordance to facts, (c) the philosophical foundation of 2013 Curriculum had been in accordance to experiences, (d) the philosophical foundation of 2013 Curriculum had been in accordance to other religions, (e) the Graduates Competence Standards for the Senior High School students in the 2013 Curriculum had been too high and the learning method of 2013 Curriculum for the Elementary School students had been too high and (f) 2013 Curriculum had simple paradigm and it might be attended by the learning participants easily but such paradigm still demanded teachers’ creativity within the learning process implementation.
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Yeung Laiwah, JA, A. Sarpal, V. Schulz, and T. Gofton. "P.108 Integrating learner feedback in developing an evidence-based palliative care curriculum for neurology residents." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 44, S2 (June 2017): S41. http://dx.doi.org/10.1017/cjn.2017.192.
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Background: Palliative care is a cornerstone of the management of progressive neurological illness, but there lacks a standardized evidence-based curriculum to teach the unique aspects of neurology-based palliative care to current learners. Methods: A needs assessment involving focus groups with patients, physicians, interdisciplinary members, and trainees was conducted to identify gaps in the current curriculum. The Kolb Learning Style Inventory identified learning strategies among neurology residents. A Palliative Medicine Comfort and Confidence Survey and knowledge pre-test was distributed to determine current learner needs. The curriculum was delivered during academic time, and feedback was obtained for further content revision. Results: Qualitative analysis was used to develop the curriculum with the key principles of symptom management, end-of life communication, psychosocial components of care, and community coordination. Learning styles varied, but preference for active experimentation and concrete experience was noted. Learners identified as comfortable with withdrawal of medical interventions, but requiring support on home palliative care referral, and management of terminal delirium and dyspnea. Further teaching was requested for end of life ethics and communication skills. Conclusions: By integrating current best evidence-based practice in palliative neurology with learner feedback, this project aims to create a comprehensive palliative care curriculum for neurology learners.
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Smith, Carole, Janice Cowan, and Debera Schreiber. "4-H “Survivor” Camp: A Real-to-Life Experience in Living on Your Own." Journal of Youth Development 3, no. 2 (September 1, 2008): 96–102. http://dx.doi.org/10.5195/jyd.2008.310.
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In recent years many school district budgets have been reduced. Essential life skill classes, such as home economics and personal finance, have been eliminated leaving youth unprepared to live on their own. 4-H Survivor Camp was developed to meet this need. Survivor Camp provides the opportunity for youth to learn and practice basic life skills needed to make a successful transition from high school to young adulthood. The camp is based on seven core lessons: Living on a Budget, Renting an Apartment, Living with a Roommate, Food Preparation, Career Preparation, Self Awareness and Personal Reflection. Evaluation results show that youth who have participated in the program feel more prepared to face the realities of living on their own. The value of this curriculum is that it is adaptable for youth anywhere and in a variety of settings. This article discusses the real-to-life experiences taught at the camp and the related life skills reinforced.
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Chong, King Man Eric. "Using experiential learning of NGOs to enhance active citizenship education in school curriculum." Asian Education and Development Studies 9, no. 4 (September 26, 2019): 559–77. http://dx.doi.org/10.1108/aeds-02-2018-0023.
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Purpose The purpose of this paper is to analyse and evaluate the implementation of an empathy model of experiential learning in real-life sites, with the help of NGOs, for developing students’ active citizenship in two Hong Kong Chinese secondary schools. Design/methodology/approach This study employs a case study in which teachers and the researcher engage in planning, implementing and evaluating an experiential learning unit which combines together both classed-based learning activities and experiential learning activities provided by NGOs in real-life settings. Qualitative interview findings are collected from teachers and students. Findings Incorporating experiential learning activities in thematic learning units provided by NGOs for the active citizenship of students can facilitate teachers to develop student learning outcomes of empathy and perspective taking derived from authentic experience. In particular, teachers’ reflect on how to facilitate Chinese students’ reflect on disadvantaged people and ethnic minorities. This action research study recommends that students’ conceptual understanding of concepts such as poverty and ethnic minorities should be developed before they participate in NGO’s experiential learning activities, so that the experiential experiences can add something on what they have already learnt. Originality/value This study found some useful implications for exploring ways for teacher development by applying an experiential learning model in combination with classroom-based learning for active citizenship. This research study recommends implementing pre-experiential conceptual building activities and post-experiential classroom-based enquiry and reflection activities to help students consolidate their learning experiences through verbal and written reflection, as well as on what actions that they can take.
