Log in

Relevant bibliographies by topics / School-based curriculum development / Journal articles

To see the other types of publications on this topic, follow the link: School-based curriculum development.

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

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'School-based curriculum development.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Sun, Haichun, and Tan Zhang. "Creating Powerful Curricula for Student Learning in Physical Education: Contributions of Catherine D. Ennis." Kinesiology Review 7, no. 3 (August 1, 2018): 251–58. http://dx.doi.org/10.1123/kr.2018-0019.

Full text

Abstract:

In this article, the authors honor Catherine D. Ennis’s legacy by highlighting her unique and significant contributions to physical education research on curriculum and instruction. First, they discuss Ennis’s curricular philosophy and her empirical work along her career path. Then they review the major school-based curricular interventions she implemented, including the Movement Education; Sport for Peace; Science, PE and Me!; and The Science of Healthful Living curricula to demonstrate Ennis’s commitment to curricular development in physical education. In this process, they share with the reader Ennis’s contributions to curriculum development theories, curriculum intervention research, and physical education practices.

APA, Harvard, Vancouver, ISO, and other styles

12

舒, 翔. "On the Shanghai Senior Middle School Sports School-Based Curriculum Development." Advances in Physical Sciences 08, no. 03 (2020): 163–69. http://dx.doi.org/10.12677/aps.2020.83026.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Monkevičienė, Ona, Aušra Žemgulienė, and Kristina Stankevičienė. "Understanding of Pre-School and Pre-Primary Curriculum Based On Learning Paradigm." Pedagogika 111, no. 2 (September 10, 2013): 136–51. http://dx.doi.org/10.15823/p.2013.1800.

Full text

Abstract:

Following the conceptual ideas expressed by Lithuanian educational researcher M. Lukšienė and other authors of education curriculum theories all over the world, the article analyses theoretical conception of contemporary (self-) education curriculum. An attempt is made to highlight changes predetermined by shift in teaching / learning paradigms, data of qualitative analysis of pre-school. Pre-school, pre-primary and primary (self-) education programmes are presented from the perspective of curriculum theories and the created models. The article focuses on the following objectives: to reveal the conceptual fundamentals of changes in (self-) education curriculum as well as change trends in their conceptions abroad and in Lithuania; to create conceptual model of pre-school and primary (self-) education curricular; to present the data of qualitative analysis of pre-school, pre-primary and primary (self-) education programmes from the perspective of curriculum theories and the created models. The theoretical analysis of conceptual fundamentals of (self-) education curriculum theories allowed for formulation of the following conclusions: M. Lukšienė, the theoretician of the Lithuanian education reform (implemented since 1988) suggested the ideas that encouraged the change in (self-) education curriculum based on transfer from teaching to learning paradigm in cultural context, with emphasis laid on nurturance of a free and responsible personality. Contemporary conceptions of (self-) education curriculum suggested by foreign authors are grounded on ideas of learning paradigm, shifting from the concepts of (self-) education curriculum in its narrow sense to those of (self-) education curriculum in its broad sense that embrace: self-education goals, learning outcomes, cycle of implementation process and achievement assessment, teacher‘s perspective, child’s / learner’s perspective, kind of self-education situations (-formal, non-formal, informal). In the center of conception of (self-) education curriculum, the question of meaningfulness is raised, seeking to find answers to the questions: what and why? The essential targets of education are derived from these questions, which include: development of personal powers, development of relationship with others and empowerment for learning. The suggested models for structure of pre-school and pre-primary (self-) education curriculum comply with the aforesaid conception. The content analysis of pre-school, pre-primary and primary (self-) education curriculum from the perspective of the discussed concepts of (self-) education curriculum theories and the created models revealed that: The harmony of goals of pre-school, pre-primary and primary (self-) education curriculum is insufficient. The goals of pre-school (self-) education curriculum embrace only a part of child’s individual powers, components of child‘s relations with others and child’s empowerment to learn. The goals do not formulate the (self-) learning outcomes to be achieved and only child’s care is emphasized (satisfaction of needs, assurance of good mood). The goal of pre-primary (self-) education curriculum is mainly concentrated on development of child‘s individual powers and child‘s empowerment to learn but the objective to strive for development of child’s relationships with others, social and cultural environment is neglected. The goal of general primary (self-) education curriculum included all the three priority trends of (self-) education goal: development child‘s individual powers, child’s relationships with others and child’s empowerment to learn and, thus, is oriented to a clear outcome of (self-) education expressed through conception of competences. However, the explicit formulation of the goal does not focus on striving for satisfaction of child‘s needs and assurance of his / her emotional wellbeing. The compliance of objectives of pre-school, pre-primary and primary (self-) education curriculum is not sufficient, lack of unified internal logic of their formulation is observed. The objectives of pre-school (self-) education curriculum are not in concordance with the goals. The objectives of development of personal powers, development of relationship with others and empowerment for learning are formulated not only at level of needs and emotional wellbeing but also at that of competence components, i.e., the objectives are much broader than the goals. The majority of the objectives of pre-school (self-) education curriculum are formulated not as statements that elaborate on the goal but rather as conditions for implementation of the goal. The objectives of pre-primary (self-) education curriculum meet the goal and are oriented to (self-) education of basics of competences. The objectives clearly focus on development of child‘s individual powers but attention to development of child‘s relationships with others and to empowerment to learn is not sufficient. The objectives of primary (self-)education curriculum are formulated as striving for development of personal competences but information on what competences have to be developed and at what measured level they should be acquired is not available. The objectives should be more oriented to development of child‘s competence to learn. The concordance of principles of pre-school, pre-primary and primary (self-) education curriculum is not sufficient. The principles that ensure development of child‘s individual powers are observed in all the curricular. The principles that guarantee development of child‘s relationships with others and child’ empowerment to learn are not harmonized in pre-school, pre-primary and primary (self-) education curriculum (programmes of different levels emphasize different principles). Primary (self-) education curriculum lacks principles of child’s empowerment to learn, what does not comply with the objective “to develop and educate a child, who is ready to learn further”. Pre-school (self-) education curriculum lacks principles of contextuality, accessibility, inclusion of (self-) education and innovativeness of education, which are prioritized in the EU documents. The compliance of competences to be developed by different level curricular is insufficient. Lithuanian programme documents do not create prerequisites for concordance of competences to be developed at pre-school, pre-primary and primary (self-)education levels because different competences are targeted at in different curricular. The harmony between generic competences provided for in curricular of pre-school and pre-primary education is not complete. The same competences to be developed are indicated in preschool and pre-primary (self-) education curriculum but they do not coincide with generic competences to be developed in primary education.

