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Suyatmini, Suyatmini, Yetty Sarjono, Titik Asmawati, and Wafrotur Rohmah. "Accounting Learning Management on Curriculum 2013 Based on Lesson Study at Vocational School Surakarta." International Journal of Education 7, no. 4 (December 20, 2015): 87. http://dx.doi.org/10.5296/ije.v7i4.8763.
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<p>The research aim is to describe management learning accounting on curriculum 2013 that is conducted by Vocational School teachers at Surakarta. Data gathering methods used are; interview, observation, and documentation. Data analysis technique used is interactive analysis that is involved data gathering, reduction, display, and verification. The research result showed that not all of accounting teachers at Vocational School Surakarta in arranging planning of learning conducting, learning conducting and accounting learning evaluation to implement curriculum 2013. Vocational School curriculum at Surakarta still using two curriculums, those are; Education set level curriculum and curriculum 2013. It still can be found that there are some problems on accounting Vocational School teachers at Surakarta in related with curriculum 2013 involving the difficulty in arranging the learning set of curriculum 2013, the problems on accounting learning process used <em>scientific approach, or </em>difficulty in authentic evaluation.</p>
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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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Habiburrahman, Habiburrahman. "CURRICULUM MANAGEMENT OF BUIN BATU ELEMENTARY SCHOOL." Journal of Education Research in Administration and Management (JERAM) 1, no. 2 (September 7, 2017): 64. http://dx.doi.org/10.29061/jeram.v1i2.28.
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The focus of this research is to study about the curriculum management at the Elementary School of Buin Batu that includes the curriculum planning, curriculum organization, curriculum implementation, and curriculum evaluation. It is a Case Study Research using a qualitative approach. Data obtained through in-depth interviews, observation and documentation with the research informants comprising the school principal, academic coordinator and curriculum coordinator. The data collected was analyzed through the process of data reduction, display, verification and conclusion drawing. The results of the research show that the Elementary School of Buin Batu has a curriculum planning that consists of Curriculum Mapping, Scope and Sequence, Program of Inquiry, Unit of Inquiry, and Unit Planner; a curriculum organization that includes Curriculum Structure, Teacher Assignment, Developing Transdisciplinary Program, Determining Unit of Inquiry for Each Year Level; a curriculum implementation that includes Teaching and Learning Experiences, Assessment and Reporting; and a curriculum evaluation that covers Unit Review and Subject Review.
Keywords: curriculum management, curriculum planning, curriculum organization, curriculum implementation, curriculum evaluation
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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.
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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.
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Pilkevics, Arturs, Rasma Jansone, and Inese Bautre. "E-Planner for Physical Education on the Secondary School Level in Latvia." LASE Journal of Sport Science 5, no. 2 (December 1, 2014): 25–29. http://dx.doi.org/10.1515/ljss-2016-0029.
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Abstract An innovative planning and assessment tool for the subject of Physical Education (PE) on the secondary school level has been created in the course of this research project. Evaluation of the research on the Latvian assessment system in PE has shown the current need for an online based curriculum planning tool (e-planner) which would help teachers to effectively and qualitatively determine the levels of knowledge, skills, personal trait attributes and development dynamics in PE. This finding has served as basis for the hypothesis of the work: creating an e-planner will have a positive influence on the planning and evaluation processes in the subject of Physical Education on secondary level. The author set put to determine the theoretical foundation and the desired content of the E-planner according to the curriculum standard of PE on the secondary level in Latvia and create the planner based on the free Google Forms online platform. Study included the evaluation of teachers’ opinion about using the E-planner for planning and evaluation purposes. The result of this project is the first on-line curriculum planning tool in the Latvian language which is based on the modern theoretical understanding of student-centered planning and the assessment approach in education. Implementing such a tool on a state level across the disciplines would improve the quality of planning and instruction in schools.
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Lee, Hye-Yoon, Sunju Im, So Jung Yune, and Sang Yeoup Lee. "An Impact of Patient-physician Communication Curriculum on Students of Korean Medical School." Journal of Korean Medicine 42, no. 3 (September 1, 2021): 86–98. http://dx.doi.org/10.13048/jkm.21027.
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Objectives: This study aims to evaluate the impact of patient-physician communication curriculum on students of Korean medical school in terms of cognitive, affective, and psychomotor level of communication skills. Methods: A communication curriculum was developed considering COVID-19 pandemic situation. Lectures, peer role-play, open interview with standardized patient (SP), discussion and feedback were conducted by online, and face-to-face 1:1 SP-interview was performed. Scores of written test, peer role-play of medical communication, SP-interview, self-evaluation on one’s interview with real patients in clinical clerkship, and questionnaire of importance were collected and analyzed. Results: Converted to 100 point scale, the mean score of written test (cognitive level) was 91.2 while that of importance questionnaire (affective level) was 77.5. The mean scores of psychomotor level were 72.5, 77.5, and 62.5 for peer role-play, SP-interview, and real patient interview in clerkship, respectively. Conclusions: Students’ performance is lower in higher level of competence. Curriculums should provide more opportunities of practices to students, and include evaluation focusing on performance skills.
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Rashid, Abdur. "An Evaluative Study of Chemistry Curriculum at Higher Secondary School Level in Pakistan." Global Educational Studies Review V, no. III (September 30, 2020): 142–51. http://dx.doi.org/10.31703/gesr.2020(v-iii).15.
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The research was conducted to evaluate the National Curriculum of Chemistry for Higher Secondary level in Pakistan. This was a Descriptive and Evaluative study with a special focus on the achievement of objectives set at the National Level. The researcher prepared two questionnaires and served to the sample of curriculum experts and teachers of chemistry. The sample comprising of 50 experts and 400 teachers was selected from all the Provinces and the Districts through multistage random sampling techniques. The tool used was Chi-Square. Analysis of the data led to the findings of the study. The important findings reflected that Experts were satisfied with the alignment of the curriculum with the ideology of Pakistan. However, they were not satisfied with the attainability of objectives within the given timeframe and the process of curriculum development. The teachers expressed their satisfaction with the content but dissatisfaction with the students' evaluation process. On the basis of findings, recommendations were offered, which included the involvement of the teachers in the curriculum development process.
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Al-Rasheed, Noora Abdullah Hamad, and Ahmad Mohammed Saad ALHussein. "DESIGN OF CURRICULUM FOR EDUCATIONAL EVALUATION IN THE LIGHT OF (QUALITY MATTERS) STANDARDS AND IT'S EFFICIENCY IN DEVELOP ELECTRONIC EVALUATION SKILLS FOR STUDENTS FEMALES AT EDUCATION IN KING SAUD UNIVERSITY DESIGN OF CURRICULUM FOR EDUCATIONAL EVALUATION." International Journal of research in Educational Sciences 4, no. 1 (December 15, 2020): 285–374. http://dx.doi.org/10.29009/ijres.4.1.9.
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This study aimed to design of electronic curriculum for educational evaluation in the light of Quality Matters standards and measuring effectiveness in develop electronic evaluation skills for (42) students female from students of education college in King Saud University and it's an experimental study group apply to them :(Cognitive test for electronic evaluation skills for educational evaluation curriculum and three card for notice skills sides for electronic evaluation skills). After proceed the statistical treatments, the study results showed the following: There is a statistically function difference at the level (α >01) between the average scores of the study sample in after and before application for the collective test for cognitive side foe electronic evaluation skills for educational evaluation curriculum for education college students in King Saud University for the benefit of before application scores average. There is a statistically function difference at the level (α >01) between the average scores of the study sample in after and before application for all main skills and total score for performance side notice cards (Electronic tests, Electronic questionnaire, Electronic achievement file) for electronic evaluation skills for educational evaluation curriculum for education college students in King Saud University for the benefit of before application scores average. Suggested design efficiency for educational evaluation curriculum in the light of Quality Matters standards for education college students in King Saud University in electronic evaluation skills development. Recommendations: Design education college curriculum in the light of Quality Matters standards. Training faculty members on design electronic curriculums in the light of Quality Matters standards. Interesting in electronic evaluation skills development for students' teachers in all education colleges. Benefit from the curriculum to training teachers during the service on electronic evaluation skills. Suggestions: Study the attitudes of faculty members and students about the suggested curriculum and barrier of it's application. Design an educational environment in the light of Quality Matters standards to develop electronic evaluation skills for secondary school level teachers.
