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Relevant bibliographies by topics / School-based curriculum development

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Academic literature on the topic 'School-based curriculum development'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "School-based curriculum development"

1

Court, Deborah, Colin Marsh, Christopher Day, Lynne Hannay, and Gail McCutcheon. "Reconceptualizing School-Based Curriculum Development." Canadian Journal of Education / Revue canadienne de l'éducation 17, no. 4 (1992): 465. http://dx.doi.org/10.2307/1495446.

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Juang, Yih-Ruey, Tzu-Chien Liu, and Tak-Wai Chan. "Web-based performance support system for school-based curriculum development: SBCDSS." Computer Science and Information Systems 2, no. 2 (2005): 37–64. http://dx.doi.org/10.2298/csis0502037j.

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School-based curricula are seen as the important strategy to facilitate educational reforms and are spread in many countries, especially in Asia. However, the efficiency of developing and implementing school-based curricula in most schools are very low because the tasks those need to be dealt with are very complex and difficult. How to develop and apply the electronic performance support system (EPSS) to simplify the complexity and to improve the efficiency of school" based curriculum development and implementation becomes the important research and practical issue. In our prior work, a web-based computer-assisted instructional planning system IPASS, was designed to provide a set of tools for individual teachers efficiently designing instructional plans. However, the system was dedicated for the design phase of curriculum development and did not support for all participants in different levels of school-based curriculum development working on curriculum analysis, design, implementation and evaluation. This study designs and develops a novel web-based performance support system SBCDSS, to assist the whole process of school-based curriculum development and implementation. The proposed system has been adopted in an elementary school in Taiwan and has received useful feedback regarding the usability and performance support for SBCD. Evaluation results and possible future work are discussed herein.

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Xu, Yuzhen, and Hongbo Wong. "School-Based Curriculum Development in China." Chinese Education & Society 44, no. 4 (July 2011): 44–63. http://dx.doi.org/10.2753/ced1061-1932440403.

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Sussman, Steve. "Curriculum development in school-based prevention research." Health Education Research 6, no. 3 (1991): 339–51. http://dx.doi.org/10.1093/her/6.3.339.

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Knight, Peter. "The Practice of School‐based Curriculum Development." Journal of Curriculum Studies 17, no. 1 (January 1985): 37–48. http://dx.doi.org/10.1080/0022027850170104.

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6

Duignan, Patrick. "School-based curriculum development: Myth or reality?" Australian Educational Researcher 15, no. 4 (December 1988): 9–21. http://dx.doi.org/10.1007/bf03219424.

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Priestley, Mark, Sarah Minty, and Michelle Eager. "School-based curriculum development in Scotland: curriculum policy and enactment." Pedagogy, Culture & Society 22, no. 2 (August 2013): 189–211. http://dx.doi.org/10.1080/14681366.2013.812137.

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Brady, Laurie. "School Based Curriculum Development and the National Curriculum: Can They Coexist?" Curriculum and Teaching 10, no. 1 (January 1, 1995): 47–54. http://dx.doi.org/10.7459/ct/10.1.06.

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Prideaux, David. "School‐based curriculum development: partial, paradoxical and piecemeal." Journal of Curriculum Studies 25, no. 2 (March 1993): 169–78. http://dx.doi.org/10.1080/0022027930250206.

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Chun, Lo Yiu. "School‐based curriculum development: the Hong Kong experience." Curriculum Journal 10, no. 3 (September 1999): 419–42. http://dx.doi.org/10.1080/0958517990100307.

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Dissertations / Theses on the topic "School-based curriculum development"

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Ye, Wangbei, and 叶王蓓. "Power and school-based curriculum development in moral education in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45996799.

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So, Fong-mei. "The development of a school-based curriculum project in a secondary school." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963511.

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So, Fong-mei, and 蘇芳美. "The development of a school-based curriculum project in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963511.

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Yuen, Suk-kwan, and 袁淑筠. "School-based curriculum development: a case study in Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35520383.

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Leung, Kwok-wing, and 梁國榮. "Exploring curriculum leadership: a case studyof school-based curriculum development in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963092.

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Leung, Kwok-wing. "Exploring curriculum leadership : a case study of school-based curriculum development in a local primary school /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?

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Yuen, Suk-kwan. "School-based curriculum development a case study in Hong Kong secondary school /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35520383.

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Li, Wei-oi. "School based curriculum development in Hong Kong : problems and difficulties /." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18037598.

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Li, Wei-oi, and 李慧愛. "School based curriculum development in Hong Kong: problems and difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955952.

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Phelps, Clive. "The formative evaluation of a school based curriculum development project in science." Thesis, King's College London (University of London), 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389898.