APA, Harvard, Vancouver, ISO, and other styles

14

Thu Hà, Nguyễn. "Features, variations and factors affecting school-based curriculum development." Journal of Science, Educational Science 61, no. 6 (2016): 19–27. http://dx.doi.org/10.18173/2354-1075.2016-0044.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Sabar, Naama. "School‐Based Curriculum Development: Reflections from an International Seminar." Journal of Curriculum Studies 17, no. 4 (October 1985): 452–54. http://dx.doi.org/10.1080/0022027850170412.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Shkedi, Asher. "School‐based workshops for teacher participation in curriculum development." Journal of Curriculum Studies 28, no. 6 (November 1996): 699–711. http://dx.doi.org/10.1080/0022027980280605.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

George, Marshall A. "Professional Development for a Literature-Based Middle School Curriculum." Clearing House: A Journal of Educational Strategies, Issues and Ideas 75, no. 6 (July 2002): 327–31. http://dx.doi.org/10.1080/00098650209603966.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Murray, Michael F. "From Subject Based Curriculum Development to Whole School Improvement." Educational Management & Administration 22, no. 3 (July 1994): 160–67. http://dx.doi.org/10.1177/0263211x9402200303.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Keiny, Shoshana. "School‐based Curriculum Development as a Process of Teachers’ Professional Development." Educational Action Research 1, no. 1 (January 1993): 65–93. http://dx.doi.org/10.1080/0965079930010105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

McClelland, J. A. G. "Within‐School Barriers to School‐Based Curriculum Development: The Hong Kong Experience." British Journal of In-Service Education 18, no. 1 (January 1992): 29–34. http://dx.doi.org/10.1080/0305763920180106.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Husna, Nawa, and Zainal Arifin. "Curriculum Development of Madrasah Tahfidz-Based Pesantren." Ta'dib 21, no. 2 (December 31, 2016): 125. http://dx.doi.org/10.19109/td.v21i2.950.

Full text

Abstract:

