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Journal articles on the topic 'School curriculum'
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1
Mo, Haiwen, and Fengjuan Luo. "A Study of the Construction of English Hidden Curriculums at Primary Schools in China." English Language Teaching 12, no. 9 (August 16, 2019): 66. http://dx.doi.org/10.5539/elt.v12n9p66.
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The hidden curriculum is an important part of curriculums, and constructing the primary school English hidden curriculum is helpful for the implementation of the new National English Curriculums, the development of students’ key competencies and the reform of basic English teaching in China. However, according to the survey conducted with 40 primary school leaders, 60 primary school English teachers as well as 300 primary school students, the hidden curriculum is always ignored in primary school English teaching in China. Schools should meticulously design the educational environment on campus, highlighting the characteristics of English hidden curriculums, integrate English into the class culture, optimizing English educational environment. It is necessary to build a harmonious relationship between teachers and students, to enhance students’ motivation of learning English, to mobilize social and family participation, and to build multiple hidden curricular resources of English so as to promote the reform of English teaching and improve the quality of English teaching at primary schools in China.
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Yulianto, Edi, and Agus Zaenul Fitri. "PRACTISING CURRICULUM MANAGEMENT: THE IMPLEMENTATION OF INTEGRATED CURRICULUM MANAGEMENT IN ISLAMIC SCHOOL." MANAGERIA: Jurnal Manajemen Pendidikan Islam 6, no. 2 (December 31, 2021): 205–22. http://dx.doi.org/10.14421/manageria.2021.62-13.
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Chongraksat Wittaya School Pattani, Thailand, is one of the most prominent Islamic schools in Pattani, Southern Thailand. This school has a dualism of management, including the applied curriculum, namely the religious and academic curriculum. Although the Thai kingdom regulates these two curricula, schools can adapt to their needs for religious curricula. This article examines the planning, implementation, and evaluation of the curriculum at Chongraksat Wittaya School Pattani, Thailand. It uses a qualitative method and a phenomenological approach with data collecting from interviews, observation, and documentation techniques. Then, data analysis techniques consist of data reduction, model data, and conclusions. The results showed that the Chongraksat Wittaya school implemented an integrated curriculum, namely the religious curriculum (Sassanah), which contained Dirasah Islamiyah, and the academic curriculum (Saman) included general subject matter. This school has regular classes and special classes. Curriculum planning is carried out together with Village Experts at the beginning of each semester. The curriculum is implemented with 40% of the religious curriculum (Sassanah) and 60% of the academic curriculum (Saman). Evaluation is carried out by briefings, daily meetings, early semester meetings, and annual meetings. Student learning is in the form of numeric and descriptive. The evaluation of the model uses the CIPP (Context, Input, Process, and Product) model.
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Nawali, Ainna Khoiron. "Dampak Penerapan Kurikulum Kementerian Agama dan Kurikulum Pesantren terhadap Peningkatan Hasil Belajar Pendidikan Agama Islam di Madrasah Aliyah Negeri Yogyakarta I." At-Tarbawi: Jurnal Kajian Kependidikan Islam 3, no. 1 (June 30, 2018): 13. http://dx.doi.org/10.22515/attarbawi.v3i1.1145.
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Abstract: This research background is originated from increasing number of madrasah and general school curriculum as a curriculum support, especially on the subject of islamic religious education (PAI). It makes some institutions maintain either lodge, hostel, or boarding school, in order to encourage school programs. For instance, MAN Yogyakarta 1 established boarding school ‘Al Hakim’ to increase horizon of students towards scientific references to Islam. The question is, how do implementation of Kemenag curriculum and boarding school curriculm impact to elevate learning outcomes of PAI. This study attempts to determine for applicating two curriculum derived from kemenag and boarding school. This study utilizes qualitative research. The results show that in practice, kemenag curriculum remains a priority rather than boarding school curriculum; impact and achievement in the implementation of two curriculum have positive impact on learning outcomes such as to have better values on cognitive, affective, and psychomotor; excess two curricula are applied properly will create more students mastering the subject matter of religion. However, drawbacks occur discrepancy between the curriculum from kemenag and boarding school because the materials are not delivered properly and allocated short time. Keywords: Curriculum, Learning Outcomes, Islamic Religious Education
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Čuřín, Michal, and Michala Mikolášíková. "Teacher Preferences of Literature Curricula at Higher Secondary Schools in the Czech Republic." European Journal of Social & Behavioural Sciences 30, no. 3 (August 31, 2021): 306–16. http://dx.doi.org/10.15405/ejsbs.306.
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The current revision of national curricula documents in the Czech Republic is motivated by the increasing digitalization of society as well as the need to prepare students for future challenges linked with economic restructuring. The revision includes the reduction of teaching content as well as the establishment of a new range of student learning outcomes. This paper focuses on identifying teacher preferences with regard to the literature curriculum in terms of the curricular content and scope at higher secondary schools. Based on a thorough content analysis of current school curricula documents and textbooks, a so-called model maximum curriculum of literature was established as a basis for the construction of a questionnaire for teachers to express their preferred content. 20 secondary school teachers were selected according to their gender, type of school and duration of working experience as the sample for this study. The analysis found that teachers are satisfied with the current curriculum in terms of content and scope. However, two common tendencies were observed. Firstly, the majority of respondents agreed on the reduction of the curricular content devoted to older literature. Secondly, the reduction of curricular content was consistent in rejecting foreign thematic blocks and minor national literatures. The analysis also confirmed the teachers' lack of interest in including Asian, African, and Central and South American literature in the curriculum.
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Tomasevic, Biljana, and Dragica Trivic. "Chemistry curricular knowledge of secondary school teachers." Journal of the Serbian Chemical Society 80, no. 3 (2015): 435–52. http://dx.doi.org/10.2298/jsc141002121t.
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the course of this research, we explored the extent of chemistry teachers? professional knowledge related to the structure, contents and application of chemistry curricula and their components. The research comprised 119 teachers from 69 secondary schools (25 grammar schools and 44 vocational secondary schools). The questions in the questionnaire referred to general curriculum knowledge, knowledge of chemistry curriculum and the views/assessments of teachers concerning the necessary changes in the curricula currently in effect. The teachers? answers show that the most important components of the curriculum for their work are the goals and operative tasks/outcomes. The results indicate that there exists information in the curriculum components that remains unused although it is relevant for a certain level of planning. Among the teachers in the sample, higher percentages of those with appropriate teachers training programme were applying information from the curriculum within teaching process through demonstration method and problem solving. The research that was conducted provides a basis for defining the indicators for monitoring the level of teachers? capability to apply curricular knowledge in their practice. Such indicators are important for creating teaching situations and teachers? activities within the framework of initial teacher education and continuing professional development.
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Bračun Sova, Rajka, and Metoda Kemperl. "The Curricular Reform of Art Education in Primary School in Slovenia in Terms of Certain Components of the European Competence of Cultural Awareness and Expression." Center for Educational Policy Studies Journal 2, no. 2 (June 30, 2012): 71–90. http://dx.doi.org/10.26529/cepsj.386.