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Books on the topic "School-based curriculum development"

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Lewy, Arieh. National and school-based development. Paris: UNESCO, International Institute for Educational Planning, 1991.

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2

Blackman, Sandra. Perspectives on the humanities and school-based curriculum development. New York, N.Y: American Council of Learned Societies, 1994.

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Mmbaga, S. School-based curriculum and staff development for Tanzanian schools: A new approach to curriculum planning and development. Dar es Salaam, Tanzania: Press and Publicity Centre, 1985.

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4

Law, Hau-fai Edmond, and Nienke Nieveen. Schools as curriculum agencies: Asian and European perspectives on school-based curriculum development. Rotterdam: Sense Publishers, 2010.

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5

Prince Edward Island. Dept. of Education. Program and Human Resource Development Work Group. Program and Human Resource Development Work Group: Final report. [Charlottetown, P.E.I.]: The Group, 1993.

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Proceedings of the Society for Management in Education in Ireland (1 Dublin). From subject based curriculum development to whole school management: The paper delivered by Dr. Michael Murray CFC at a meeting of the society on 11 April 1992 at Trinity College Dublin. Dublin: (Society for Management in Education in Ireland), 1992.

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7

Developing a quality curriculum. Alexandria, Va: Association for Supervision and Curriculum Development, 1994.

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8

Kinyanjui, Kabiru. Secondary school education for girls in Kenya: The need for a more science-based curriculum to enhance women's greater participation in development. Nairobi, Kenya: Institute for Development Studies, University of Nairobi, 1988.

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9

King, Paul. The development of a secondary school curriculum-based staffing formula for the London Borough of Barnet: And its practical application in Barnet's Local management of Schools scheme. London: PEL, 1989.

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10

Lawless, Una. A curriculum development experiment based on Kodály's teaching methods, adapted and modified for use in the Northern Ireland school context, for 8-11 year old pupils, using irish folk-song as teaching material. [s.l: The Author], 1997.

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Book chapters on the topic "School-based curriculum development"

1

Skilbeck, Malcolm. "School-Based Curriculum Development." In International Handbook of Educational Change, 121–44. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-4944-0_7.

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Shihu, Lv, and Zhou Ting. "School-Based Curriculum Development in Mainland China." In Curriculum Innovations in Changing Societies, 271–89. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-359-1_14.

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Yang, Weipeng, and Hui Li. "School-based curriculum development in Chinese kindergartens." In Early Childhood Curriculum in Chinese Societies, 65–83. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge research in early childhood education: Routledge, 2019. http://dx.doi.org/10.4324/9781351027267-5.

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Horton, Paul. "Generationing School Bullying: Age-Based Power Relations, the Hidden Curriculum, and Bullying in Northern Vietnamese Schools." In Generationing Development, 127–49. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-55623-3_6.

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Yin, Aiqing, Yajie Bo, and Bo Wah Leung. "Transmission of Xibo Music Culture in Northeast China: Development of School-Based Curriculum." In Landscapes: the Arts, Aesthetics, and Education, 117–31. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7729-3_9.

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Priestley, Mark, and Valerie Drew. "Teacher Sense-Making in School-Based Curriculum Development Through Critical Collaborative Professional Enquiry." In A Companion to Research in Teacher Education, 769–83. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4075-7_52.

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Zhao, Mingren, Chenzhi Li, and Edmond Hau-Fai Law. "Intentions and Influences of Teachers’ School Based Curriculum Development in Primary and Secondary Schools in Northwest China." In Educational Development in Western China, 233–45. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-232-5_12.

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Sung, Ji-Hun, Young-Hoon Sung, and Wae-Shik Moon. "A Design and Development of Robotics Integrated Curriculum Based on Storytelling for Elementary School Student." In Intelligent Robotics and Applications, 580–91. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40849-6_58.

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Koroma, Sorie, and John C. Carey. "The Development of a School-Based Curriculum to Enhance Wellbeing Among Somali Immigrant Children in the United States." In International Handbooks of Religion and Education, 1087–99. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9018-9_60.

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Yuen, Samson Hau-lung. "From Massification to Personalisation in Open Education: What Can Be Learned from School-Based Experience in Curriculum Development?" In Education Innovation Series, 345–57. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6591-5_25.

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Conference papers on the topic "School-based curriculum development"

1

Charekot, Kiatisak. "A Management Model of School - Based Curriculum Development for Small sized School." In 2nd Annual International Conference on Education and e-Learning. Global Science Technology Forum, 2012. http://dx.doi.org/10.5176/2251-1814_eel12.114.