The purpose of the research was to know deeper about the concept of Madrasah tahfidz based Pesantren with 30 chapters of tahfidz al-Qur’an system and to know how the implementation of curriculum development of madrasah tahfidz based Pesantren (school boarding) in MITQ TBS Kudus, Central Java. The research was a descriptive-qualitative with phenomenological approach with data collection techniques: in-depth interviews, non-participant observation, and documentation. The analysis of the data was by reduction, display, and provided conclusions. The results showed (1) the concept of madrasah tahfidz based pesantren in MITQ TB Kudus, Central Java emphasized on the time allocation of tahfidz al-Qur’an with more portion such as 48 hours per week to reach tahfidz al-Qur'an 30 chapters, and (2) curriculum development of madrasah tahfidz based Pesantren (school boarding) in TBS MITQ Kudus, Central Java included: diagnosis of needs, development of education purposes, curriculum of KTSP, curriculumof Religion Ministry and the local curriculum (pesantren), learning experiences, and the development of curriculum evaluation.Penelitian ini bertujuan untuk mengetahui lebih mendalam mengenai konsep madrasah tahfidz berbasis pesantren dengan sistem tahfidz al-Qur’an 30 juz serta mengetahui bagaimana pelaksanaan pengembangan kurikulum madrasah tahfidz berbasis pesantren di MITQ TBS Kudus Jawa Tengah. Penelitian ini adalah penelitian deskriptif-kualitatif dengan pendekatan fenomenologi dengan teknik pengumpulan data: wawancara mendalam, observasi non partisipan, dan dokumentasi. Analisis data melalui reduksi, display, dan memberikan kesimpulan. Hasil penelitian menunjukkan (1) konsep madrasah tahfidz berbasis pesantren di MITQ TBS Kudus Jawa Tengah menekankan pada alokasi waktu tahfidz al-Qur’an dengan porsi lebih yaitu 48 jam perminggu untuk mencapai tahfidz al-Qur’an 30 juz, dan (2) pengembangan kurikulum madrasah tahfidz berbasis pesantren di MITQ TBS Kudus Jawa Tengah meliputi: diagnosis kebutuhan, pengembangan tujuan pendidikan, kurikulum KTSP, kurikulum Kementerian Agama dan kurikulum muatan lokal (pesantren), pengalaman belajar, dan pengembangan evaluasi kurikulum.

APA, Harvard, Vancouver, ISO, and other styles

22

Bolstad, Rachel. "School-based curriculum development: is it coming back into fashion?" Curriculum Matters 1 (June 1, 2005): 187–209. http://dx.doi.org/10.18296/cm.0068.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Brady, Laurie. "The Supportiveness of the Principal in School‐based Curriculum Development." Journal of Curriculum Studies 17, no. 1 (January 1985): 95–97. http://dx.doi.org/10.1080/0022027850170108.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Lumadi, Mutendwahothe Walter, and Thomas Edwin Buabeng Assan. "School-based Curriculum Development: Experiences from the North-West schools." International Journal of Educational Sciences 5, no. 3 (July 2013): 237–44. http://dx.doi.org/10.1080/09751122.2013.11890083.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Li, Hui. "School-Based Curriculum Development: An Interview Study of Chinese Kindergartens." Early Childhood Education Journal 33, no. 4 (February 2006): 223–29. http://dx.doi.org/10.1007/s10643-006-0061-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Lee, Kwang-Won. "School-Based Human rights Curriculum Development in Professional learning communities." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 6 (March 31, 2021): 525–45. http://dx.doi.org/10.22251/jlcci.2021.21.6.525.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Hairon, Salleh, Catherine Siew Kheng Chua, and Wei Leng Neo. "School-based curriculum development in Singapore: a case study of a primary school." Asia Pacific Journal of Education 38, no. 4 (October 2, 2018): 518–32. http://dx.doi.org/10.1080/02188791.2018.1530192.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Thipatdee, Goachagorn. "The Development of English Competency-Based Curriculum Integrated with Local Community for High School Students." Journal of Education and Learning 10, no. 1 (December 30, 2020): 39. http://dx.doi.org/10.5539/jel.v10n1p39.

Full text

Abstract:

The purposes of this research were to study needs of high school students and teachers on competency-based curriculum integrated with local community for high school students, develop a curriculum based on the needs, implement the developed curriculum, and evaluate the developed curriculum. The samples of the needs study stage consisted of 244 high school students, and 82 teachers in schools located in Ubon Ratchathani, and Warinchamrab Municipalities, gained by quota sampling, and those for the curriculum implementation consisted of 34 high school students studying at Luekamhan Warinchamrab School, in the second semester of academic year 2018, gained by cluster sampling. The research instruments were the developed curriculum, questionnaires for the students and the teachers, a test of English expression, a test of writing, and an attitude evaluation form. The findings revealed the students and the teachers rated their needs on competency-based curriculum at a higher level, the developed curriculum consisted of vision, mission to achieve the students’ competency through the aims, contents, and instructional procedures concentrated on practicing and the evaluation focused on performances, the students had significantly higher learning achievement and writing skills after the curriculum implementation than those before the implementation at the level .01. The developed curriculum was evaluated by the students at medium level of its feasibility.

APA, Harvard, Vancouver, ISO, and other styles

29

Berman, Jeanette, and Lorraine Graham. "School Counsellor Use of Curriculum-based Dynamic Assessment." Journal of Psychologists and Counsellors in Schools 12 (November 2002): 21–40. http://dx.doi.org/10.1017/s1037291100004520.