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Kovalchuk, Vasyl. "Civic Consciousness Development Of Youth In The Context Of Educational Reforms: The US Experience." Comparative Professional Pedagogy 5, no. 2 (June 1, 2015): 13–19. http://dx.doi.org/10.1515/rpp-2015-0034.
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AbstractThe article analyzes the experience of patriotic education and civic consciousness of youth in the United States. The author shares his experience of training under the programme “Civic consciousness development of youth in the context of educational reforms” of the US Agency for International Development (USAID).It has been found that the main course of civic education syllabus in the USA is the formation of political culture, legal awareness, the culture of interethnic relations, work motivation, awareness of moral values, the understanding of freedom, the culture of interethnic relations, the development of work motivation, fostering in children respect for work and realization of its role in people’s life. Civic education in US schools is performed in four ways: as a school subject; as a form of interdisciplinary activities in education; as a form of extra-curricula activities; as a way of school life which develops democratic behaviour.The article analyzes the role of public organizations in civic education of youth and defines the lines of their activities as well as a problem of low efficiency of civic education in Ukraine caused by the following reasons: conventional perceptions that civic education does not require special attention; the lack of concurrency in civic education curriculum implementation; the lack of consistency in training and professional development of civic education teachers, in sharing positive experience, coordination of activities and monitoring.
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Bulman, Jeannie, Cathy Burnett, Guy Merchant, and Emma Rogers. "Remembering Professional Commitments: Trusting in Teachers." Language and Literacy 23, no. 2 (June 9, 2021): 3–15. http://dx.doi.org/10.20360/langandlit29550.
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In England statutory expectations for literacy education place little emphasis on contemporary modes and media of communication and, as such, are out of step with contemporary life. We explore how open-ended, collaborative pedagogies can provide rich contexts for authentic everyday communication even in the context of such reductionist curriculum and assessment frameworks. This leads us to claim that the success of such approaches depends on the enthusiasm, experience and creativity of teachers and that remembering longstanding professional commitments in language and literacy teaching is at least as important as rethinking the curriculum when advocating for literacy provision more suited to current times.
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Yi, Xiaoming. "Understanding curriculum based on the study of Chinese “Gu Qin”." International Journal of Music Education 35, no. 3 (November 15, 2016): 403–13. http://dx.doi.org/10.1177/0255761416667468.
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This article initiates a dialogue between Chinese “ Gu Qin” art and curriculum theory. “ Gu Qin” is the ancient Chinese musical instrument which best embodies Chinese aesthetic notions. The ancient Chinese never regarded Gu Qin as only an instrument; they thought that performing on it was a process of experiencing life and self-cultivation. Therefore, the value of pursuing Gu Qin study is not only the skill that is mastered, but also the growth of the spirit. This orientation makes the teaching of Gu Qin a fight against instrumental rationalism and materialism. It highlights lived experience based on the unity of the subjective and the objective, and breaks the closed, predetermined teaching process to create openness and possibilities. All of these characteristics have much in common with the new perspectives on curriculum and can help us better understand what a curriculum and a music curriculum are.
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Oriol, Nancy E., Emily M. Hayden, Julie Joyal-Mowschenson, Sharon Muret-Wagstaff, Russell Faux, and James A. Gordon. "Using immersive healthcare simulation for physiology education: initial experience in high school, college, and graduate school curricula." Advances in Physiology Education 35, no. 3 (September 2011): 252–59. http://dx.doi.org/10.1152/advan.00043.2011.
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In the natural world, learning emerges from the joy of play, experimentation, and inquiry as part of everyday life. However, this kind of informal learning is often difficult to integrate within structured educational curricula. This report describes an educational program that embeds naturalistic learning into formal high school, college, and graduate school science class work. Our experience is based on work with hundreds of high school, college, and graduate students enrolled in traditional science classes in which mannequin simulators were used to teach physiological principles. Specific case scenarios were integrated into the curriculum as problem-solving exercises chosen to accentuate the basic science objectives of the course. This report also highlights the historic and theoretical basis for the use of mannequin simulators as an important physiology education tool and outlines how the authors' experience in healthcare education has been effectively translated to nonclinical student populations. Particular areas of focus include critical-thinking and problem-solving behaviors and student reflections on the impact of the teaching approach.