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One of the important positions of the last curricular reform in Slovenia, which included systemic issues of education (White Paper on Education, 2011) and curricula for compulsory subjects in primary school, is the fact that Slovenia has been integrated into Europe, and thus education should also include the development of core European competences. One such competence is cultural awareness and expression, which until now has been an issue more in the context of cultural policies than school policies in Slovenia. The purpose of the present article is to critically analyse the curricular reform of art education (i.e., visual art education), through which, in terms of certain components of the competence of cultural awareness and expression, it is foreseen that the student will gain a knowledge of art, develop an ability to experience works of art and develop a creative attitude towards art and heritage.Because the starting point and goal of curricular change is the curriculum, our analysis is derived from curriculum theories, and not from the art theories and pedagogical theories that have predominantly framed previous attempts at curriculum analysis. Critical consideration of the curricular reform of art education in primary school in terms of certain components of the competence of cultural awareness and expression was undertaken by comparing curricula in the field of aesthetic education. We compared art education with music education and literature within the Slovenian language curriculum. Qualitative analysis showed that, despite the reform, the curriculum for arts education does not realise selected components of the competence of cultural awareness and expression, largely due to the curriculum’s conceptual structure. Art education is centred principally on art-making activities, with an obviousneglect of appreciation. The integration of arts subjects at school, as proposed by the White Paper, is therefore not possible, due to the existing model of art education. From a practical point of view, the analysis also raised the question of the knowledge and competences of teachers.
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Greany, Toby, and Joanne Waterhouse. "Rebels against the system." International Journal of Educational Management 30, no. 7 (September 12, 2016): 1188–206. http://dx.doi.org/10.1108/ijem-11-2015-0148.
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Purpose The purpose of this paper is to describe and analyse the development of school autonomy, school leadership and curriculum innovation in England over the past 40 years. It provides a baseline picture for the wider international study on school autonomy and curriculum innovation. Design/methodology/approach An initial literature review was undertaken, including policy document analysis. Interviews and observations were undertaken with participants on a pilot professional programme for school leaders seeking to develop their school curriculum. Findings While all schools in England have needed to adapt their curricula to reflect the new National Curriculum introduced from 2014, relatively few schools appear to have used this opportunity to design genuinely innovative curricula that respond to the changing needs of learners in the twenty-first century. This includes the academies and free schools – currently around one in four schools – which are not legally required to follow the National Curriculum. The authors posit that leadership agency by principals and their professional teams is more important than policy/legal freedoms for securing curriculum innovation. Such agency appears to depend on the capacity and confidence of leaders to shape an alternative and innovative curriculum in the face of structural constraints, in particular England’s sharp accountability system, effectively making these leaders “rebels against the system”. Research limitations/implications The empirical findings are preliminary and based on a small convenience sample. Originality/value Given England’s position as a relatively extreme example of high-autonomy-high-accountability quasi-market school reforms this paper provides valuable insights on school autonomy and curriculum innovation that can inform policy and practice more widely.
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Ding, Yiran, and Lijie Lv. "Are Students Satisfied with the Current School-Based Curriculum of Chinese Traditional Culture? A Survey of 120 Elementary and Middle Schools in China." Best Evidence in Chinese Education 6, no. 2 (November 23, 2020): 863–79. http://dx.doi.org/10.15354/bece.20.ar079.
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The school-based curriculum is one of the crucial ways of Chinese traditional culture education. Therefore, it is essential to discuss the current elementary and middle school students’ satisfaction with the traditional cultural school-based curriculum. A survey of the curriculum satisfaction of 120 elementary and middle schools in China with a traditional cultural school-based curriculum found that students’ satisfaction with these curriculums is generally average. However, students believed that the quality of the curriculum is still low. Its main manifestations were passive satisfaction, compromise satisfaction, excellent satisfaction, fall satisfaction, and autonomous satisfaction. This highlighted the problems of some traditional cultural school-based curriculums like the positioning is based on subjective guesswork, the content has not been effectively screened, and the implementation method is a single indoctrination. Based on this, we suggest that: (i) create an all-round atmosphere for students to learn traditional culture actively; (ii) reshape the traditional culture in the curriculum according to the value of the times; (iii) guarantee the cultural resources and professional teachers of curriculum implementation with discipline construction, and (iv) focus on the experience of the implementation process.
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HUANG, Jing Ivy. "A conceptual framework for developing a glocalized school-based curriculum." International Journal of Chinese Education 11, no. 2 (May 2022): 2212585X2211125. http://dx.doi.org/10.1177/2212585x221112526.
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The research was initially driven by an empirical requirement adopting foreign early childhood curricula for a K12 program from kindergarten to high school. After reviewing existing global or international curricula adopted and adapted in different research contexts, a handful of researches have been conducted in China’s context. However, the growth of internationalized K12 schools is rapid and the demand for glocalized school-based curriculum (SBC) is urgent in China. Therefore, a conceptual framework for developing a glocalized SBC was developed based on general curriculum development models, school-based curriculum development models, and the consideration of the contexts. The framework is expected can not only provide the current research with technical support in terms of integrating global curricula and local curricula for one specific kindergarten but it can also be applied by other researchers whose researches are related to curriculum development, specifically in the early childhood field and involving global and local context and curricula adaptation.
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Abdul-Ghaffar, T. A., K. Lukowiak, and U. Nayar. "Challenges of teaching physiology in a PBL school." Advances in Physiology Education 277, no. 6 (December 1999): S140. http://dx.doi.org/10.1152/advances.1999.277.6.s140.
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A problem-based learning (PBL) curriculum was introduced at McMaster University more than three decades ago. Not many schools have adopted the system despite its distinct advantages. The present paper examines the challenges of teaching physiology in a PBL curriculum and gleans through the literature supporting PBL. It appears that one of the reasons why PBL is not becoming readily acceptable is the lack of concrete reports evaluating the curricular outcomes. The suggestion (R.E. Thomas. Med Educ. 31:320-329, 1997) to standardize and internationalize all components of validated PBL curricula is quite valid. A database needs to be generated that can be easily accessed by traditional institutions to see the rationality and easy implementation of the PBL curriculum.
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Salas, Rachel Marie E., Roy E. Strowd, Imran Ali, Madhu Soni, Logan Schneider, Joseph Safdieh, Bradley V. Vaughn, Alon Y. Avidan, Jane B. Jeffery, and Charlene E. Gamaldo. "Incorporating sleep medicine content into medical school through neuroscience core curricula." Neurology 91, no. 13 (September 5, 2018): 597–610. http://dx.doi.org/10.1212/wnl.0000000000006239.
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ObjectiveTo present (1) justification for earmarking sleep medicine education as an essential component of all medical school curricula and (2) various avenues to incorporate sleep medicine exposure into medical school curricula through (primarily) neuroscience and neurology courses.MethodsPer consensus of a team of leading neurology and sleep medicine educators, an evidence-based rationale for including sleep medicine across a 4-year medical school curriculum is presented along with suggested content, available/vetted resources, and formats for delivering sleep medicine education at various points and through various formats.ResultsGrowing evidence has linked sleep disorders (e.g., sleep-disordered breathing, chronic insufficient sleep) as risk factors for several neurologic disorders. Medical educators in neurology/neuroscience are now strongly advocating for sleep medicine education in the context of neurology/neuroscience pre and post graduate medical education. Sleep medicine education is also a critical component of a proactive strategy to address physician wellness and burnout. The suggested curriculum proposes a sleep educational exposure time of 2–4 hours per year in the form of lectures, flipped-classroom sessions, clinical opportunities, and online educational tools that would result in a 200%–400% increase in the amount of sleep medicine exposure that US medical schools currently provide. The guidelines are accompanied by the recommendation for use of technological education, to facilitate more seamless curricular incorporation.ConclusionEven in this era with limited flexibility to add content to an already packed medical school curriculum, incorporating sleep medicine exposure into the current medical school curriculum is both justified and feasible.