Full text

Abstract:

This study explored the conditions required for the practical implementation of dynamic assessment in schools. It involved the development and implementation of a curriculum-based dynamic assessment procedure in the area of school mathematics for use by school counsellors. Dynamic assessment has been developed within Vygotskian theories of learning, teaching and assessment. It incorporates a teaching or mediation phase that requires the application of clinical assessment and teaching skills. This paper argues that the competencies needed to conduct a successful dynamic assessment are a blend of professional skills possessed by school counsellors. The assessment procedures used in this study resulted in valid assessment information about students' cognitive development as well as aspects of their general cognitive, social and emotional functioning. The information gathered through dynamic assessment was particularly useful for informing classroom teaching. The practical problems associated with dynamic assessment identified in the literature were not found to be barriers to the use of these techniques in schools in this study. Instead, dynamic assessment, used to complement conventional assessment instruments, has the potential to enhance the classroom utility of assessments carried out by school counsellors.

APA, Harvard, Vancouver, ISO, and other styles

30

Hasan, Adtman Adjun. "Arabic Language Learning Curriculum Islamic Boarding School System." Ta'lim al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban 4, no. 2 (December 15, 2020): 138–52. http://dx.doi.org/10.15575/jpba.v4i2.9985.

Full text

Abstract:

This article aims to find out about the Arabic language curriculum development model at Madrasah Aliyah Al-Falah Gorontalo. This research uses the type of field research or field research. The research method is descriptive qualitative, namely research on the Arabic language learning curriculum's description with the boarding school system at MA al-Falah Gorontalo. The results of this study explain that: curriculum development at Madrasah Aliyah al-Falah Gorontalo is based on several foundations, namely juridical, psychological, and sociolinguistic foundations. Meanwhile, the curriculum development model used in Madrasah Aliyah al-Falah Gorontalo has been analyzed using an administrative model and a grassroots model. The characteristics of learning Arabic in the boarding school system at Madrasah Aliyah Al-Falah are different from learning in other schools. What distinguishes this Madrasah from other schools in the curriculum used and uses the Islamic boarding school system. So that learning Arabic is not only taught in schools but also trained in dormitories.

APA, Harvard, Vancouver, ISO, and other styles

31

Ezra Putranda Setiawan. "STATISTICAL LITERACY IN PRIMARY SCHOOL MATHEMATICS CURRICULA: HISTORICAL REVIEW AND DEVELOPMENT." Jurnal Pendidikan dan Kebudayaan 6, no. 1 (June 26, 2021): 1–20. http://dx.doi.org/10.24832/jpnk.v6i1.1915.

Full text

Abstract:

Literasi statistika merupakan kemampuan penting untuk menghadapi revolusi industri 4.0. Penelitian ini mengumpulkan informasi sejauh mana kemampuan literasi statistika didukung oleh kurikulum matematika untuk Sekolah Dasar di Indonesia. Studi dokumentasi dilakukan pada beberapa naskah kurikulum, yakni Kurikulum Berbasis Kompetensi 2004, Kurikulum Tingkat Satuan Pendidikan 2006, Kurikulum 2013, serta revisi Kurikulum 2013 (2016, 2018, dan 2020). Sebagai pembanding, dianalisis pula Cambridge Primary Mathematics Curriculum dan kurikulum 1975. Hasil penelitian menunjukkan bahwa perhitungan statistik deskriptif dan pembuatan diagram dijumpai pada semua kurikulum matematika SD tahun 2004 hingga 2020. Pada kurikulum 2013 dan sesudahnya, dijumpai pula kompetensi terkait pengumpulan data dan interpretasi data. Adapun kompetensi terkait peluang hanya dijumpai pada kurikulum 2013, Cambridge, dan kurikulum 1975. Masih diperlukan pengembangan kurikulum pada kompetensi proses pemecahan masalah statistika serta pendalaman terkait penggunaan statistik deskriptif dan diagram secara tepat. Statistical literacy is an essential competence to face the 4.0 industrial revolution. This study aims to collect information on how statistical literacy skills accounted in the Indonesian primary school mathematics curriculum. We study several curriculum documents' that had been used in Indonesia, namely the 2004 Competency-Based Curriculum, the 2006 Education Unit Level Curriculum, the 2013 Curriculum, and the revised 2013 Curriculum (2016, 2018, and 2020). We also analyzed the Cambridge Primary Mathematics Curriculum and the 1975 Indonesian curriculum. We find that calculation of descriptive statistics and chart making appeared on all Indonesian primary school mathematics curricula. The 2013 curriculum and its successor also contains some competencies related to data collection and interpretation. Probability-related competence is found only on the 2013 curriculum, the 1975 curriculum, and the Cambridge Curriculum. Further curriculum development should be focused on the statistical problem-solving competence and appropriate use of descriptive statistics and charts.