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Prystynskyi, Volodymyr, Vjacheslav Babych, Volodymyr Zaytsev, Yurij Boychuk, and Yurij Taymasov. "Impact of Updated Curriculum Content on 6th-7th Graders’ Motivation in Physical Education." Teorìâ ta Metodika Fìzičnogo Vihovannâ 20, no. 2 (June 25, 2020): 117–23. http://dx.doi.org/10.17309/tmfv.2020.2.08.
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The purpose of the study was to determine the impact of updated curriculum content on 6th-7th graders’ motivation in physical education.
Materials and Methods. The study participants were 457 6th-7th graders from different regions of Ukraine (n = 230 girls and n = 227 boys). To determine the impact of curriculum content on school students’ motivation in physical education, the study used methods of theoretical analysis, systematization, comparison, generalization, pedagogical observations, questionnaire, mathematical statistics.
Results. The study found that the content of 2012-2017 curricula has significant advantages in terms of developing school students’ motivation for regular exercise. The impact results in a statistically significant increase in indicators of the school students’ choice of learning motive (8.5% more; t = 2.24; p ≤ 0.05-0.01), evaluation motive (5.0% more; t = 2,01; p ≤ 0.05), play motive (6.3% more; t = 2.07; p ≤ 0.05). The study determined an increase in the high level of learning motivation from 14 to 33 cases and in the above average level – from 21 to 48, as well as a decrease in the average level – from 59 to 56, the reduced level – from 21 to 17, and the low one – from 12 to 11 cases.
Conclusions. It was found that the result of the impact on school students’ motivation in physical education is the inclusion of new components into curricula. It was defined that an increase in motivation is associated, first, with the inclusion of content lines “Environmental Safety and Sustainable Development”, “Civil Responsibility”, “Health and Safety”; secondly, sections “Theoretical and Methodological Knowledge” and “Expected Results of Educational and Cognitive Activity”; thirdly, a modular system of organizing the educational process; fourth, sections “Evaluation of Learning Achievements” and “Homework”. The result of the impact of updated curriculum content is the enhancement of school students’ motivation in physical education, first of all through educational (cognitive) and social motives.
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Zaigham Qadeer, Muhammad, Muhammad Nisar Ul Haq, and Hukum Dad. "Evaluation of Cognitive and Effective Domain of Environmental Education in School Curriculum." Global Social Sciences Review III, no. IV (December 30, 2018): 575–89. http://dx.doi.org/10.31703/gssr.2018(iii-iv).39.
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The Education has been considered a tool to bring a desired social change in the society, and to achieve this goal Curriculum is the right instrument. This research study was conducted to assess integrated environmental education principles within the school curricula. This study main objective was to analyze the four basic components of the curricula: aims, material, teaching methods and assessment. This research was delimited to the region of Punjab and Islamabad and Class 1-10 high school level. A sample of 370 teacher and 3550 students was selected using Stratified random sampling technique. The researcher personally visited the local areas of Islamabad, Attock Mianwali and Sheikhupura to collect the data. Descriptive statistics were used to analyze the collected data. The statistical analysis of the test revealed that cognitive domain of the students and the teachers had shown significant improvement, however there was no significant difference in the attitudinal domain.
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Klemmer, C. D., T. M. Waliczek, and J. M. Zajicek. "Development of a Science Achievement Evaluation Instrument for a School Garden Program." HortTechnology 15, no. 3 (January 2005): 433–38. http://dx.doi.org/10.21273/horttech.15.3.0433.
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School gardens show promise as a tool for developing science process skills through real-world investigations. However, little research data exist attesting to their actual effectiveness in enhancing students' science achievement. The purpose of this study was to develop three cognitive test instruments for assessing science achievement gain of third, fourth, and fifth grade students using a garden curriculum. The development of the test instruments occurred in three phases: 1) an initial set of test instruments which served as a prototype for length, scope, and format; 2) an adapted set of test instruments which were piloted; and 3) a final set of test instruments which were used for the assessment of the school gardening curriculum. The final Cronbach's alpha reliability for the final set of test questions was 0.82, indicating an acceptable level of internal consistency. Content validity of the test instruments developed for this study was established based on the science content standards specified in the Texas Essential Knowledge and Skills (TEKS) for each grade level along with the gardening curriculum, as well as the Science Scope and Sequence documents for Temple, Texas Independent School District (ISD). Construct validity was established for the testing instruments by soliciting help from various curriculum experts from the Temple ISD.
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Panichpongsapak, Ratthasart, Kowat Tesaputa, and Anan Sri-ampai. "Development a Program to Enhance Curriculum and Learning Management Competency of Private Primary School Teachers." International Education Studies 9, no. 11 (October 27, 2016): 172. http://dx.doi.org/10.5539/ies.v9n11p172.
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<p class="apa">The aims of this research were: 1) to study the factors and indicators to enhance curriculum and learning management competency of private primary school teachers, 2) to study current situations and desirable situations and techniques, 3) to develop a program and 4) to study the effects of a program. The study comprised 4 phases: Phase 1, Studying the factors and indicators to enhance curriculum and learning management competency, Phase 2, Studying current situations and desirable situations and techniques, Phase 3. Developing a program and Phase 4, Studying the effects of a program. The 32 subjects were the teachers of Aekpanya School, private school in Somdej district, Kalasin province. The instruments used for data collection were: a suitable evaluation form, a questionnaire, a satisfied evaluation form, a competency evaluation form and a test. The statistics used for data analysis were percentage, mean, standard deviation and data description presentation. The findings found that there were five factors including with 5 learning themes. The current situations of the curriculum and learning management competency was in ‘moderate’ level in overall, and the desirable situations of the curriculum and learning management competency of private primary school teachers was in ‘very much’ level in overall. The five techniques of development the curriculum and learning management competency were ranked as follows: workshop, self-learning, coaching, mentoring and supervision. The effects of a program to enhance curriculum and learning management competency found that it increased significantly and it was in ‘very much’ level.</p>
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Piazza, Jenny A., Margaret M. Scott, and Elizabeth C. Carver. "Thematic Webbing and the Curriculum Standards in the Primary Grades." Arithmetic Teacher 41, no. 6 (February 1994): 294–98. http://dx.doi.org/10.5951/at.41.6.0294.
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The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (1989) reflects the importance of understanding the development of knowledge at the K-4 level. The standards document recognizes that current instructional and curricular content must focus on students' active construction of mathematical knowledge. Instructional practices need to be conceptually oriented, involve children actively, emphasize the development of mathematical thinking and application, and include a broad range of content.
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Isjoni, Isjoni. "AN EVALUATION OF THE 2013 CURRICULUM ASSISTANCE TRAINING PROGRAM FOR HISTORY TEACHERS IN PEKANBARU." International Journal of Educational Best Practices 3, no. 2 (November 27, 2019): 85. http://dx.doi.org/10.31258/ijebp.v3n2.p85-92.