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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.
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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.
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Pratiwi, Yani, Sukiman Sukiman, Rohmi Triwulandari, and Intan Permata Putri. "Role Model Pengembangan Kurikulum Grass Root di Sekolah Dasar." Bidayatuna Jurnal Pendidikan Guru Mandrasah Ibtidaiyah 5, no. 2 (October 19, 2022): 188–203. http://dx.doi.org/10.54471/bidayatuna.v5i2.1680.
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Progress in the field of education must be able to improve the quality of students. To follow these developments, it is necessary to be accompanied by the development of learning curricula by schools to improve the quality of students by adjusting the circumstances in each school. There are many models of curriculum development that can be used in schools. The research method in this article is qualitative. This field research (Field Research) aims to analyze the curriculum development model applied by SD Negeri 104 Palembang. The research finding is that the curriculum development model applied by SD Negeri 104 Palembang refers to the national education curriculum and initiates curriculum development according to school needs. The curriculum development model applied is a grass root, the initiatives and ideas come from the principal and teachers at the school. Teachers in schools form teams to develop or perfect the curriculum, either in one or several components or its entirety.
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Kariuki, Scolastica, Barnard Boyo, Michael Bowen, and Purity Kiambi. "School curricullum and enviromental sustainability." Technium Social Sciences Journal 32 (June 9, 2022): 126–44. http://dx.doi.org/10.47577/tssj.v32i1.6604.
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Despite far-reaching environmental concerns, school curriculum in Kenya lacks adequate environmental sustainability address, yet global indicators show deterioration of the environment in developing countries is obviously leading to loss of biodiversity, rise in carbon levels, climate change (UNESCO. 2016) and overall poor-quality life. Research conducted on values education and environmental sustainability determined effective approaches to promote environment sustainability among school going children in Kenya. Inadequate environmental values education was hypothesized to lead to low awareness and action towards sustainability. To determine the extent to which Kenya’s education curriculum addresses environmental sustainability values for ESD, the findings form a basis for proposing innovation in EESD in school curricular. Mixed research design involved content analysis of the curricula and textbooks, descriptive surveys and expert interviews. Multistage sampling was applied among students and teachers from 8 former provinces of Kenya for administration of questionnaires to determine environmental content in educational materials, values and skills taught. Expert officials from KICD, MOEST, and UNEP were selected using purposive sampling for interviewing on required content, policy and adequacy. Findings indicated that EESD is not explicitly taught, does not adequately reflect in curricular objectives or textbooks, teaching on environment is mainly knowledge based and lacks experiential learning activities, heads of department (50%) have no training on environmental issues, students (51.8%) have not learnt enough of environmental issues, teachers (56%) are not motivated to teach about environment, and over 62% of teachers report the curriculum is insufficient to develop environmental values. MoE and NEEMA confirmed that values and policy on environmental sustainability are insufficiently taught, teachers are inadequately trained and initiatives on curriculum for environmental sustainability are inconclusive. Teaching and learning for EESD in Kenya is based on inadequate content, values and methodology. In conclusion appropriate EESD content, values and methodologies should be integrated in unfolding curriculum reviews for school.
Key Words:
School Curricular
Environmental Education
Environmental Education for Sustainable Development
Environmental Sustainabilit
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Kim, Jinsook. "Exploring the China's 2022 revised elementary and middle school curriculum." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 609–19. http://dx.doi.org/10.22251/jlcci.2022.22.24.609.
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Objectives The purpose of this study is to analyze the procedures and contents of China's national level curriculum revision, focusing on the general framework of the 2022 revision of the elementary and middle school curriculum, and to draw implications for the revision of the Korean curriculum.
Methods This study analyzed the documents and related prior research and government policy data of China's revised national curriculum for elementary and secondary schools. Goal setting, curriculum organization structure, common guidelines for subject curriculum quality control, framework document system, etc.
Results First, the Chinese national curriculum is divided into three school-level curriculums: kindergarten, compulsory education schools, and high school. China's national curriculum revision cycle went through a long revision cycle of about 10 years for each school level. Second, the purpose of the revision is to emphasize the socialist state idea, to focus on core competencies for education reform in preparation for the future society, and to improve the curriculum for problem solving and educational reform. The educational goal is ‘a new human being with the ideal, ability, and responsibility required by the times’. In the curriculum organization, the 6-3 system was operated as a 5-4 system, allowing autonomy in the role of the region and school, and the integration of education between the two school levels for 9 years of compulsory education and the linkage between school levels were strengthened. Curriculum suggested key competencies, achievement standards and quality management plans based on them. In the curriculum document system, the principles and directions of curriculum revision are emphasized in the first half of both the general curriculum and each section, and the readability is clearly stated.
Conclusions Implications include the stability of the Chinese curriculum revision cycle for about 10 years, the linkage of curriculum by school level and curriculum and the pursuit of independence at the same time, guidance on the role of the nation-local-school in designing and teaching the subjects. The principles of the learning process, evaluation, and operation are presented relatively clearly.
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Weilbacher, Gary. "Rediscovering the middle school mission." Phi Delta Kappan 100, no. 6 (February 25, 2019): 34–38. http://dx.doi.org/10.1177/0031721719834026.
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Middle schools were designed to promote exploration in the curriculum in a way that is appropriate for young adolescents. However, this vision has not been fully embraced, and many middle schools still function as junior versions of high school. Gary Weilbacher explores the history of the middle school movement and describes how the interdisciplinary approaches to curriculum found in the STEM, STEAM, and STREAM movements offer an opportunity for middle schools to recover their original vision. In such schools, teachers would work in interdisciplinary teams to develop curricula that enable students to seek answers to questions that they consider important.
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Khasanah, RR Ninik Barokatul, and Hendro Widodo. "PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM MODEL KURIKULUM 2013 DI SD MUHAMMADIYAH YOGYAKARTA." Muaddib : Studi Kependidikan dan Keislaman 1, no. 1 (April 24, 2019): 64. http://dx.doi.org/10.24269/muaddib.v1i1.1450.
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The curriculum is a reference component for each education unit and directs all forms of educational activities to achieve educational goals. The curriculum becomes an absolute requirement of education and becomes an integral part of education and teaching.Muhammadiyah Jogokariyan Elementary School Yogyakarta is one of Muhammadiyah's Business Charities under the Regional Education Council of Muhammadiyah Yogyakarta Regional Leaders also uses 2 curricula (government curriculum and Muhammadiyah Yogyakarta Regional Leadership curriculum).One of the curriculums developed at Muhammadiyah Jogokariyan Elementary School in Yogyakarta is about memorizing the Qur'an, thank God that with Tahfidz every year his students always increase and gain the trust of the community.
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Domina, Thurston, Andrew M. Penner, Emily K. Penner, and Annemarie Conley. "Algebra for All: California's Eighth-Grade Algebra Initiative as Constrained Curricula." Teachers College Record: The Voice of Scholarship in Education 116, no. 8 (August 2014): 1–32. http://dx.doi.org/10.1177/016146811411600801.