APA, Harvard, Vancouver, ISO, and other styles

32

Qamariah, Zaitun. "Developing Islamic English Instructional Materials Based on School-Based Curriculum." Journal on English as a Foreign Language 5, no. 2 (September 5, 2015): 99. http://dx.doi.org/10.23971/jefl.v5i2.370.

Full text

Abstract:

<p>This study was a research and development (R&D) which is basically aimed at developing English instructional materials based on School-based Curriculum for the first-year students of MAN Model Palangka Raya. This study involved: need analysis, reference study, material development, expert validation, try out (empirical validation), and revision. The data were gathered through observation, questionnaires, interview, and validation technique. The result of the need analysis shows that the students are in need of English instructional materials relevant to their major content needs and school characteristics. However, the existing English instructional materials used by the teachers and the first-grade students of MAN Model Palangka Raya as a senior high school with Islamic feature still served from available published course books which are too general and still do not reflect the need of the students and particular characteristics of the school. English instructional materials developed in this study is intended to develop English instructional materials which could provide a set of instructional materials to accomodate the Islamic characteristics and the needs of the first-year students of MAN Model Palangka Raya. For the purpose, the materials were adopted and adapted from some Islamic textbooks and Islamic reading websites.</p>

APA, Harvard, Vancouver, ISO, and other styles

33

Lee, Jae-Cheol, and Hwa-Suk Choi. "The Study on Development Factor Establishing According to SBCD's Conceptual Change." Journal of the Korea Academia-Industrial cooperation Society 15, no. 4 (April 30, 2014): 1983–91. http://dx.doi.org/10.5762/kais.2014.15.4.1983.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Efendi, Ikwan. "DESAIN PENGEMBANGAN KURIKULUM PAI BERBASIS TEACHER AND STUDENT-CENTER." EDURELIGIA; JURNAL PENDIDIKAN AGAMA ISLAM 1, no. 2 (April 4, 2018): 25–44. http://dx.doi.org/10.33650/edureligia.v1i2.44.

Full text

Abstract:

Design of curriculum development based Islamic religious education teachers and learners at the center of the learners become imperative applied in the education unit, because the subject is student learning in school. While the teacher becomes a facilitator should be able to direct, guide and a role model for their students. Islamic religious education curriculum development in general should be based on objectives and competencies, the relevance, efficiency, effectiveness, flexibility, integrity, continuity, synchronization, objective and democratic. Additionally, in particular the development of Islamic religious education curriculum principle of curriculum objectives, principles of curriculum content, didactic-methodical principles, principles with regard to media and learning resources, and evaluation principles. Keyword: Curricullum Development Design, Islamic Educations, Teacher and Student-Center

APA, Harvard, Vancouver, ISO, and other styles

35

Makhshun, Toha. "MODEL PENGEMBANGAN KURIKULUM PAI SMP DI KOTA SEMARANG." Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam 1, no. 1 (February 15, 2018): 97. http://dx.doi.org/10.30659/jspi.v1i1.2427.

Full text

Abstract:

A research based article “The model of PAI curriculum development at Junior high school in Semarang” is intended to see how far the development of PAI curriculum at Junior High School in Semarang. The main problem in this research is: how is the development of PAI curriculum at Junior high school in Semarang. The techniques of collecting data applied in this research are (1) observation to collect data of PAI curriculum development application at NASIMA Junior High School and Sultan Agung Islamic Junior High School I; (2) An interview to get a clear, comprehensive and indepth information about PAI curriculum policy and it’s implementation at Nasima and Sultan Agung Islamic Junior High School I; (3) documentation, is for collecting a history documentation, to formulate a curriculum. Descriptive-interpretative is used to analyze collected data.The reseach result shows that Nasima Junior High School and Sultan Agung Junior High School – Semarang have innovative and strategic steps in developing a curriculum. The curriculum is interpretated based on the needs of school and society through a religion and Islamic school culture activity.

APA, Harvard, Vancouver, ISO, and other styles

36

Pulungan, Marwan, Toybah Toybah, and Vina Amilia Suganda. "Development of HOTS-based 2013 Curriculum Assessment Instruments in Elementary School." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 4, no. 1 (February 20, 2021): 50. http://dx.doi.org/10.33578/jtlee.v4i1.7858.