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Arthur, Michael, Julie Hook, and Nancy Butterfield. "Behaviour State: Exploring Issues in Best Practice for Students with the Most Severe and Multiple Disabilities." Australasian Journal of Special Education 19, no. 1 (1995): 37–44. http://dx.doi.org/10.1017/s1030011200023307.
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Behaviour state appears to be a powerful variable in students who experience the most severe and multiple disabilities, impacting upon the effectiveness of educational interventions and ultimately the quality of life experienced by individuals with such high support needs.Most recently, research attention has been paid to the many qualitative dimensions of behaviour state and although at an early stage, such studies have allowed for the delineation of important influencing factors in state change as well as serving to stimulate many new avenues for further research.This discussion paper will examine, albeit tentatively, the implications of current research in this area with respect to best practice, including aspects of curriculum design and professional development. How effectively does a functional curriculum articulate with the priorities and directions suggested by such research? How can teachers and others working in this area be supported in the provision of meaningful interventions which promote and produce increases in optimal behavioural states? The paper concludes by suggesting future directions for research and practice.
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Page, Timothy, and Rhonda Norwood. "Attachment Theory and the Social Work Curriculum." Advances in Social Work 8, no. 1 (April 30, 2007): 30–48. http://dx.doi.org/10.18060/130.
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Attachment theory, as developed by Bowlby and Ainsworth, represented a major departure from the current theories of human development of the time, particularly in its rejection of the major tenets of psychoanalytic theory and its integration of core ideas from evolution theory and cybernetics (Ainsworth & Bowlby, 1991). Attachment theory posits that a foundational human instinct, the desire to achieve safety and protection through proximity to a protective figure, is responsible for the formation of a special class of life-long affectional bonds, referred to as “attachments.” Emotional security is derived to a great extent, according to the theory, from experience with caregivers who are consistently responsive to the developing infant’s expression of attachment behavior toward them. Forty years of empirical research has shown that attachment is a universal characteristic that predicts children’s development of cognitive and social competence, emotional regulation, and positive self-image (Weinfield, Sroufe, Egeland, & Carlson, 1999). Social work educators are currently challenged to better integrate the findings of attachment research into their curricula to reflect more the current state of developmental science.
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Kishino, Hinako, and Tomoko Takahashi. "Global Citizenship Development." Journal of International Students 9, no. 2 (May 15, 2019): 535–59. http://dx.doi.org/10.32674/jis.v9i2.390.
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The present study examined the development of global citizenship traits in undergraduate students at a liberal arts college in Southern California. Two hundred and sixty-eight students participated in a survey that measured their global citizenship traits. Using a cross-sectional correlational design, the study examined the experience and development of the students as they strive to become global citizens. The results indicated that students face challenges and a sense of discomfort during study abroad, but their global citizenship traits tend to improve after return. Additionally, the study explored students’ perceptions of the curriculum, co-curricular activities, and campus life characteristics. The quantitative analyses suggested that the college’s mandatory study abroad program offers students an opportunity to seek their global citizenship identities.
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Assidiqi, Muadz, Hermanu Joebagio, and Sariyatun Sariyatun. "Education Of Life Proficiency In History Learning." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 2 (December 1, 2020): 335. http://dx.doi.org/10.20961/shes.v3i2.46255.
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<p>The twenty-first century continues to experience a breakdown in the foundations of society which causes new and worrisome things. The emergence of a pandemic in this century has a consequence that has caused various problems, especially in the field of education. The development of community needs for education services, especially at the senior high school level (SMA) is not following the improvement of the quality of human resources with life skills. This happens because educational services have not been able to carry out face-to-face learning completely. The implementation of distance learning (PJJ), the use of online learning technology, re-orientation of the curriculum, and improving the skills of educators are policies that are taken to overcome these problems. This study uses a literature review method that aims to critically examine ideas, findings, and knowledge of life skills education to analyze and solve educational problems during the Pademi era, especially in history learning.</p>
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Al-Obaidi, Abdulkareem Sh Mahdi. "CDIO Initiative: A Guarantee for Successful Accreditation of Engineering Programmes." Indonesian Journal of Science and Technology 6, no. 1 (January 19, 2021): 81–92. http://dx.doi.org/10.17509/ijost.v6i1.31521.