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Background/Context Across the United States, secondary school curricula are intensifying as a growing proportion of students enroll in high-level academic math courses. In many districts, this intensification process occurs as early as eighth grade, where schools are effectively constraining their mathematics curricula by restricting course offerings and placing more students into Algebra I. This paper provides a quantitative single-case research study of policy-driven curricular intensification in one California school district. Research Questions (1a) What effect did 8th eighth grade curricular intensification have on mathematics course enrollment patterns in Towering Pines Unified schools? (2b) How did the distribution of prior achievement in Towering Pines math classrooms change as the district constrained the curriculum by universalizing 8th eighth grade Algebra? (3c) Did 8th eighth grade curricular intensification improve students’ mathematics achievement? Setting Towering Pines is an immigrant enclave in the inner-ring suburbs of a major metropolitan area. The district's 10 middle schools together enroll approximately 4,000 eighth graders each year. The districts’ students are ethnically diverse and largely economically disadvantaged. The study draws upon administrative data describing 8th eighth graders in the district in the 2004–20-05 through 2007–20-08 school years. Intervention/Program/Practice During the study period, Towering Pines dramatically intensified middle school students’ math curricula: In the 2004–20-05 school year 32% of the district's 8th eighth graders enrolled in Algebra or a higher- level mathematics course; by the 2007–20-08 school year that proportion had increased to 84%. Research Design We use an interrupted time-series design, comparing students’ 8th eighth grade math course enrollments, 10th grade math course enrollments, and 10th grade math test scores across the four cohorts, controlling for demographics and prior achievement. Findings/Results We find that students’ odds of taking higher level mathematics courses increased as this district implemented the state's Algebra mandate. However, even as the district implemented a constrained curriculum strategy, mathematics achievement growth between 6th sixth and 10th grade slowed and the achievement advantages associated with 8th eighth grade Algebra declined. Conclusions/Recommendations Our analyses suggest that curricular intensification increased the inclusiveness and decreased the selectivity of the mathematics tracking regime in Towering Pines middle schools. However, the findings suggest that this constrained curriculum strategy may have may have unintended negative consequences for student achievement.
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Zuardi, Antonio Waldo, Fernando Del Guerra Prota, and Cristina Marta Del-Ben. "Reduction of the anxiety of medical students after curricular reform." Revista Brasileira de Psiquiatria 30, no. 2 (January 31, 2008): 136–38. http://dx.doi.org/10.1590/s1516-44462008005000006.
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OBJECTIVES: Curricular structure may interfere in students' anxiety level at medical schools. The objective of this study was to assess anxiety levels in medical students before and after a curriculum reform at the Medical School of Ribeirão Preto and to compare them with students at other courses that had no curricular changes in the same university campus. METHOD: Study samples were obtained in two moments: 1) two years before the reform; 2) after the reform when the reformed curriculum completed its fourth year. The pre-sample (former curriculum) consisted of 307 medical students and 217 students from psychology and biology courses. The post-sample (new curriculum) was composed of 330 medical students and 194 students from psychology and biology courses. Anxiety was assessed by the State-Trait Anxiety Inventory (STAI). RESULTS: Comparing the pre with the post sample, we found STAI-T scores of the students under the former curriculum were significantly higher in the first (42.9 + 1.08) and second (41.9 + 1.1) years than the STAI-T scores of the medical students under the new curriculum (38.1 + 1.0 and 37.9 + 1.06, respectively). Students from other courses and 5th year medical students, who followed the same curriculum, did not show any significant differences between different samples. CONCLUSION: These results suggest that changes to medical school curricula may reduce the medical student' levels of anxiety in the first two years of the course.
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Mayer, A. W., K. A. Smith, and S. Carrie. "A survey of ENT undergraduate teaching in the UK." Journal of Laryngology & Otology 134, no. 6 (June 2020): 553–57. http://dx.doi.org/10.1017/s0022215120000936.
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AbstractBackgroundENT presentations are prevalent in clinical practice but feature little in undergraduate curricula. Consequently, most medical graduates are not confident managing common ENT conditions. In 2014, the first evidence-based ENT undergraduate curriculum was published to guide medical schools.ObjectiveTo assess the extent that current UK medical school learning outcomes correlate with the syllabus of the ENT undergraduate curriculum.MethodTwo students from each participating medical school independently reviewed all ENT-related curriculum documents to determine whether learning outcomes from the suggested curriculum were met.ResultsSixteen of 34 curricula were reviewed. Only a minority of medical schools delivered teaching on laryngectomy or tracheostomy, nasal packing or cautery, and ENT medications or surgical procedures.ConclusionThere is wide variability in ENT undergraduate education in UK medical schools. Careful consideration of which topics are prioritised, and the teaching modalities utilised, is essential. In addition, ENT learning opportunities for undergraduates outside of the medical school curriculum should be augmented.
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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.
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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.
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Habiburrahim, Habiburrahim, Muhammad Muhammad, Luthfi Auni, Hafidhah Hafidhah, and Ika Kana Trisnawati. "Integrating English subject materials into Islamic boarding school curriculum context: Insights from Aceh, Indonesia." Studies in English Language and Education 9, no. 2 (May 23, 2022): 667–84. http://dx.doi.org/10.24815/siele.v9i2.23279.
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Issues surrounding curriculum integration have been discussed worldwide. Some argue that curriculum integration contributes meaningfully to empowering students’ multi knowledge and skills, while others claim that curriculum integration has detrimental effects on teachers and students’ study load. This qualitative study investigates the English teachers’ and Islamic boarding school principals’ perceptions of integrating English subject materials of Curriculum 2013 into the Islamic boarding school curriculum context. Eleven participants (two Islamic boarding school principals and nine English teachers teaching at two Junior Islamic boarding schools in Banda Aceh) were selected purposively. The findings indicate that integrating English materials into the Islamic boarding school curriculum positively contributes to developing students’ general and Islamic-related knowledge. The results also suggest that the integration of English materials into the Islamic boarding school curriculum can be performed by switching the listed materials in the syllabus of Curriculum 2013 with the Islamic-related materials. The study unveils that among these curricula integration challenges are the inadequacy of Islamic-related knowledge that the teachers master and the subject overload. These two main issues are the main challenges to integrating the English materials into the Islamic boarding school curriculum.
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Post, Thomas R., Amanuel Medhanie, Michael Harwell, Ke Wu Norman, Danielle N. Dupuis, Thomas Muchlinski, Edwin Andersen, and Debra Monson. "The Impact of Prior Math Achievement on the Relationship Between HS Math Curricula and Postsecondary Math Performance, Course-Taking, and Persistence." Journal for Research in Mathematics Education 41, no. 3 (May 2010): 274–308. http://dx.doi.org/10.5951/jresematheduc.41.3.0274.
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This retrospective study examined the impact of prior mathematics achievement on the relationship between high school mathematics curricula and student postsecondary mathematics performance. The sample (N = 4,144 from 266 high schools) was partitioned into 3 strata by ACT mathematics scores. Students completing 3 or more years of a commercially developed curriculum, the University of Chicago School Mathematics Project curriculum, or National Science Foundation-funded curriculum comprised the sample. Of interest were comparisons of the difficulty level and grade in their initial and subsequent college mathematics courses, and the number of mathematics courses completed over 8 semesters of college work. In general, high school curriculum was not differentially related to the pattern of mathematics grades that students earned over time or to the difficulty levels of the students' mathematics course-taking patterns. There also was no relationship between high school curricula and the number of college mathematics courses completed.