Full text

Abstract:

This study aims to develop a HOTS-based 2013 curriculum assessment instrument in the form of questions. The research subjects were fifth-grade students of the elementary school in Palembang. This research activity is development research using the ADDIE development model and the Tessmer evaluation method. The development stages include analysis, design, development, implementation, and evaluation. The prototype evaluation was carried out in stages: self-evaluation, expert reviews, one-to-one evaluation, small group evaluation, and field test evaluation. The results showed that the HOTS-based 2013 curriculum assessment instrument developed was declared valid, with a percentage of 89.5%. The trial results in the one to one and small group stages showed that the assessment instrument (HOTS questions) had a very good level of practicality, namely 84.3% for the one to one stage, and 83.2% for the small group stage. The effectiveness of the HOTS-based 2013 curriculum assessment instrument is at a low level, with an average score of 50. This means that the HOTS questions developed are still not effective in helping students think at higher levels, in this case, the ability to analyze, evaluate and create. This is as a note for researchers to review by carrying out further research.

APA, Harvard, Vancouver, ISO, and other styles

37

Kirk, David. "Structure and Agency as Two Problematics in School-based Curriculum Development: A Case Study." Australian Journal of Education 30, no. 3 (November 1986): 285–99. http://dx.doi.org/10.1177/000494418603000306.

Full text

Abstract:

Implicit in the rationale behind the shift from a centre-periphery/systems management approach to a school-based curriculum development (SBCD) approach to curriculum innovation and development are two notions which are viewed here as problematic. The first is that teachers will be ‘free’ to develop curricula which conform to a pedagogic ideal. Based on case-study research, it is argued that this notion must be approached with caution, as it can be shown that, even in a situation where teachers themselves initiate innovation, their actions are constrained by a number of in-school structures. The second notion is that SBCD may be able to overcome problems that occur between the creation and implementation of innovatory programs. However it is argued that individual teachers who are involved in creating an innovative idea also paradoxically interpret this idea in different ways and implement it differently. It is concluded that transformation of innovative ideas is inevitable in any innovatory program, and that this factor may act as a counterbalance to excesses in bureaucratic control sometimes evident in centre-periphery/systems management approaches.

APA, Harvard, Vancouver, ISO, and other styles

38

Chan, Eva Suk Ying. "Becoming acraftsmanin the process of school-based social studies curriculum development." Reflective Practice 16, no. 3 (April 20, 2015): 322–46. http://dx.doi.org/10.1080/14623943.2015.1023279.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Despain, A. Dale, and Charlann S. Simon. "Alternative To Failure : A Junior High School Language Development-Based Curriculum." Journal of Childhool Communication Disorders 11, no. 1 (December 1987): 139–79. http://dx.doi.org/10.1177/152574018701100110.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Johansson, Gunilla. "Parental involvement in the development of a culture‐based school curriculum." Intercultural Education 20, no. 4 (August 2009): 311–19. http://dx.doi.org/10.1080/14675980903351946.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Ye, Wangbei. "Beyond State Planned School-Based Curriculum Development: One Chinese School's Story." International Journal of Educational Reform 21, no. 4 (October 2012): 253–75. http://dx.doi.org/10.1177/105678791202100403.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Wang, Li-Yi, Der-Thanq Chen Victor, and Wei-Leng Neo. "Studying the enactment of School-Based Curriculum Development (SBCD) in Singapore." Educational Research 61, no. 3 (July 3, 2019): 337–55. http://dx.doi.org/10.1080/00131881.2019.1642120.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Nuryana, Zalik, and Suyadi Suyadi. "Character development based on hidden curriculum at the disaster-prone school." Journal of Education and Learning (EduLearn) 13, no. 2 (May 1, 2019): 219. http://dx.doi.org/10.11591/edulearn.v13i2.10058.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

E. Childs, Peter. "Curriculum development in science - past, present and future." Lumat: International Journal of Math, Science and Technology Education 3, no. 3 (July 30, 2015): 381–400. http://dx.doi.org/10.31129/lumat.v3i3.1036.

Full text

Abstract:

Science only became a recognised school subject at the end of the 19th century. The study of science subjects remained an elitist pursuit until the mid-late 20th century, but it is now seen as a core subject in many countries, especially in the junior secondary cycle. Since the 1950s there have been major reforms in science education – in the USA, UK and other countries – with a shift away from a focus on content and prescribed practical work, to emphases on inquiry (thinking and working like scientists) and the social aspects of science (in the STS and context-based movements) and on the nature of science (history and philosophy of science). The talk will trace the evolution of the school science curriculum, with a focus on the UK and Ireland, and in particular the changing fortunes of discovery/inquiry science, whose latest incarnation – inquiry-based science education IBSE), is currently in vogue, particularly in Europe. Different science curricula have had different balances between the needs of science and scientists, of students, and of society. In addition, there have been at least three main paradigms underlying school science curricula:the facts and concepts of science (content);the nature and processes of science (conduct or process);the applications of science in society (context).Modern curricula rightly consider that all these aspects are important, although each one has produced its own version of school science, where its emphasis is dominant. The prevailing trend is to integrate all three aspects into science curricula, whether as combined science or single sciences, designed both for the needs of future science specialists and for citizens. Apart from the social and economic demands on science curricula to deliver benefits for society and the economy, the other major influence in the last 40 years or so has been the growth of science education research, and the demand that reforms in science curricula and classroom practice be evidence-based.