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Nasution, Reza Ashari, Devi Arnita, and Dedy Sushandoyo. "THE STRUCTURAL VIEW OF ECOSYSTEM-BASED CURRICULUM FOR BUSINESS SCHOOL." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0605.

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Gao, Hanrui, Yi Zhang, Yujie Shangguan, and Huan Wu. "Development, implementation and optimization of interdisciplinary STEAM school-based curriculum." In 2020 Ninth International Conference of Educational Innovation through Technology (EITT). IEEE, 2020. http://dx.doi.org/10.1109/eitt50754.2020.00027.

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Yih-Ruey Juang, Tzu-Chien Liu, and Tak-Wai Chan. "The Web-based performance support system for enhancing school based curriculum development." In Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.283.

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Wen, Shiyan. "Development of a School-based curriculum: Introduction to Zhejiang Business Culture." In 2010 2nd International Conference on Information Science and Engineering (ICISE). IEEE, 2010. http://dx.doi.org/10.1109/icise.2010.5689542.

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Ghalichi, Narmin Shahin, and Gillian Roehrig. "The Role of Coherent Research-Based Curricular Unit in Mediating Students’ Integrated Vision of Human Impact on the Environment." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5489.

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The ongoing development of the high school ecology curricular unit presented in this proposal is a response to the new tide of educational reforms in the United States. This curricular unit represents an attempt to frame K-12 science curriculum around three dimensions: crosscutting concepts, disciplinary core ideas and scientific practices recently released in the report on a Framework for New K-12 Science Education (National Research Council, 2012). Integration of three dimensions into the development of agriculture-related curricular unit reflects complexity and logic inherent in science education facilitating deeper conceptual understanding. The development of this curricular unit takes place under the initiative of the National Science Foundation (NSF) funded project and explores the efficacy of the agriculture-related unit on students’ integrated vision of the human impact on natural systems. Research project seeks to recognize the characteristics that identify research-based curriculum (Clements, 2007). The interdisciplinary nature of this project has the potential to investigate how close adherence to features identifying research-based curriculum can support the development of coherent curricular unit mediating students’ integrated vision of environmental issues. Mediation results of this nature have larger implications on future efficacy studies of curriculum intervention.

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Bintartik, Lilik, Esti Untari, and Yuniawatika. "Development of Scientific Learning Model Based on Multiliteracies in 2013 Basic School Curriculum." In Proceedings of the International Conference on Education and Technology (ICET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icet-18.2018.41.

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Shao, Pengcheng. "Discussion on Linyi Universityrs School-based Curriculum Construction Based on the Subject of Intangible Cultural Heritage." In 2nd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccese-18.2018.73.

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Xiong, Huanhuan, Youhong Xu, Weixing Cao, and Hongying Huang. "Development and Research of School-Based Curriculum of Primary Mathematics Focusing on Mathematics Activities." In 2016 International Conference on Education, E-learning and Management Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iceemt-16.2016.122.

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Cheng, Chun-Hung, and Mei-Ju Chen. "SCHOOL LEADERSHIP AND TEACHERS’ IMPLEMENTATION OF CURRICULUM REFORM IN TAIWAN: MEDIATING EFFECT OF TEACHERS' ORIENTATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end144.

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In response to the global education development trend, Taiwan had officially launched the Competency-based Education Reform in 2019. Although school leadership has been linked to teachers' changes, the relationship's underlying mechanism remains unclear. Thus, we aimed to examine the mediating effect of teachers' orientation toward curriculum changes on the relationship between school leadership and teachers' implementation of reform. In October 2020, we conducted a questionnaire survey on teachers in 53 elementary and middle schools among six counties/cities in Taiwan. Among 506 valid responses, 345 teachers are women (68.2%) and 161 are men (31.8%). We adapted the Education Reform Scale developed by Ramberg in 2014. The dependent variable was “Teachers' Implementation of Curriculum Reform (3-item)”. The main predictors included “School Leadership (4-item)” and “Teachers' Orientation toward Changes (3-item)”. Each item was responded to on a 6-point scale from strongly disagree to strongly agree. We used SPSS PROCESS macro to conduct the mediation analysis. After controlling for teacher’s characteristics, the regression model showed that school leadership is positively associated with teachers' implementation of reform (β=0.450, p<0.001). After adding teachers' orientation in the model, the association of school leadership with teachers' implementation of reform attenuated but remained statistically significant (β=0.286, p<0.001). Teachers' orientation showed a significant indirect effect on the association between school leadership and teachers' implementation of reform (β=0.164; Bootstrap 95% CI=0.105 to 0.227). This study suggests that teachers' orientation toward curriculum changes partially mediates the relationship between school leadership and teachers’ implementation of the Competency-based Education reform.

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Reports on the topic "School-based curriculum development"

1

Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

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