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Xavier, Irina, Ronald L. Ettinger, Luís Proença, João Botelho, Vanessa Machado, João Rua, Ana S. Delgado, and José J. Mendes. "Geriatric Dentistry Curriculum in Six Continents." International Journal of Environmental Research and Public Health 17, no. 13 (June 29, 2020): 4682. http://dx.doi.org/10.3390/ijerph17134682.
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The purpose of this study was to examine the presence of geriatric dentistry (GD) in the curricula of worldwide dental schools, and to identify and compare their curriculum content. Eighty-three dental schools (16.4% response rate), from 24 countries, in six continents, completed a 25-item online questionnaire, to assess their GD curriculum, and were included in the study. GD was a mandatory course in 56 dental schools (67.5%), an independent subject in 14 schools (16.9%), and was taught as a series of lectures in 31 schools (37.4%). Clinically, 56 dental schools (67.5%) had some form of mandatory education in GD. The type of school, location and method of presentation were not associated with greater interest in expanding their curriculum in GD (p = 0.256, p = 0.276, and p = 0.919, respectively, using the Chi-square test). We found GD is a curriculum requirement in most of the surveyed dental schools and is becoming more common among dental school curricula. This survey is the first study to present data from dental schools from all continents, using a web-based survey which is a resourceful, less-expensive tool to gather data.
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Fiedler, Craig R., and Richard L. Simpson. "Modifying the Attitudes of Nonhandicapped High School Students toward Handicapped Peers." Exceptional Children 53, no. 4 (January 1987): 342–49. http://dx.doi.org/10.1177/001440298705300409.
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Two curricular approaches for modifying nonhandicapped high school students' attitudes toward their exceptional peers were compared. One curriculum was structured around categories of exceptionality (e.g., mental retardation, sensory impairments) while the other focused on generic concepts, including values, conformity, individual differences, and labeling effects. Each curriculum was presented over a 10-week period and the effects assessed via two pencil-paper attitude evaluation scales. Results revealed that both curricula positively modified students' attitudes, with subjects exposed to the categorical curriculum demonstrating significantly greater attitude changes. The data are interpreted relative to the issue of labeling and the most effective means of positively modifying attitudes toward handicapped persons.
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Constantin, Alina Ioana, and Alexandru Filip Popovici. "Curriculum Integration and Learning Motivation of the Secondary School Students." Journal of Education, Society & Multiculturalism 3, no. 2 (December 1, 2022): 61–85. http://dx.doi.org/10.2478/jesm-2022-0018.
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Abstract Starting with the 2017-2018 school year, secondary school students benefit from a new curriculum framework and new subject curricula, which facilitate curriculum integration. During the literature review, we noticed that the results of some international studies show that curriculum integration contributes to increasing school motivation. Through our research, which took place during the 2019-2020 school year, we aimed to identify the impact of curriculum integration on the school motivation of secondary school students and their perception regarding curriculum integration. For this, we designed a questionnaire with 16 closed items that we applied at the beginning and the end of the school year to a sample of 117 students from three Bucharest schools. The results of our research show a positive change in the reasons why students learn and in four of the nine behaviors associated with the characteristics of school motivation (curiosity, active engagement, and persistence). Thus, interest in multiple disciplines increased and all persistence behaviors improved. Regarding the students’ perception regarding the curriculum integration, from the six monitored aspects, there was a positive change in the students’ interest in the disciplines with which the teacher makes connections during the teaching of the current discipline.
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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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Menezes, Adriane, and Vânia Chiella. "PUBLIC POLICIES, THE BNCC AND THE CURRICULUM IN THE BILINGUAL SCHOOL FOR THE DEAF." Momento - Diálogos em Educação 31, no. 02 (July 28, 2022): 350–73. http://dx.doi.org/10.14295/momento.v31i02.14500.
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This article presents the Brazilian context in which Bilingual Education for the Deaf is inserted. We understand that such a context of linguistic minorities in deaf communities requires, in addition to the linguistic right in education, the construction of a bilingual curriculum, a reference for the insertion of the Brazilian Sign Language (Libras) as a curricular component. Such elements are fundamental in the integral process of schooling of deaf children, and they are in agreement with the evidence of international and national research according to which sign language in the curriculum should promote the consolidation of linguistic competence and the mastery of metalinguistic awareness of Libras, in order to constitute competent meanings in the languages that circulate in the school. In this paper, we aim to promote reflections on the context of implementing the Bilingual Education for the Deaf curriculum in line with the standardizing and guiding document for all Brazilian schools, the National Common Curricular Base. The focus is on this document, as an important ally for the construction of the curricula of bilingual schools for the deaf, in a perspective of guaranteeing the learning rights of these students.
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Lim, V. K. E. "The Process of Medical Curriculum Development in Malaysia." International Journal of User-Driven Healthcare 2, no. 1 (January 2012): 33–39. http://dx.doi.org/10.4018/ijudh.2012010105.
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The first medical school established in Malaysia was the Faculty of Medicine at the University of Malaya in 1963 (Danaraj, 1988). Today, there are 33 medical schools, both public and private. All medical schools require accreditation by the National Accreditation Board and the Malaysian Medical Council. These two regulatory bodies set the minimum standards for accreditation and they include standards that pertain to curricular issues. Apart from adhering to major broad principles, medical schools generally are given a free hand in designing and developing their own curricula. The faculty members of the school determine the nature of the curriculum with the dean playing a vital role in moderating competing demands from the various academic departments. The influence of the Medical Education Department or Unit varies. The Ministry of Health, as the predominant employer of doctors, gives regular feedback to the deans on the performance of their graduates. There has not been any major initiative to involve other important stakeholders, including the public, in the design and development of medical curricula in the country.
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Lombardi, Loredana, Frederick Jan Mednick, Free De Backer, and Koen Lombaerts. "Fostering Critical Thinking across the Primary School’s Curriculum in the European Schools System." Education Sciences 11, no. 9 (September 5, 2021): 505. http://dx.doi.org/10.3390/educsci11090505.
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To develop citizens’ critical thinking (CT) abilities, schools must better integrate CT into the curricula. Although educators, psychologists, and philosophers agree on the importance of critical thinking, there is no agreement on a common theoretical definition. The goal of this study is to define the framework for the promotion of critical thinking in the context of curriculum development. Specifically, to explore how the primary school curriculum addresses the concept of CT, and to identify characteristics, core skills, and approaches to CT in the syllabi. We conducted a document analysis of curriculum and syllabi in the European Schools system. The results show that although the primary school curriculum does not define the concept of CT, it does consider it a key skill to develop and foster among pupils across the school syllabi. Concerning the CT teaching approaches, our study detected a holistic approach in which the European Schools system supports CT as an explicit and implicit goal within a standard subject-matter content instruction. This study can be used in future educational research with different stakeholders (teachers, school principals, policymakers, researchers) involved in curriculum development.
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Thompson, Charles S., and Edward C. Rathmell. "NCTM's Standards for School Mathematics, K – 12." Mathematics Teacher 81, no. 5 (May 1988): 348–51. http://dx.doi.org/10.5951/mt.81.5.0348.