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This study is aimed at measuring the effectiveness of the 2013 Curriculum implementation assistance training program for school principals and History teachers conducted by the education office in Pekanbaru City. The study was conducted using the CIPP (Context, Input, Process, and Product) evaluation model introduced by Stufflebeam (2003). The data were collected through interviews, documentation, and observation. The subject of the study was the Pekanbaru city education office. The results show that the evaluation of the 2013 Curriculum implementation assistance training program resulted in a background, goals, objectives, expected results, and legal basis; the Input Evaluation resulted in criteria for training participants, training preparation programs, companion criteria, training organizers, training facilities, mentoring strategies, mentoring patterns, mentoring training mechanisms, training manuals, training implementation schedules, and training funding; The process evaluation resulted in the implementation of mentoring preparation, program structure readiness, teaching material readiness, preparedness of assistant staff, readiness of organizers, and readiness of training facilities which became the foundation of the committee to carry out the training. Furthermore, the assistants carry out the learning process; Product evaluations produce training graduates' competency standards, the level of success of training participants, and the impact of training graduates. From the evaluation results, the context obtained a value of 4.96 in the Very Good category. While the process evaluation obtained an average of 2.6 Poor categories and product evaluations obtained a score of 2.80 Poor category. Overall, the evaluation component of the K13 mentoring training program for history subjects at the Pekanbaru City High School scores 3.7 in the Good category. This means that the implementation of the K13 mentoring training program for history subjects at the Pekanbaru City High School is at a good level.
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Hirsch, Christian R., Harold L. Schoen, and Harold L. Schoen. "Implementing The Standards: A Core Curriculum for Grades 9–12." Mathematics Teacher 82, no. 9 (December 1989): 696–701. http://dx.doi.org/10.5951/mt.82.9.0696.
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A three-year core curriculum is the most fundamental change proposed for grades 9–12 in the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, Commission on Standards for School Mathematics 1989). The Standards document identifies a common body of mainstream mathematical topics that all high school students should have the opportunity to learn. Present curricula attempt to accommodate differences in students' backgrounds, interests, and educational goals through the selection of topics. Unfortunately, the narrow, trackable programs that evolve from this perspective restrict many students to arithmetic computation only and thus serve as an early critical filter to opportunity and careers. Within the proposed core curriculum, differentiation would occur primarily in the manner in which topics are treated. It would be based on the depth to which common topics are pursued, the degree of difficulty of exercises and applications, the level of abstraction at which ideas are discussed, and, of course, the pace of instruction.
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Ratna, Maharani Patria, and Arsi Widiandari. "Evaluation of Japanese Language Proficiency in Online Internships for Vocational School Students of Diponegoro University, Semarang." IZUMI 10, no. 1 (May 31, 2021): 214–20. http://dx.doi.org/10.14710/izumi.10.1.214-220.
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The internship is one of the five-semester compulsory courses for D3 (Diploma 3) students of the Diponegoro University Vocational School, Semarang. Internships are held for a minimum of 3 months in the industry. Internships are applied at the diploma education level to allow the student to be well prepared before entering the world of work after graduating. This study aimed to evaluate the use of Japanese in online internships. The online internship has been applied since the pandemic of Covid-19. This research is expected to be a self-evaluation for curriculum adjustments to answer industry needs. Mainly because the Diponegoro University Vocational School no longer accepts D3 level students since 2019. In 2019, The D4 (Diploma 4) program replaced the closure of the D3 program. Of course, this makes curriculum adjustment a very urgent matter. Therefore, we need an evaluation of the curriculum implemented at the D3 level as a reference. This research is a qualitative descriptive study with a survey method. The data was collected through a survey distributed to 5 Japanese Vocational School (SV) D3 students who did online internships using Japanese. The survey contains several questions covering the four language skills: speaking, listening, reading, and writing. The survey was carried out online by providing three alternative answers to multiple-choice questions circulated via a google sheet. Based on the research results, it can be understood that students are pretty satisfied with the abilities obtained during lectures because they can be applied during online internships using Japanese. Students still experience dissatisfaction with one aspect of Japanese language learning, which is the Speaking aspect. As a result, it becomes an obstacle when doing online internships. However, this percentage of dissatisfaction is minor compared to other aspects of learning. It is an important point that can reference self-evaluation of study programs, both for curriculum preparation and classroom teaching.
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Ayuningsih, Widya, Syafaruddin Syafaruddin, and Amiruddin MS. "Implementation of Islamic Education Curriculum Development in Al-Ulum Islamic School Medan." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 2 (May 10, 2020): 1033–44. http://dx.doi.org/10.33258/birle.v3i2.1031.
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The objectives of this research are: (1) to find out the planning of developing Islamic education curriculum in Al-Ulum Islamic School Medan, (2) to know the implementation of Islamic Education curriculum development in Al-Ulum Islamic School Medan, and (3) to find out the evaluation of the development of Islamic Education Curriculum in Al-Ulum Islamic School Medan. The approach taken in this study is a qualitative approach. This means that the data collected is not in the form of numbers, but data that comes from interviews, observations of personal documents, notes, memos and other official documents. The results of this study are: (1) planning the development of Islamic Education curriculum in the Al-Ulum Islamic School in Medan carried out through 3 stages: (a) the development of institution-level programs, (b) the development of programs for each subject, and (c) the development of teaching programs in the classroom, (2) the implementation of the development of Islamic Education curriculum in Al-Ulum Islamic School Medan carried out through two types of curriculum namely the intracuricular and extracurricular curriculum, and (3) the evaluation of the development of Islamic Education curriculum in Al-Ulum Islamic School Medan namely by holding monthly meetings and also the supervision of teachers. and conduct comparative study activities to other schools in and outside the city.
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Mohammed, Lubna Ali, Sidek H.M, and Murad Abdu Saeed. "EST Reading Instructional Approaches at the Senior Secondary School Level in Yemen: A Case Study." International Journal of Learning and Teaching 8, no. 4 (October 31, 2016): 224. http://dx.doi.org/10.18844/ijlt.v8i4.599.
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Recently, within the increasing implementation of the communicative language teaching (CLT) approach to teaching English as a foreign language (EFL), the Yemeni EFL secondary school curriculum has adopted the CLT approach. This qualitative exploratory case study aimed at examining whether or not the Yemeni English for Science and Technology (EST) senior secondary reading instructional implementation is a communicative-based instruction in nature as it is labelled. The data were collected from reading classroom observations and analysed in terms of student-teacher interaction pattern as well as teacher and learner roles based on Richards’ and Rodgers’ Model (2001). The coding scheme used for coding the features of the Initiation-Response-Evaluation method (IRE) and the Communicative Reading Instructional method (CRI) was developed from previous studies. The findings showed that the traditional IRE and the teacher role as a director are extensively represented in the Yemeni EST senior secondary school reading instruction more than the CRI. This finding contradicts the communicative-label of the Yemeni English language curriculum. The findings are discussed in terms of the alignment of the curriculum communicative-label with regards to the EST senior secondary school reading classroom instructional implementation. Keywords: Communicative Language Teaching approach (CLT); Initiation-Response-Evaluation Approach (IREA); Communicative Reading Instructional Approach (CRIA).
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Svab, Igor, and Marija Petek-Ster. "Long-term evaluation of undergraduate family medicine curriculum in Slovenia." Srpski arhiv za celokupno lekarstvo 136, no. 5-6 (2008): 274–79. http://dx.doi.org/10.2298/sarh0806274s.