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The accreditation bodies and engineering councils set a number of qualifying requirements and accreditation criteria to ensure the quality of engineering graduates and programmes. One of these requirements is the engineering curriculum. Some institutions using the traditional engineering curriculum often face difficulties and burden to meet the accreditation minimum academic requirements as their curriculum lacks the innovation and the integration of graduate attributes such as personal, interpersonal, teamwork, entrepreneurship, development of life skills and emotional wellbeing, among many. This eventually leads to deferred or even declined accreditation. To overcome these difficulties, the CDIO initiative is an ideal tool for successful accreditation. The CDIO standards, syllabus, engineering curriculum, and learning outcomes are not only meeting what accreditation bodies require, but they offer innovative curriculum more on high-level cognitive skills set in the context of the product-system lifecycle; Conceiving-Designing-Operating-Implementing metaphases. This paper shares a successful engineering education experience of the School of Engineering/Taylor’s University and how the CDIO initiative contributed not only to a successful accreditation but also to have a new innovative engineering curriculum. The adopted new curriculum is innovative, hands-on and project-based in order to achieve integrated learning where acquiring discipline-specific knowledge and CDIO skills take place simultaneously
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Richardson, Daniel R., Xianming Tan, Gary Winzelberg, Donald L. Rosenstein, and Frances A. Collichio. "Development of an Art of Oncology Curriculum to Mitigate Burnout and Foster Solidarity Among Hematology/Oncology Fellows." JCO Oncology Practice 16, no. 4 (April 2020): e384-e394. http://dx.doi.org/10.1200/jop.19.00529.
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PURPOSE: Oncologists and fellows in hematology/oncology (HO) training programs report high levels of burnout. The Accreditation Council for Graduate Medical Education requires accredited programs to have a mechanism to foster well-being among fellows. METHODS: Through an iterative process involving a multidisciplinary committee, we created a 3-year longitudinal Art of Oncology (AOO) curriculum intended to address burnout and foster solidary among HO fellows. Sessions used narratives to promote the formation of a shared mental model through discussion of the mutual experience of caring for patients with cancer. We tested the feasibility, acceptability, and initial effectiveness of implementing the curriculum into traditional didactic lectures as a pilot intervention from 2018 to 2019. Eight sessions were completed. RESULTS: Sixteen fellows participated. Most were married (63%) and planned on pursuing careers in academic medicine (75%). The sample was racially and ethnically diverse (31% minority representation). Thirty-eight percent of fellows reported burnout symptoms. AOO sessions had higher attendance than didactic lectures ( P = .04). Of 14 fellows who completed all follow-up assessments (87.5% response rate), 93% (13 of 14 fellows) felt the sessions were very or somewhat helpful and that sessions improved solidarity. Preparedness in managing work-life balance significantly improved (paired t test, mean difference, 0.53; P = .04). Measured levels of burnout did not significantly improve from baseline (mean difference, −0.133; P = .67). Work-life balance was associated with burnout on multivariable analysis (coefficient, 0.40; P = .03). CONCLUSION: The implementation of a dedicated AOO curriculum is feasible and viewed as helpful by HO fellows. Larger studies are needed to assess the efficacy of this curricular intervention.
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Fairbanks, Colleen M. "Nourishing Conversations: Urban Adolescents, Literacy, and Democratic Society." Journal of Literacy Research 30, no. 2 (June 1998): 187–203. http://dx.doi.org/10.1080/10862969809547995.
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This essay explores the implications of literacy instruction aimed at “nourishing conversations” about life experience in literacy classrooms (Robinson, 1991, p. 264). Drawing on literacy projects conducted in Saginaw, Michigan and Austin, Texas, I examine these projects from three points of view: learning from inquiry, valuing the agency students can manage, and understanding “a mess called democracy” (Fine, 1991, p. 207). In this way, I suggest the nature of the students' experiences in these projects, emphasizing the sense that students made of their lives when they were allowed to raise their voices through literacy and to project images of urban adolescent life. Finally, I explore the relationships between the opportunity to use literacy for these purposes and participation in democratic society, arguing that curriculum in which adolescents are encouraged to investigate their life experiences engages them in democratic life. As the video camera comes into focus, Jason introduces himself as the anchor for the WMS News program he and his classmates are producing, “My issue is life,” he says, “which, as you know, is a pretty big topic.” He continues, “Most people live their lives based upon their goals or their religion. They don't know what life means because they haven't experienced that much.” As anchor, he introduces his classmates and provides a tour of his classroom. The camera follows Jason as he points out the room's setup. “This is where we work together,” he says pointing to the carpeted area where class meetings are held. “This is where we help each other,” showing the round tables that serve as desks. He concludes, gesturing to the whole room, “This is where we conversate.”