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The National Council of Teachers of Mathematics is in the process of generating a set of Curriculum and Evaluation Standards for School Mathematics (Standards) (Commission on Standards of the NCTM 1987). NCTM has committed considerable resources to this project, anticipating that the Standards will have a pervasive effect on mathematics education during the next five to ten years. The expectation is that the Standards will influence curriculum writing at the state and local levels and that the resulting curricular changes will influence the content of textbooks adopted by states and school districts. Furthermore, the newly written curricula, together with the new Standards for the evaluation of mathematics learning, should influence the content and emphasis of local, state, and national tests.
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Hosna, Rofiatul, and Ghunniyatul Karimah. "Nature School Curriculum Model." Tribakti: Jurnal Pemikiran Keislaman 31, no. 1 (January 13, 2020): 123–34. http://dx.doi.org/10.33367/tribakti.v31i1.980.
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Schools are a strategic tool for building the next generation of the nation, the main focus is character education. Strengthening moral education or character education in the current context is very relevant to overcoming the moral crisis that is happening in our country. Of course these goals can be effective if the child is not only stuffed with lessons like in ordinary schools, but also concrete objects are introduced. So that understanding is more complete. Therefore, the School of Nature is present amid the decline in the quality of education in Indonesia, which is a relic of the Netherlands and Japan. The purpose of this study was to determine the curriculum model, the curriculum development process and the factors that support and inhibit the curriculum development process at the Al-Izzah Nature School Sidoarjo. The method I use in this research is descriptive qualitative method. Data collection techniques used in this study are documentation, namely by gathering information from research in the field related to the topic and analyzing it. The results of the analysis concluded that the curriculum model used in the Al-Izzah Nature School Sidoarjo Elementary School was a Humanistic curriculum, with the curriculum development process being the Grass Roots model and the interpersonal relationship model. And the supporting factors in the curriculum development process are. And the factors which become obstacles in the curriculum development process are the facilities used in out bond or camping activities are not yet available.
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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.
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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.
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Manaf, Abdul, and Che Mohd Zulkifli Che Omar. "NILAI BUDAYA SEKOLAH DALAM PELAKSANAAN KURIKULUM PENDIDIKAN DI SMK BEKASI." Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 4, no. 01 (June 30, 2018): 101. http://dx.doi.org/10.32678/tarbawi.v4i01.1951.
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This study aims to determine and analyze the school culture values associated with the implementation of the curriculum in the learning process at school. The study was conducted on teachers at SMK in Bekasi. The research used quantitative method with correlation analysis and regression analysis. Data were collected by using instruments on the variables used in the study, ie school culture and educational curriculum. This study found that the school culture aspect has a relationship with the educational curriculum, both academic, socio-cultural and democratic cultures have a positive influence on the school curriculum, so it can be said that the curriculum used in schools will be done well if it has a school culture it is also good that curriculum development in schools requires attention and focus on school culture factors as a way to improve the quality of education curriculum in schools.
Keywords. Value of School Culture, Education Curriculum, School, Quality
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Wolffenbüttel, Cristina Rolim, and Lucas Pacheco Brum. "Art Curriculum: Reflections, Discussions, and Concerns." International Journal of Social Science Studies 8, no. 2 (February 12, 2020): 55. http://dx.doi.org/10.11114/ijsss.v8i2.4715.
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This essay problematizes the resistance processes present in art school curricula. Some curricula are legitimized by the constant emphasis on sequentiality and chronological succession grounded in the history of art, which often comes only from a scholarly conception centered on the work and life of consecrated artists over the centuries, or rereading of works of art. Besides that most of the school curricula are guided by textbooks that legitimize the continuity of these practices, privileging elitist, ideological, sequential aspects that may exclude other artistic manifestations. There is an imposition of good or bad art. There are several discourses in Art that can produce operations and subjectivations of bodies in and out of school, demanding new ways for subjects to be in and out of the classroom in order to produce resistance in curricula and school spaces as a whole. This essay calls these processes urgencies. It is understood that these urgencies are in conflict and have the power to create reliefs with what is legitimized by the school system as a curriculum in Art. In this process, there is a flow of forces between what is put, the status quo and the urgencies, implying lifestyles, aesthetic choices and the construction of discourses, people, bodies, as well as attitudes, actions and ways of walking, speak and behave, that is, ways of managing life that operate in the processes of subjectivation. This essay deals with the resistance that permeates the art curriculum at school, in view of the curricular conceptions already legitimized by the system.
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Fauzi, Anis, and Hasbullah Hasbullah. "Pre-Eminent Curriculum in Islamic Basic School Integrated Comparative Studies in Islamic Basic School Integrated Al-Izzah Serang and Al-Hanif Cilegon, Banten, Indonesia." International Education Studies 9, no. 4 (March 30, 2016): 124. http://dx.doi.org/10.5539/ies.v9n4p124.
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<p class="apa">Compare to General SD (Primary school), the superiority of SD Islam Terpadu (Integrated Islamic Primary School) lies on the development of the curriculum and learning that is more emphasize on integrated curriculum and integrated learning. Curriculum model applied in Sekolah Dasar Islam Terpadu (SDIT) is integrated curriculum. This curriculum is being applied by creating the synergy among national curriculum of education (ministry of education), religious curriculum (Al-Islam), and local content curriculum by using full day school system. The result of this research shows that: the concept of SDIT (Islamic integrated primary school) relies on the stakeholders, who hold the education, and self-development curriculum that relies on the needs of SDIT al-Izzah plus adjustment curriculum which relies on Islamic integrated primary school networks. The concept of curriculum which is applied in SDIT al Hanif combines three curriculums namely: the ministry of education and culture, ministry of religious affairs and the stakeholders’ curriculum.</p>
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Halaszi, Monica, and Mușata Bocoș. "The curricular model of personal development and the multimodal text in the context of new curricula for Romanian language and literature. Diachronic and synchronic perspective." Educatia 21, no. 19 (December 19, 2020): 111–17. http://dx.doi.org/10.24193/ed21.2020.19.14.
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The new pedagogies have forced a rethinking of the educational system, including the curriculum. The curricular model of personal development, dominant in the school curricula applied in the gymnasium, shifts the focus to the student, favors active-participatory methods and favors reflection on oneself, on others and on the world. Although there is more talk now about this curricular model, it is recurrent in visions of education from Aristotle to Dewey, being explicitly found in Bain's vision of “exceptional learning”. The inclusion of the multimodal text in the Romanian language and literature curriculum for the gymnasium, built on the curricular model of personal development, is justified precisely because it stimulates self-knowledge, understanding of the world and creativity. Although the concept of multimodal text is present in the school curriculum, including at the level of competences, textbooks do not pay much attention to it.
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Legbo, Tsaro-Igbara G. "Exploring The Relevance of School-Based Curriculum Development with Culture Integration." European Journal of Education and Pedagogy 3, no. 2 (March 25, 2022): 36–42. http://dx.doi.org/10.24018/ejedu.2022.3.2.139.
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In some decades past, a lot of efforts have been put together within education policy, curriculum reform etc. both as a means of implementing change and for the purpose of fostering educational and school improvements from a central governing body outside the school. However, not much has been achieved with those efforts. School-based curriculum and development has been observed to not only facilitate the change needed in education, with its relevance and development but totally improves societal wellbeing. Integrating culture in its development improves the school education system and society at large. Schools need to be given a chance to develop their own curriculums to promote educational advancement.
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Rozi, Fathor, and Moh Aminullah. "Inovasi Pengembangan Kurikulum Sekolah Berbasis Pesantren dalam Meningkatkan Kepercayaan Masyarakat." MANAZHIM 3, no. 2 (August 30, 2021): 183–200. http://dx.doi.org/10.36088/manazhim.v3i2.1286.