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Introduction In 1994, as a result of curriculum reform, the Ljubljana medical school established its first department of family medicine and introduced its first curriculum of family medicine. The new subject was well accepted by the students and the medical school. Nevertheless, there was no comprehensive analysis of the curriculum during this period. Objective Our aims were to assess the quality of teaching based on fulfilled expectations, pre-defined learning objectives and satisfaction in a 10-year period, and to measure changes in career preference towards family medicine. Method An analysis of two sets of questionnaires, routinely given to medical students in academic years 1997/1998 and 2006/2007, was made. Results Most of the students' expectations were met, and the level increased over ten years. The level of achievement of learning objectives has been high and increased over the ten-year period. Family medicine still receives high scores in students' satisfaction. Although there is evidence that the family medicine curriculum is well accepted and that it improves some of the attitudes towards family medicine, it does not influence the career choice of students. Conclusion The level of achievement of learning objectives increased with the experiences of the teachers. We improved the attitude of medical students toward general practice and general practitioners. We have not been successful in influencing career choice of students, which is an objective that is probably outside our reach.
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Holtz, Kristen D., and Eric C. Twombly. "A Preliminary Evaluation of the Effects of a Science Education Curriculum on Changes in Knowledge of Drugs in Youth." Journal of Drug Education 37, no. 3 (September 2007): 317–33. http://dx.doi.org/10.2190/de.37.3.f.
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Drug and alcohol use among youth remains at pervasively high levels, but students are receiving less school-based prevention. Infusing health information into core curricula may be a valuable prevention approach. Therefore, behavior change theory was used to develop a science education curriculum on drugs for fourth- and fifth-grade students, which was then evaluated using a pretest/posttest quasi-experimental design. Exposure to the curriculum was associated with a change in knowledge; other characteristics like grade level also played a role. More positive attitudes toward science at pretest predicted greater knowledge change, and students who knew less at the start showed a greater change in knowledge. Results of this evaluation may support the efficacy of the curriculum and the utility of combining behavior change theory with educational approaches.
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Suprayekti, Suprayekti. "PEMANFAATAN SUMBER BELAJAR DALAM IMPLEMENTASI KTSP." Perspektif Ilmu Pendidikan 19, no. X (April 30, 2009): 55–61. http://dx.doi.org/10.21009/pip.191.7.
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Kurikulum Tingkat Satuan Pendidikan (KTSP) has been implemented nationally to meet the national standard of education. This school level based curriculum is to be developed on the basis of local needs and environmmental conditions without negelcting the content and competence standars decided at central level. Referring to the local needs and conditions, the implementation of KTSP curriculum can vary one school to the others. This article discusses how the schools utilize the available learning resources to support the implementation of KTSP curriculum. It is believed that the local learning resources could be integrated to KTSP curriculum as from planning, implementation and evaluation process of the instructions. Having discussed the possibilities of using local resources thorougly, the article offer some practical ideas how to do it.
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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.
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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.
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Tauseef, Muhammad, Syed Kazim Shah, Fatima Tul Zahra Sulehri, and Mehwish Kalsoom. "An Evaluation of Grade Six English Curriculum of Beaconhouse School System in Pakistan." International Journal of English Language Education 3, no. 2 (June 15, 2015): 44. http://dx.doi.org/10.5296/ijele.v3i2.7824.
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<p>Curriculum and instruction material are considered fundamental tools in ELT throughout the world. Consideration of utmost significance of the curriculum requires its evaluation process for measuring its effectiveness in facilitating teaching/learning objectives. The present study is an attempt to evaluate grade six English curriculum of Beaconhouse School System. To the end, features based on the objectives of the curriculum were evaluated to determine whether learning of language, listening, reading, speaking, and writing, vocabulary and understanding of grammar, literature (both fictional and non-fictional), personal understanding and global perspective, composition and presentation skills, punctuation, spelling, handwriting, critical thinking, cultural identity and interdisciplinary links with other subjects have their particular relevance to the curriculum, textbook and the workbook used at this level. The evaluation was carried out through a checklist specifically designed to meet the situation to find out whether the curriculum and related course books are based on curriculum objectives. The present study is both qualitative and quantitative. The qualitative aspects were analyzed by careful assessment of course book through checklist items. The quantitative data was analyzed using SPSS 13.0 (Statistical Package for Social Sciences) which revealed the results that except few, curriculum was effectively facilitating the attainment of most of its teaching/learning objectives.</p>
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Sun, Lihui, and Liangbo Li. "THE ALIGNMENT BETWEEN THIRD-GRADE PRIMARY SCHOOL SCIENCE TEXTBOOKS AND CURRICULUM STANDARDS IN CHINA AND JAPAN." Journal of Baltic Science Education 20, no. 3 (June 5, 2021): 507–18. http://dx.doi.org/10.33225/jbse/21.20.507.
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This study applied the Porter’s alignment model to construct a localized two-dimensional framework based on Anderson's taxonomy. The research chose the third-grade primary school science textbooks from two representative presses in China and Japan, coded the textbooks and curriculum standards, calculated the alignment level between the textbooks of the two presses and their corresponding curriculum standards, and discussed the alignment level from the topic, cognitive demand, and emphasis. The results show that the B version in Japan is significantly aligned with the Japanese curriculum standard, but the A version in China does not have significant alignment with the Chinese curriculum standard. Besides, a common problem is that the ratios of life science in sample science textbooks both exceed the requirements of the curriculum standards, and the problems of exceeding the standard in cognitive demand and not highlighting the key points also need to be concerned. This study provides ideas and references for countries with similar educational situations to study the compilation of science textbooks and fills up the deficiency of the international comparison of the alignment between primary school science textbooks and curriculum standards by using the alignment model. Keywords: alignment evaluation, content analysis, curriculum standards, primary school, science textbooks
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Zubaidi, Ahmad. "MANAJEMEN IMPLEMENTASI KURIKULUM BAHASA ARAB DI MADRASAH." Cendekia: Jurnal Kependidikan dan Kemasyarakatan 10, no. 2 (December 1, 2012): 215. http://dx.doi.org/10.21154/cendekia.v10i2.412.
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Abstract: The Arabic language teaching has begun to exist in the Madrasah curriculum since 1976. Based on Permenag no. 2 on 2008, the SKL & SI of Arabic includes four proficiencies that should be mastered by students; they are listening, speaking, reading and writing. In relation to its implementation in Madrasah, school principals and Arabic teachers have ultimate responsibility. The realization of curriculum is divided into two levels: 1) implementation at the school level and 2) implementation at the classroom level. In this vein, school principals should establish good and fruitful coordination with the teachers. There are at least three essential things which may affect the implementation of the Arabic curriculum that must be considered by both the principals and Arabic teachers, they are the characteristic of curriculum, implementation strategy, and the users of Arabic curriculum. After implementing the curriculum, it should be proceeded by conducting evaluation which aims (1) to look at the process of the implementation of the Arabic language curriculum functioning as a control whether its implementation has achieved the objective, and as a refinement if there is a deficiency in the process, 2) to see the final result which can be achieved compared to the planning phase.
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Zhang, Hongxun. "The Construction of Innovative Education Curriculum System for High School Students: Based on the Practice of “Workshop + Project” Innovative Education Curriculum of Zhengzhou No. 12 Middle School, China." Science Insights Education Frontiers 9, no. 2 (August 31, 2021): 1265–81. http://dx.doi.org/10.15354/sief.21.or044.
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Innovative education is a higher training requirement for education in the period of social transformation. It needs the education to cultivate talents with innovative consciousness and ability for the development of society. High school is critical for facilitating students’ innovative consciousness, innovative thinking, and innovative ability development. Aiming at the problems of insufficient resources, fragmentation of education, and simplification of evaluation in the current practice of innovative education, Zhengzhou No.12 Middle School integrates the characteristics of maker education and STEAM education to carry out the top-level selection, training, evaluation, and development of innovative talents. Formed an innovative education curriculum system that takes “Workshop + Project” as the starting point, relies on research learning courses, multi-dimensional evaluation as a guarantee, and integrates classroom teaching, club activities, project research, intellectual property rights, and expert guidance.