APA, Harvard, Vancouver, ISO, and other styles

45

Mardliyyah, Aisyam, and Tulus Musthofa. "Pengembangan Kurikulum Bahasa Arab di Sekolah Islam Terpadu SMP Luqmanul Hakim Aceh." al Mahāra: Jurnal Pendidikan Bahasa Arab 6, no. 1 (June 24, 2020): 59–76. http://dx.doi.org/10.14421/almahara.2020.061.04.

Full text

Abstract:

Sekolah Islam Terpadu (SIT) or Integrated Islamic Schools are essentially schools that implement concepts. Islamic education is based on the Qur'an and Sunnah and is based on the National Education System Law. This article aims to describe and find out the curriculum components and curriculum organization in the Integrated Islamic School, especially in Arabic subjects at Luqmanul Hakim Aceh Integrated Islamic Middle School. The research method used was literature study (library research) with documentation and interview collection techniques and for its analysis using descriptive analysis. The results showed that the curriculum components in SIT are Objectives, Content, Process and Evaluation of Curricula that have TERPADU characteristics (Telaah/Study, Eksplorasi/Explore, Rumuskan/Formulate, Presentasikan/Present, Aplikasikan/Apply, Duniawi/Worldly, Ukhrowi/Divinity). Overall curriculum organization under the auspices of the JSIT institute of Arabic subjects at all levels and general subjects at elementary through junior high level can be classified in the curriculum organization of broad field curriculum, while general subjects at the level of senior high school belong to the curriculum organization of separated-subject. In its implication the SIT curriculum can be categorized into Integrated Curriculum. Keywords: Curriculum Development, Arabic Curriculum, Integrated Islamic School.

APA, Harvard, Vancouver, ISO, and other styles

46

Vidianti, Ade, and Johan Eka Wijaya DN. "DEVELOPING WEB-BASED TEACHING MATERIALS ON THE SUBJECT OF SCHOOL CURRICULUM DEVELOPMENT." JURNAL PAJAR (Pendidikan dan Pengajaran) 4, no. 6 (November 25, 2020): 1378. http://dx.doi.org/10.33578/pjr.v4i6.8183.

Full text

Abstract:

The development of science and technology has changed the elements in all fields, especially education. The learning patterns have also changed; one of which is using computer-based or internet / web-based learning, such as: E-learning, online courses, web-based education, and others. This paradigm shift sometimes requires lecturers to be more creative in delivering learning materials to students, especially, in this research, in the subject of school curriculum development. This aims to increase the effectiveness and flexibility of learning. In its implementation, the school curriculum development subject still ituilize printed teaching materials during the learning process. The purpose of this research was to develop web-based teaching materials for the subject of school curriculum development. This research applied research and development method with ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The development of web-based teaching materials in this research was assessed through the expert review stage with an accumulation of assessment results from media experts, design experts, linguists, and media experts. The result showed that the percentage of the expert review was 86% very good category. Then, the percentage of the individual test (one to one) was 85% with very good category. After that, the percentage of small group test was 85% with very good category. Based on these results, it can be concluded that web-based teaching materials are feasible to be applied to in the subject of school curriculum development.

APA, Harvard, Vancouver, ISO, and other styles

47

Cui, Yunhuo, Hao Lei, and Wenye Zhou. "Changes in School Curriculum Administration in China." ECNU Review of Education 1, no. 1 (March 2018): 34–57. http://dx.doi.org/10.30926/ecnuroe2018010103.

Full text

Abstract:

Purpose —This study focuses on the establishment and evolution of the school curriculum administrative system in China. Design/Approach/Methods —Based on policy papers and documents, this paper explores changes of the concept, tradition and practices of curriculum administration in China. Findings —The curriculum administration since 1949 has developed from an “excessively centralized curriculum administration” model to a “sharing-based curriculum administration”. China's three-level curriculum administrative system, comprising a national-, local-, and school-level curriculum administration framework, is explained and analyzed. Originality/Value —This is a comprehensive scholarly review of historical changes in school curriculum administration in China. This paper also provides provocative suggestions for future development of school curriculum administration in the Chinese context.

APA, Harvard, Vancouver, ISO, and other styles

48

., Subagyo, Rasdi Eko Siswoyo, Soesanto ., Maman Rachman, and Heri Nurdiyanto. "The Development of Curriculum School Model Based on the Internet of Things." International Journal of Engineering & Technology 7, no. 2.5 (March 10, 2018): 96. http://dx.doi.org/10.14419/ijet.v7i2.5.13960.