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This study aims to find out innovations in developing a pesantren-based school curriculum in increasing public confidence in SMP Islam Sumberranyar Paiton Probolinggo. This research uses a qualitative approach, while the type of research used is a case study. The results of the study show that: innovations in developing pesantren-based school curriculum in increasing public trust are as follows; The innovation of developing a pesantren-based school curriculum in Islamic junior high schools has improved very well, from the development of the school curriculum trying to develop a pesantren curriculum by changing the learning system, the supporting factors for innovation in developing a pesantren-based school curriculum in Islamic junior high schools include the principal involving all relevant stakeholders, both administrators and administrators. The entire board of teachers, community leaders, guardians of students as well as support from boarding school caregivers, inhibiting factors for innovation in developing a pesantren-based school curriculum in Islamic junior high schools, the low awareness of teachers to develop learning tools, this hampers the innovation of developing a pesantren-based school curriculum which was developed together at Sumberanyar Islamic Middle School Paiton, while the positive impact of curriculum innovation developed at Islamic Junior High School can increase public confidence in Sumberanyar Islamic Junior High School Paiton Probolinggo
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Ikemoto, Gina Schuyler, Jennifer L. Steele, and John F. Pane. "Poor Implementation of Learner-Centered Practices: A Cautionary Tale." Teachers College Record: The Voice of Scholarship in Education 118, no. 13 (April 2016): 1–34. http://dx.doi.org/10.1177/016146811611801309.
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Many school systems are adopting new curricula in response to more rigorous standards that require higher-order thinking skills. This article presents implementation findings from a randomized, controlled trial of the Cognitive Tutor Geometry curriculum. We found a significant negative effect on student achievement despite the curriculum's focus on learner-centered learning strategies that have previously been found to improve students’ ability to meet high mathematics standards. Our research confirms prior research that finds learner-centered instructional practices are correlated with higher student achievement. However, our findings also suggest that learner-centered curricula can actually do more harm than good when implemented poorly. We found that the cognitive demands of the curriculum coupled with teachers’ poor implementation of learner-centered instructional practices seemed to limit students’ ability to engage with the mathematical ideas. Teachers struggled to implement the curriculum because they lacked prior experience with learner-centered teaching strategies, had limited exposure to the curriculum, and were not provided with job-embedded support from principals or instructional leaders within their school. They also worked with students who were reluctant to collaborate and had low prior math achievement. Findings from this study suggest that curriculum adopters should be careful to ensure strong implementation of cognitively demanding curricula. In particular, districts and school leaders should provide intensive job-embedded professional development and support to assist teachers in achieving high implementation.
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Oh, Junghwan, and Jun-Hyung Baek. "A discussion on curriculum reform for elementary and secondary physical education in the United States." Korean Society for Holistic Convergence Education 26, no. 3 (September 30, 2022): 183–98. http://dx.doi.org/10.35184/kshce.2022.26.3.183.
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The purpose of this article was to describe current curricular practices and issues in elementary and secondary physical education (PE) in the United States (US) and discusses desirable reform directions for K-12 PE to be supported as a relevant subject within school cultures. Since the 1990s, the area of PE has adopted the concept of standards based on the longstanding tradition of a localized curricular approach. The nature of broad PE standards allowed for local flexibility and teacher autonomy while it also has resulted in a number of disparate standards-based programs across states and local school districts. System-wide change for the school PE curriculum is needed to secure credibility as an independent school subject. The introduction of a standardized national curriculum, however, does not seem advisable in the socioeconomically, culturally, and locally diverse US’ learning context. It could prompt diverse ideological issues such as divisions among racial/ethnic groups and among socioeconomic classes, the resistance and anti-sentiment of local entities to change, and a hegemony of legitimate knowledge. Curriculum reform for school PE would have to be initiated in a light touch manner for the current standards-based model, but not total standardization for curricula.
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Gough, Annette. "Achieving “Sustainability Education” in Primary Schools as a Result of the Victorian Science in Schools Research Project." Australian Journal of Environmental Education 20, no. 2 (2004): 31–40. http://dx.doi.org/10.1017/s0814062600002184.
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AbstractScience education in the Australian primary school curriculum is a relatively rare event. Several studies over the past twenty five years have all reported disappointingly low amounts of science being taught and the reluctance of primary school teachers to make science a priority in their teaching. Similar outcomes have been reported for environmental education. Even though primary aged children are very interested in science and the environment, primary school teachers often struggle to teach science/environmental education because they are not confident and competent in the content, lack curriculum resources and equipment, have inadequate time to prepare, and have difficulty finding a place for science/environmental education in what they perceive as an already overcrowded curriculum. The purpose of this paper is to discuss the experiences of primary schools involved in the Victorian Science in Schools Research Project which was concerned with improving science teaching and learning strategies but which also unexpectedly led to more environmental (“sustainability”) education occurring. The paper will also suggest a curriculum strategy for achieving more widespread acceptance and implementation of “sustainability education” through primary school science curricula.
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Cheng, Meng-Fei, Jang-Long Lin, Shih-Yin Lin, and Chi-Ho Cheng. "SCAFFOLDING MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS’ MODELING PROCESSES." Journal of Baltic Science Education 16, no. 2 (April 25, 2017): 207–17. http://dx.doi.org/10.33225/jbse/17.16.207.
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This research explores how scaffolding students’ reflections on scientific modeling criteria influence the students’ views on scientific models, development of explanatory models, and understanding of scientific models. This research recruited treatment groups and comparison groups in middle schools and high schools. The treatment groups adopted a modeling curriculum that was intended to help students engage in scientific modeling by developing scientific models of magnetism while considering scientific modeling criteria. The comparison groups used the traditional curriculum, which offers students scientific models of magnetism. The results show that the modeling curriculum enhanced the students’ views on scientific models and the students’ ability to develop explanatory models of magnetism and modeling criteria. Thus, the findings indicate that the modeling curriculum might serve as a promising tool to facilitate teaching scientific modeling to middle school and high school students, and that the curriculum should be promoted as early as middle school. Keywords: scientific modeling, modeling curriculum, nature of models and modeling, model development, model evaluation, magnetism concepts.
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Attewell, Paul, and Thurston Domina. "Raising the Bar: Curricular Intensity and Academic Performance." Educational Evaluation and Policy Analysis 30, no. 1 (March 2008): 51–71. http://dx.doi.org/10.3102/0162373707313409.
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Using national transcript data, the authors examine inequality in access to an advanced curriculum in high school and assess the consequences of curricular intensity on test scores and college entry. Inequalities in curricular intensity are primarily explained by student socioeconomic status effects that operate within schools rather than between schools. They find significant positive effects of taking a more intense curriculum on 12th-grade test scores and in probabilities of entry to and completion of college. However, the effect sizes of curricular intensity are generally modest, smaller than advocates of curricular upgrading policies have implied.
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Metcalf, Shari J., Amy M. Kamarainen, Tina Grotzer, and Chris Dede. "Teacher Perceptions of the Practicality and Effectiveness of Immersive Ecological Simulations as Classroom Curricula." International Journal of Virtual and Personal Learning Environments 4, no. 3 (July 2013): 66–77. http://dx.doi.org/10.4018/jvple.2013070105.