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Souisa, Mieke, Jacob Anaktototy, Wilhelmina Unmehopa, Mariana Hukubun, Emma Rumahlewang, Jonas Solissa, and Johana Matitaputty. "Curriculum 2013 Implementation Workshop Curriculum 2013 In Learning In The District of Babar Islands – Southwestern Maluccas Regions." GANDRUNG: Jurnal Pengabdian Kepada Masyarakat 1, no. 2 (July 29, 2020): 25–36. http://dx.doi.org/10.36526/gandrung.v1i2.932.
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The 2013 curriculum has been approved and implemented in the Indonesian learning system, since a few years ago, to have undergone a number of improvements. Based on some studies in the cities of Ambon and Maluku particularly in the physical and exercise programs, indicates that a teacher's lack of ability to plan the learning process using the 2013 curriculum, both at an elementary level, middle school, and high school. Much of what follows, two are unfamiliar with the 2013 curriculum procedure in learning because it rarely participates in any related training. Subsequent methods used by teams for established purposes were achieved: (a) problem identification, (b) social approach, (c) discourse, (d) discussion, (e) evaluation, (f) drawing conclusions. Results based on the procedural process developed by understanding participants' concepts of curriculum 2013 implementation procedures, in both cases; (a) plan learning, (b) procedures in selecting and using and applying active learning models in saintifical, authentic and also thematic approaches in classroom learning, (c) the evaluation process in classroom learning, in order to create interactive students.
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Mayuasti, Mayuasti, and Hevriani Sevrika. "Alur Evaluasi Materi Ajar Bahasa Inggris Kurikulum 2013." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 4, no. 2 (October 25, 2015): 97–105. http://dx.doi.org/10.30630/polingua.v4i2.96.
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In 2013 the government has launched a new curriculum for applied and implemented at all levels of education, starting from elementary school (SD), Junior High School (SMP), High School (SMA), and Level College or University. However, there still exists some problem in the implementation the curriculum 2013, the national education minister decided to postpone its implementation for schools - a new school run first semester. While, for schools that have conducted one or more years may continue to use it. Due to these circumstances, the researchers decided to select a few schools that exist in the city of Padang and West Sumatra that were already implementing the curriculum in 2013.To determine the development of a new curriculum, there should be an evaluation, namely the evaluation of teaching materials used by teachers in implementing the curriculum, 2013. From the research that has been conducted, the researchers found that of all schoollevels, namely junior and senior high schools in and outside the city of Padang ( West Sumatra), there are three things that have been found. First, all the material presented teachers and learning process (PBM) already is in accordance with the curriculum of 2013. Second, the material provided in accordance with the teaching indicator. Third, based on the indicators according to experts; Nunan, and Maley, 90% indicator is found in the teaching materials used by teachers - teachers in junior and senior high schools in and outside thecity of Padang (West Sumatra). Finally, the researcher construct a model which represents the cycles of teaching material evaluation.
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Əhliman qızı Əliyeva, Gülşən. "Modern evaluation and requirements for its organization." SCIENTIFIC WORK 66, no. 05 (May 20, 2021): 185–87. http://dx.doi.org/10.36719/2663-4619/66/185-187.
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Modern assessment systems are one of the main factors reflecting the quality of education. One of the important conditions is that the assessment is carried out in accordance with the wishes, needs and requirements of society and the state. The article discusses the essence of modern assessment, the analysis of in-school assessment (diagnostic, formative, summative) in terms of geography, the expediency of applying the level of knowledge and skills of students in accordance with the assessment standards. In-school assessment consisted of assessment of student achievement (diagnostic, formative and summative assessments), curriculum assessment and final assessment of general education levels. Key words: modern assessment, assessment standards, in-school assessment, diagnostic assessment, formative assessment, summative assessment
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Victoria Ihekerenma, Iroegbu. "Teachers’ and Proprietors’ perception of pre-primary school curriculum process in Ife-East Local Government Area of Osun State, Nigeria." Advances in Social Sciences Research Journal 6, no. 9 (September 10, 2019): 39–47. http://dx.doi.org/10.14738/assrj.69.7066.
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This study investigated preprimary school teachers’ and proprietors’ perception of curriculum process in preprimary education in Nigeria. 140 teachers/proprietors from private preprimary schools were purposively selected for the study. The research instrument was a 32 item researcher constructed curriculum process questionnaire in the Likert format with Cronbach’s Alpha of .852. The items were distributed into five sections: impending curriculum sensitization; curriculum objectives; contentment; methods and strategies; and methods of evaluation. The instrument was administered on the teachers and proprietors in their various schools and collected by the researcher and assistants on the same day. The resulting data were analyzed using the Chi Squared statistics. The results showed that in 28 cases out of 32, the Chi squared obtained was not significant at the .05 level. It was concluded that preprimary school teachers and proprietors had similar perceptions of preprimary curriculum process. It was recommended that preprimary school teachers and proprietors be given regular on-the-job training in this regard.
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Tolchah, Moch. "Pemahaman Pendidik dan Tenaga Kependidikan tentang Pendidikan Umum dengan Kekhasan Agama Islam di MAN 3 Malang." ISLAMICA: Jurnal Studi Keislaman 9, no. 2 (March 15, 2016): 373. http://dx.doi.org/10.15642/islamica.2015.9.2.373-401.
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<p>Discourses on Islamic school curriculum can be divided into theoretical and practical levels. In this paper, the practical level of the curriculum is examined in terms of its philosophical meaning within teachers, the translation of the philosophical view into school curriculum, and what strategy is being used to sharpen the curriculum messages. This article discusses the understanding of the school teachers and administrators towards the specific religious characteristics of public education at Madrasah Aliyah Negeri (MAN) 3 Malang. From the field research, this article finds three important results. First, the educators in MAN 3 Malang perceived their institution as the agent of amalgamation between Pesantren tradition and secular education to uphold excellences in academic and non-academic areas. Second, in order to materialize such philosophical thought, the educa-tors developed and implemented particular schemata. Third, in order to strengthen Islamic characteristics through curriculum development, the school applied the strategy of religious activity, direct monitoring and evaluation, educative activity designs, and implementing school’s vision through strategic platforms.</p>
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Uran, Lukas Lui. "Evaluasi implementasi KTSP dan Kurikulum 2013 pada SMK se-Kabupaten Belu, Nusa Tenggara Timur." Jurnal Penelitian dan Evaluasi Pendidikan 22, no. 1 (June 26, 2018): 1–11. http://dx.doi.org/10.21831/pep.v22i1.13309.