Full text

Abstract:

The background of this study is based on field conditions that Tamansiswa schools established since Indonesia have not been independent until now there has been no progress, even from schools that ever exist today many are closed due to lack of students. This research is classified in research and development, where researchers interpret the mindset and behavior of research subjects in carrying out the work. As the subject of the investigation is the principal in carrying out the work so far. The research was conducted at Vocational High School. The purpose of the study to describe the implementation of Vocational Middle School curriculum internet of things during this time, then, developed based on the internet of things theory and principles into the final model. Data collection using interviews, observation, and documentation. Data analysis is based on the qualitative descriptive study. The results showed that in the middle school Vocational Education did not implement the principles of the internet of things consisting of planning, implementation, and evaluation as a whole. The vision of the mission has not yet described the achievement of the targets, and the curriculum internet of things has not followed the accomplishments of the goals made before and is spontaneous, the evaluation of the implementation is not followed up and finished without any documents that can be used to reflect something done. This study concludes that the planning, implementation, and evaluation of curriculum internet of things industry 4.0 has not been optimal. The results of this study can be used as a reference for the implementation of curriculum based on the principles of the appropriate internet of things, a clear plan, and implemented realistically, and the existence of reflection and evaluation.

APA, Harvard, Vancouver, ISO, and other styles

49

Qianqian, Luan, Kong Linghan, Diao Jinling, and Ramir Austria. "The Setting of School-Enterprise Major Curriculum Based on Students’ Satisfaction." European Journal of Teaching and Education 2, no. 1 (March 29, 2020): 86–91. http://dx.doi.org/10.33422/ejte.v2i1.186.

Full text

Abstract:

The current curriculum cannot meet the needs of students for learning and employment. In this study, the researchers shall improve students’ satisfaction with school-enterprise cooperation specialty by optimizing the curriculum of school-enterprise cooperation specialty. The article through the survey questionnaire and the literature research method was carried on the analysis and the discussion for this study. This provides an important development direction for the school-enterprise cooperation professional curriculum development. One the one hand, students can master more practical skills. It can also improve the satisfaction and success rate both school and enterprise, and promote long-term and stable cooperative relationship. To achieve a win-win situation for schools, enterprises and students.

APA, Harvard, Vancouver, ISO, and other styles

50

Conway, Aislinn. "Medical School Librarians Need More Training to Support their Involvement in Evidence Based Medicine Curricula." Evidence Based Library and Information Practice 11, no. 2 (June 20, 2016): 201. http://dx.doi.org/10.18438/b8w618.

Full text

Abstract:

Objective – To describe the self-perceived role of librarians in developing evidence based medicine (EBM) curricula and identify their current and desired level of training to support these activities. Design – Multi-institutional qualitative study. Setting – Nine medical schools in Canada and the United States of America. Subjects – Nine librarians identified by medical school faculty as central to the provision of EBM training for medical students at their institution. Methods – The researchers designed a semi-structured interview schedule based on a review of the literature and their own experiences as librarians teaching EBM. The topics covered were; librarians’ perceptions of their roles in relation to the curriculum, the training required to enable them to undertake these roles, and their professional development needs. The interviews were conducted by telephone and then audio-recorded and transcribed verbatim. The authors present five main themes; curricular design, curricular deployment, curricular assessment, educational training, and professional development. Profiles were developed for each participant based on the latter two themes and from this information common characteristics were identified. Main Results – The participants described the importance of collaboration with faculty and student bodies when designing a curriculum. Information literacy instruction and specifically literature searching and forming a research question were taught by all of the participants to facilitate curricular deployment. Some of the librarians were involved or partly involved in curricular assessment activities such as formulating exam questions or providing feedback on assignments. Educational training of participants varied from informal observation to formal workshops offered by higher education institutions. All librarians indicated a willingness to partake in professional development focused on teaching and EBM. The subjects’ perceptions of their roles are supported by Dorsch and Perry’s themes of the librarian’s role in curricular design, deployment, and assessment. The educational training received by participants included formal training and experiential and self-directed learning activities. Finally, the librarians identified their professional development needs going forward. The majority of participants indicated that they would like to attend workshops run by universities or the Medical Library Association. Others wanted to invite and host guest speakers at their own institutions. Librarians identified financial restraints and geographic location as barriers to attending professional development events. Conclusion – Librarians can be actively involved in the delivery of EBM instruction in medical schools. However, they require additional educational opportunities to enable them to develop in this role. Online training could be a viable option for self-directed learning to overcome financial and geographic constraints.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!