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Recent research with Multi-User Virtual Environments (MUVEs) in education has shown that these platforms can be effective and engaging for students; however, educators and administrators have practical concerns about the adoption of MUVE-based curricula. This study looks at implementations of EcoMUVE, a MUVE-based curriculum designed to support middle school learning of ecosystem concepts and processes. Research questions looked at teacher perceptions of the curriculum’s implementation feasibility, alignment with curricular objectives and standards, and perceived value. Results showed that EcoMUVE was very well-received, and technical issues were manageable. Teachers felt the curriculum was effective, aligned well with standards, and compared favorably with a non-MUVE alternative. Particular technological and curriculum features that contributed to EcoMUVE’s perceived value included student-directed learning, an inquiry, role-based pedagogy, immersion in the virtual environment, and the ease of collecting and comparing data with graphs.
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Pehlić, Izet, and Emina Grabus. "Kvalitet integriranosti Islamske vjeronauke u školski odgojni kontekst /Quality of Integration of Islamic Confessional Education in Educational Context." Context: Journal of Interdisciplinary Studies 1, no. 1 (March 22, 2022): 54–90. http://dx.doi.org/10.55425/23036966.2014.1.1.54.
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The aim of this research was to establish the quality of integration of Islamic confessional education in educational context of schools; to diagnose manners and ways for reaching a higher level of quality of integration of Islamic confessional education in the educational context and also to propose measures and steps necessary for reaching higher level of its integration in the context of primary schools. The methods used for this were theoretical analysis and descriptive-analytical survey. The techniques used were attitude surveys of teachers of confessional education and teachers of other subjects with a questionnaire. A questionnaire was designed for the purpose of this research to examine the quality of integration of the subject into the integral educational curriculum of schools. The sample comprised of 104 Islamic confessional teachers and 100 teachers of other subjects in Zenica-Doboj Canton. The results of the research revealed that there is a statistically relevant difference in attitudes of Islamic confessional education teachers and teachers of other subjects. Confessional education teachers, more than other teachers, give more importance to the hidden curriculum, which is an indicator of real integration. They highlight the contribution of their subject to the development of integrated curriculum, point out the importance of framework for development of their subject curriculum as a basis for its integration into the school curriculum. They also establish greater inter-subject correlation with all educational segments; dedicate attention to teamwork and inclusion serving the development of integrated curriculum. They see assessment as a segment of evaluation that contributes to integration of confessional education into school’s curriculum, highlight the contribution of confessional education curriculum to development of pupil’s personality as well as the fact that the textbook for confessional education contributes more to integration of confessional curriculum than other textbooks and course curricula they are based on. Finally confessional education curriculum is largely integrated in primary school curriculum and contributes to integrated school curriculum more than the curricula of other subjects.
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Kranjc Horvat, Anja, Jeff Wiener, Sascha Marc Schmeling, and Andreas Borowski. "What Does the Curriculum Say? Review of the Particle Physics Content in 27 High-School Physics Curricula." Physics 4, no. 4 (October 20, 2022): 1278–98. http://dx.doi.org/10.3390/physics4040082.
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This international curricular review provides a structured overview of the particle physics content in 27 state, national, and international high-school physics curricula. The review was based on a coding manual that included 60 concepts that were identified as relevant for high-school particle physics education. Two types of curricula were reviewed, namely curricula with a dedicated particle physics chapter and curricula without a dedicated particle physics chapter. The results of the curricular review show that particle physics concepts are explicitly or implicitly present in all reviewed curricula. However, the number of particle physics concepts that are featured in a curriculum varies greatly across the reviewed curricula. We identified core particle physics concepts that can be found in most curricula. Here, elementary particles, fundamental interactions, and charges were identified as explicit particle physics concepts that are featured in more than half of the reviewed curricula either as content or context. Indeed, theoretical particle physics concepts are more prominent in high-school physics curricula than experimental particle physics concepts. Overall, this international curricular review provides the basis for future curricular development with respect to particle physics and suggests an increased inclusion of experimental particle physics concepts in high-school physics curricula.
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Adams, Meredith C. B., Nancy M. Denizard-Thompson, Gia DiGiacobbe, Brandon L. Williams, and Amber K. Brooks. "Designing Actionable Solutions and Curriculum for Pain Disparities Education." Pain Medicine 23, no. 2 (October 2, 2021): 288–94. http://dx.doi.org/10.1093/pm/pnab289.
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Abstract The Liaison Committee on Medical Education (LCME) require medical schools to teach their students how to recognize and work toward eliminating health disparities. However, time constraints and a dearth of guidance for educators in teaching pain disparities curricula pose significant challenges. Herein we describe successes and lessons learned after designing, implementing, and evaluating an innovative pain disparities curriculum that was embedded in a longitudinal health equity curriculum for third year medical school students at an academic institution. Although the curriculum was developed for medical school students, the concepts may be broadly applicable to other training settings such as residency and fellowship programs.
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Boddy, Gail, Alison Booth, and Anthony Worsley. "What does healthy eating mean? Australian teachers’ perceptions of healthy eating in secondary school curricula." Health Education 119, no. 4 (June 3, 2019): 277–90. http://dx.doi.org/10.1108/he-04-2019-0018.
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Purpose Teachers disseminate food knowledge and skills in secondary school curricula that provide essential skills for a healthy life. The purpose of this paper is to explore Australian secondary school teachers’ views of healthy eating and their sources of information in planning their food, nutrition and health curriculum. Design/methodology/approach Secondary school teachers’ perceptions were explored through semi-structured, in-depth interviews that were de-identified and transcribed verbatim. Codes were ascribed to sections of the transcripts and throughout the process of inductive thematic analysis. The teachers’ responses were grouped into five main themes: approaches to teaching healthy eating, sources of food and nutrition information, curriculum planning, teaching goals and teacher career influences. Findings The teachers were clear about the aims and importance of teaching healthy eating in an experiential curriculum. They reported that teaching healthy eating assists the health and well--being of adolescents and their families. The effectiveness of current teaching in Australian secondary schools may be compromised by the positioning of food, nutrition and health topics in two separate curriculum areas: technologies and health and physical education, and competing school priorities and resources that limit the students’ exposures to food curricula. The teachers sourced food information from online websites, popular culture and social media. Their knowledge and views of healthy eating appeared to be associated with their interests, life experiences, education and employment histories. Practical implications These findings can assist with health promotion and education policy development. They can assist the design of healthy eating curriculum approaches for secondary schools and professional development courses for teachers, which will foster healthy food habits for adolescents, and their families in the future. Originality/value Secondary school teacher perceptions of the place of healthy eating in food, and nutrition curricula have been under examined.
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Long, Gregory B. "Revelation, then Response." Christian Education Journal: Research on Educational Ministry 15, no. 1 (April 2018): 43–61. http://dx.doi.org/10.1177/0739891318759723.
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Children’s ministry leaders who evaluate which curriculum to use for their Sunday school quickly discern vast differences in curriculum design philosophy. In spite of calls for integration, the debate between content-centered and learner-centered children’s Sunday school curricula has not been settled. This article examines a foundational doctrine of the Reformation, the doctrine of Sola Scriptura, in order to apply it to the design and evaluation of children’s Sunday school curricula. After briefly describing the meaning of Sola Scriptura, the article details the implications of Sola Scriptura for children’s Sunday school curriculum design. It then offers an evaluative grid for children’s ministry leaders to use when evaluating curriculum.