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Tujuan penelitian ini adalah mengungkapkan ketercapaian pelaksanaan Kurikulum Tingkat Satuan Pendidikan (KTSP) dan Kurikulum 2013, di SMK se-Kabupaten Belu yang meliputi: (1) ketercapaian pelaksanaan pembelajaran yang dilihat dari konteks, input, proses, dan produk, (2) hambatan yang dialami guru dalam pelaksanaan pembelajaran, dan (3) kelebihan dan kekurangan pembelajaran dengan menggunakan kedua kurikulum. Penelitian ini merupakan penelitian evaluasi dengan pendekatan deskriptif kuantitatif dengan model CIPP. Subjek penelitian ini adalah guru dan siswa SMK yang diambil dengan menggunakan teknik probability sampling. Hasil penelitian menunjukkan: (1) hasil evaluasi implementasi KTSP dan Kurikulum 2013 dilihat dari segi konteks, input proses dan produk termasuk dalam kategori sangat berhasil; (2) hambatan utama yang dialami guru dalam pelaksanaan pembelajaran dengan menggunakan KTSP adalah keterbatasan literatur sedangkan hambatan utama dalam Kurikulum 2013 adalah kesulitan dalam membuat format penilaian pembelajaran; (3) pada KTSP guru fleksibel dalam mengembangkan kurikulum, namun mengalami keterbatasan literatur. Kurikulum 2013 mampu meningkatkan kreativitas guru dan siswa, namun sulit dipahami.Kata kunci: evaluasi, implementasi, CIPP AN EVALUATION OF THE IMPLEMENTATION OF KTSP & CURRICULUM 2013 AT VOCATIONAL HIGH SCHOOL IN BELU REGENCY, EAST NUSA TENGGARAAbstractThe aim of this research was to reveal the achievement level of Kurikulum Tingkat Satuan Pendidikan (KTSP) and Curriculum 2013 implementation at Vocational High School (SMK) in Belu, including: (1) the achievement level of teaching processes based on context, input, process, and output; (2) teacher’s constraints in the implementation of teaching processes; and (3) the strengths and the weaknesses of teaching process of the two curriculums. This study was an evaluation research using quantitative descriptive approach and CIPP model. The subjects of this research were teachers and students of vocational high school in Belu, East Nusa Tenggara, chosen by using probability sampling technique. The results of this study show that: (1) the result of evaluation on KTSP and Curruculum 2013 implementation in terms of context, input, process and output is considered as highly successful; (2) the teachers’ main contraint in teaching by using KTSP is the lack of literature, whilein teaching by using Curriculum 2013, their main constraint is the lack of proper skills in creating the learning assessment form; (3) By using KTSP, teachers have flexibility in developing the curriculum but they have to face the lack of the literature. Whereas, the implementation of Curriculum 2013 can improve teachers’ and students’ creativity, but it is difficult to be understood.Keywords: evaluation, implementation, CIPP
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Karcı Aktaş, Canay, and Kerim Gündoğdu. "An extensive evaluation study of the English preparatory curriculum of a foreign language school." Pegem Eğitim ve Öğretim Dergisi 10, no. 1 (February 2, 2020): 169–214. http://dx.doi.org/10.14527/pegegog.2020.007.
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The study aimed to evaluate the English preparation curriculum at Aydın Adnan Menderes University School of Foreign Languages according to the Bellon and Handler model. The study was designed as a “case study”, which aimed to obtain qualitative and quantitative data from the selected case. 310 English preparation class students, 26 English lecturers, 26 lecturers of other departments and 24 students of other departments participated in the study. The data were gathered through a scale, questionnaire, interviews, class observations and document analysis. The study was conducted according to the four steps of the “Bellon and Handler Model”. Findings were presented according to the status descriptions, analysis activities and curriculum improvement components of the four steps. In conclusion, it was found that there were no philosophy or goals of the English preparatory curriculum. Though the students had positive motivation towards learning English, they could not reach the desired level. Moreover, the inefficacy of teaching of the skills courses was emphasized by all participants. This problem was thought result from lack of practice. There were some communication problems between the administration and other participants. Physical facilities should be improved. Professional English teaching should be included in the preparatory school curriculum. Furthermore, the involvement of some stakeholders in the decision-making process should be enabled.
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Diem, Chuzaimah D., Yusfardiyah Yusfardiyah, Binti Koniaturrohmah, and Lismalayani Lismalayani. "Implementation of school-based curriculum as perceived by secondary school teachers of English." Indonesian Journal of Applied Linguistics 5, no. 2 (January 30, 2016): 167. http://dx.doi.org/10.17509/ijal.v5i2.1341.
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Information about Curriculum 2013 has seemed to make many EFL teachers feel anxious. This anxiety is assumed to happen due to the unwillingness of the teachers to implement the new curriculum because they have not yet even implemented the previous curriculum (KTSP) in their classrooms optimally. This study was aimed primarily at investigating the implementation of KTSP covering three important components: preparation, application, and evaluation by 107 secondary school teachers of English. To collect the data, “KTSP Implementation Questionnaire” was used. The data collected based on the teachers’ own perceptions were analyzed in relation to their education level, teaching experience, certification status, and KTSP socialization involvement. The results showed that (1) 62% teachers confessed that they had not yet optimally implemented KTSP although all of them had been involved in its dissemination program done by the government; (2) there was no correlation between either education level or teaching experience and the implementation of KTSP. However, (3) there was a significant correlation between teachers’ certification status and their (i) KTSP preparation, (ii) teaching experience, and (iii) involvement in dissemination program activities.
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Alvi, Syeda Tehzeeb, Afifa Khanam, and Tahira Kalsoom. "Document Analysis of Secondary School Curriculum Regarding Ethical and Moral Education in Punjab." Global Regional Review V, no. I (March 30, 2020): 191–206. http://dx.doi.org/10.31703/.2020(v-i).23.
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In this study the researcher has analysed the secondary school curriculum regarding ethical and moral education in Punjab. In the study, 46 subjects, with 552 lessons, taught at secondary level, have been analysed. The books for these subjects are published by the Punjab Curriculum and Text Book Board (PCTB). The study examines the function of documents as a data source regarding ethical and moral education at secondary level through a self- structured rubric which has been prepared after extensive review of literature and was validated by subject experts. The article takes an evaluative approach with critical evaluation of the textbooks. The study found that the curriculum at the secondary level does not meet the needs of the students for developing sound, moral and ethical values and skills in students due to less emphasis in content, and least effort in training of students for moral and ethical acts.
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Alvi, Syeda Tehzeeb, Afifa Khanam, and Tahira Kalsoom. "Document Analysis of Secondary School Curriculum Regarding Ethical and Moral Education in Punjab." Global Regional Review V, no. I (March 30, 2020): 191–206. http://dx.doi.org/10.31703/grr.2020(v-i).23.
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In this study the researcher has analysed the secondary school curriculum regarding ethical and moral education in Punjab. In the study, 46 subjects, with 552 lessons, taught at secondary level, have been analysed. The books for these subjects are published by the Punjab Curriculum and Text Book Board (PCTB). The study examines the function of documents as a data source regarding ethical and moral education at secondary level through a self- structured rubric which has been prepared after extensive review of literature and was validated by subject experts. The article takes an evaluative approach with critical evaluation of the textbooks. The study found that the curriculum at the secondary level does not meet the needs of the students for developing sound, moral and ethical values and skills in students due to less emphasis in content, and least effort in training of students for moral and ethical acts.
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Syukrianto, Syukrianto. "PENGEMBANGAN KURIKULUM MUATAN LOKAL DALAM MEMBENTUK KARAKTER LULUSAN SISWA SMA 2 DARUL ULUM REJOSO JOMBANG." Al-Ulum : Jurnal Penelitian dan Pemikiran Ke Islaman 6, no. 1 (February 15, 2019): 94–107. http://dx.doi.org/10.31102/alulum.6.1.2019.94-107.
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Curriculum development of local content developed with the development of the theory and practice of education, also varies according to the flow or educational theories which adhered. Strengthening local content curriculum developed by SMA 2 Darul Ulum Rejoso Jombang pesantren with in the school curriculum of reinforcement for the creation of local content. This research method using of development Dick & Carey (2009), is the identification of the learning objectives, analysis of learning, learner and context analysis, define learning objectives, development assessment instruments, developing learning strategies, developing and selecting study materials, design and conduct formative evaluation, revision and designing and conducting evaluation summative. This research data using the local content curriculum development for SMA 2. The result and discusion concept of strengthening the curriculum of SMA 2 educational concept is Tebuireng reforming education boarding school that has existed previously with the emphasis on the concept of making the Qur'an as the main source for research in learning and make the Quran as development of an strengthening local charge. The formation of character in students graduate SMA 2 is able to master the three curriculum i.e. boarding schools curriculum, national curriculum and curriculum of Cambridge, formally pocketed three diplomas i.e. diploma boarding schools, national public ijasah, and Cambridge Certificate, which will be used as a provision for continuing education to the next level.
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Liu, Henry. "Evaluation of a Community-based Concussion Prevention and Advocacy Program at the University of Ottawa." University of Ottawa Journal of Medicine 8, no. 1 (May 7, 2018): 47–55. http://dx.doi.org/10.18192/uojm.v8i1.2357.
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Background: Injury prevention and advocacy often receives little attention in medical education despite constituting a leading cause of morbidity and premature deaths. Brain Waves is a national concussion prevention program where medical student volunteers (MSVs) deliver a one-hour interactive presentation at the classroom level. This paper reviews the data from the past eleven years of curriculum delivery, highlighting the successes and challenges towards initiating an injury prevention advocacy program at the medical school level.
Methods: Our database included demographics collected from 2007 to 2017 as well as online survey ratings and written feedback from participating teachers and MSVs for the 2016 and 2017 school years.
Results: The Ottawa’s Brain Waves program has been successful in the recruitment of 636 MSVs and delivering the curriculum to 9848 elementary school students over the past 11 years. Survey responses from MSVs (N=36) rated their experience positively on a 5-item Likert scale for the following dimensions for the injury prevention curriculum: Training satisfaction (4.72±0.46), Competence (4.80±0.41) and Timing (4.51±0.67). Teacher responses (N=10) showed that 90% rated the program as “Good” or “Excellent”. Written feedback from MSVs and teachers highlighted the importance of time management, focused-lesson plans and activity-based engagement.
Conclusions: Through involvement in the Ottawa Brain Waves program, MSVs actively contributed to mitigating risks of accidental brain injuries, adapted to the needs of the classroom and heightened their curiosity in community-based advocacy.
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Reskiawan, Bimas, and Henny Novianti Idris. "Teachers’ Readiness in Teaching English Based on Curriculum 2013 at Madrasah Tsanawiyah Negeri 1 Kolaka." ELT Worldwide: Journal of English Language Teaching 8, no. 1 (April 30, 2021): 128. http://dx.doi.org/10.26858/eltww.v8i1.20288.
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Successful of curriculum 2013 not only on the accuracy and comprehensive design of curriculum substance, but from the principal leadership at the level of school and leadership of teachers at the level of class.The objectives of this research was to describe the teachers’ readiness in teaching English based on curriculum 2013 at Madrasah Tsanawiyah Negeri 1 Kolaka which viewed from dimension of planning, process, and evaluation. The design of the research was qualitative. When conduct the research, the researcher using two instruments in collecting the data, they are: questionnaire and interview. Subject of this research was all of the English teachers in Madrasah Tsanawiyah Negeri 1 Kolaka. This research was conducted along one week. The result of this research exposed that teachers already taught English subject based on curriculum 2013, which viewed from dimension of teaching planning, the percentage was 87,41%. Teaching process, the percentage was 80,46%. Teaching evaluation, the percentage was 83,52%.
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Crișciuc, Viorica. "Current Situation in the Dynamics of General Education in the Republic of Moldova." Review of Artistic Education 22, no. 1 (June 1, 2021): 283–87. http://dx.doi.org/10.2478/rae-2021-0035.
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Abstract Currently, the education system in the Republic of Moldova is in a specific political, economic, value, demographic context and is periodically influenced by external factors: globalization, internationalization, computerization, etc. At the same time, there are continuous changes in the education system at the level of educational policies, in accordance with the political system of the Republic of Moldova: decentralization of managerial functions, financing the system per student, reconstruction of networks of educational institutions, resizing continuous training of managers and teachers. Through the reforms launched during 2009-2020 by the Ministry of Education, Culture and Research of the Republic of Moldova, in cooperation with development partners, they changed their emphasis in education in favor of quality and, respectively, the process of evaluating student results. Updating the National Curriculum made in accordance with the fundamental support Reference framework of the National Curriculum, Basic Curriculum: competency system for general education, analytical support School curriculum evaluation report, etc. and the managerial support provided by the Ministry of Education, Culture and Research of the Republic of Moldova, favored a modern educational system with obvious results in national evaluations.
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Gelen, İsmail, and Esra Aliş. "Opinions of Stakeholders about Evaluation of Middle-School Turkish and English Curriculum Dimensions." Journal of Curriculum and Teaching 8, no. 4 (October 29, 2019): 13. http://dx.doi.org/10.5430/jct.v8n4p13.
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The purpose of the research is to describe the problems in the program evaluation field according to curriculum'sfour different dimensions, to search if the problems differ significantly according to students’ class level andteachers’, administrators’/inspectors’ seniority. The research used one of the quantitative research methods, the fieldsurvey model, which is descriptive research. The population of the research is Samsun city, and the target populationof the research is middle-school students, teachers of Turkish and English branches, inspectors and administratorsworking at secondary schools in Samsun city’s districts Atakum, Bafra, Canik and İlkadım. The research sampleconsists of middle-school students, teachers of Turkish and English branches, inspectors and administrators workingat middle-schools in these districts, chosen with stratified sampling, a random sampling method. In the research,“Survey of Defining Problems about Curriculum Dimensions” is completed by the students, teachers andinspectors/administrators. When the participants’ problems about the curriculum dimensions are examined, it isrevealed that the most common problems they face is the lack of adequacy of functionality, flexibility, practicality,scientificness and actuality of the dimensions of curriculum. It is concluded that students’ issues with programevaluation differ according to their class levels whereas the inspectors’/administrators’ problems with programevaluation do not differ significantly according to their seniority.
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Fatourou, Eleni, Nikolaos C. Zygouris, Thanasis Loukopoulos, and Georgios I. Stamoulis. "Teaching Concurrent Programming Concepts Using Scratch in Primary School: Methodology and Evaluation." International Journal of Engineering Pedagogy (iJEP) 8, no. 4 (June 20, 2018): 89. http://dx.doi.org/10.3991/ijep.v8i4.8216.
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Computer programming can help children develop problem solving and analytical skills. Thus, many countries have included computer science in the curriculum of primary school. Given differences in culture, available infrastructures, as well as the age pupils are introduced to computer science, forming a computer science curriculum still remains a challenge. Towards this end, this study focuses on ex-ploring the potential merits of introducing concurrent programming concepts ear-ly in the learning process. The basic premise is that although concurrent pro-gramming at its full details is a rather advanced topic even at university level, it is everyday practice to perform two or more tasks simultaneously that might need (or not) some sort of synchronization. Therefore, the tutor can capitalize on eve-ryday experience to explain basic concepts on concurrency. Such correlation be-tween life experience and concurrent programming challenges may expand the cognitive functions of the pupils and provide them with further background to improve analytical thinking. The proposed curriculum for fifth and sixth grade primary school was adopted in seven classes in Greece. Results indicate that un-initiated to programming pupils at the age of ten (fifth grade) were able to com-prehend basic concurrency topics, while pupils at the age of eleven (sixth grade) with some programming familiarity were able to understand more advanced concepts.
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Kaittani, Despina, Olga Kouli, Vassiliki Derri, and Efthymios Kioumourtzoglou. "Interdisciplinary Teaching in Physical Education." Arab Journal of Nutrition and Exercise (AJNE) 2, no. 2 (November 16, 2017): 91. http://dx.doi.org/10.18502/ajne.v2i2.1248.
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The interdisciplinary approach has risen in the modern curricula as it is considered an important and challenging technique. Physical education is a prime content area for interdisciplinary learning. In order to integrate different subject areas into Physical Education lessons, the specialist needs to learn more about the academic curriculum. Integrating core subjects with physical activity can easily be done and can be very beneficial to student learners in all levels of Education. A great effort is done in addition to be integrated with other subjects. Over the last twenty years there have been frequent internal changes at international level, which also affect pre-school curricula. This trend has been intensified in recent years, with unprecedented mobility being observed, to the point of demanding a fundamental reform of the educational mission of the kindergarten. An interdisciplinary approach has been at the core of attention in primary and secondary school education recently.In this approach, teachers collaborate to invent and apply more effective means of teaching by associating the subjects and activities of a school subject in the curriculum with other subjects. The basic aim and purpose is to cultivate skills and values such as cooperatives, flexibility, adaptability, solidarity, but above all to provide basic knowledge, exploration, classification, selection, evaluation, resolution, and observation.
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Et al., Rungtawee Panrana. "The Model of Basic Education Curriculum Administration according to Buddhist Principles in Eastern Economic Corridor." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1599–604. http://dx.doi.org/10.17762/pae.v58i1.952.
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The purposes of this research were 1) study the current states of the school curriculum administration 2) to develop
the model of basic education curriculum administration according to Buddhist principles in Eastern Economic Corridor and 3) to evaluate the model. Quantitative research and qualitative research were used and research tools were interview form and questionnaires. Data were collected from in-depth interview, focus group discussion and document analysis. Qualitative data from 20 key informants was analyzed by using content analysis whereas quantitative data collected from 265 samples was analyzed by using content analysis, percentage, mean, and standard deviation. Results indicated that 1) the current states of the school curriculum administration of basic education institution in Eastern Economic Corridor in 5 variables found that overall it was appropriate at a high level. When considered individually, it was found that there were two most appropriate levels, namely supervision, monitoring and promotion. 2) The results of the model development that consists of 4 parts: 1. Educational curriculum management process consists of three dimensions. 2. The application of Buddhist principles in the school curriculum administration consists of three principles of the Threefold Training. 3. The key players of the school curriculum administration and 4. The7 results of the using of the model. 3) The model evaluation with 4-sided: Utility, Accuracy, Propriety and Feasibility found that the overall were appropriate at the highest level in all aspects. Sorted as follows: The Utility aspect was the highest, followed by the Accuracy, Propriety and Feasibility.
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Becker, Harold K., Michael W. Agopian, and Sandy Yeh. "Impact Evaluation of Drug Abuse Resistance Education (DARE)." Journal of Drug Education 22, no. 4 (December 1992): 283–91. http://dx.doi.org/10.2190/53nh-r0gm-7qc6-4nq3.
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The purpose of this study was to assess the impact of Drug Abuse Resistance Education (DARE) on fifth-grade students in the Long Beach Unified School District in Long Beach, California. The research suggests that DARE does not significantly change the amount of drug use, which is minimal at the fifth grade level. In general, children receiving DARE during the study period maintained existing levels of drug abuse. Approximately 3,000 students participated in the study. A pretest and posttest self-report survey was utilized during the Fall 1989 semester for experimental and control groups. As DARE programs gain popularity in other school districts, school administrators need more information on the program to decide if DARE should be presented in their schools. Administrative decision-making must consider program effectiveness and curriculum time constraints.
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Starkey, Mary Ann. "Their World." Teaching Children Mathematics 2, no. 3 (November 1995): 192–95. http://dx.doi.org/10.5951/tcm.2.3.0192.
Full textAbstract:
Personalizing the mathematics program in the primary grades is recommended by the Curriculum and Evaluation Standards for School Mathematics (NCTM, 18): “At the K-4 level, one major purpose is helping children understand and interpret their world and solve problems that occur in it” (italics added).
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Karp, Karen S., and Robert N. Ronau. "Birthdays and the Binary System: A Magical Mixture." Mathematics Teaching in the Middle School 3, no. 1 (September 1997): 6–12. http://dx.doi.org/10.5951/mtms.3.1.0006.
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Middle school students rank their birthday as being the most important day of the year for them and one that they eagerly anticipate, according to an informal poll. Teachers can capitalize on this interest by engaging them in the mathematical birth-date activities described in this article. Applications and tasks that are relevant to students' lives have been shown to motivate students at the middle school level, according to the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989).
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Schielack, Jane F. "Reaching Young Pupils With Technology." Arithmetic Teacher 38, no. 6 (February 1991): 51–55. http://dx.doi.org/10.5951/at.38.6.0051.
Full textAbstract:
Recommendations in such current publications as NCTM's Curriculum and Evaluation Standards for School Mathematics (Standards) (1989) and the National Research Council's Everybody Counts (1989) emphasize the full use of technology in the classroom at all grade levels. But what is the role of technology in the early grades? How can computers best be used to support primary-level mathematics instruction? Where does the use of the calculator fit into the primary-level pupil's development of mathematical concepts? How can we justify the abstract nature of calculator activities in a primary-level mathematics curriculum built on the needs of young pupils to experience concrete representations of mathematical concepts?
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Glaser, Kelli, Vanessa Pazdernik, Denise Sackett, and Valerie Sheridan. "Effect of a required online graded curriculum in the clerkship years on medical student national standardized examination performance." Journal of Osteopathic Medicine 121, no. 8 (June 4, 2021): 673–85. http://dx.doi.org/10.1515/jom-2020-0298.
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Abstract Context Many medical schools have a distributed model for clinical clerkship education, challenging our ability to determine student gaps during clinical education. With the graduating class of 2017, A.T. Still University’s School of Osteopathic Medicine in Arizona (ATSU-SOMA) began requiring additional online curricula for all clerkship courses. Objectives To determine whether third year and fourth year students receiving ATSU-SOMA’s online curricula during core clerkships performed better overall on national standardized examinations than students from previous years who had not received the curricula, and whether scores from online coursework correlated with outcomes on standardized examinations as possible early predictors of success. Methods This retrospective cohort study analyzed existing data (demographics and assessments) from ATSU-SOMA classes of 2017–2020 (curriculum group) and 2014–2016 (precurriculum group). The effect of the curriculum on national standardized examinations (Comprehensive Osteopathic Medical Achievement Test [COMAT] and Comprehensive Osteopathic Medical Licensing Examination of the United States [COMLEX-USA]) was estimated using augmented inverse probability weighting (AIPW). Correlations between assignment scores and national standardized examinations were estimated using linear regression models. Results The curriculum group had 405 students with a mean (standard deviation [SD]) age of 25.7 (±3.1) years. Two hundred and fifteen (53.1%) students in the curriculum group were female and 190 (46.9%) were male. The precurriculum group had 308 students (mean ± SD age, 26.4 ± 4.2 years; 157 [51.0%] male; 151 [49.0%] female). The online curriculum group had higher COMAT clinical subject exam scores in obstetrics and gynecology, osteopathic principles and practice (OPP), psychiatry, and surgery (all p≤0.04), as well as higher COMLEX-USA Level 2-Cognitive Evaluation (CE) family medicine and OPP subscores (both p≤0.03). The curriculum group had a 9.4 point increase in mean total COMLEX-USA Level 2-CE score (p=0.08). No effect was found for the curriculum overall on COMAT mean or COMLEX-USA Level 2-Performance Evaluation scores (all p≥0.11). Total coursework scores in each core clerkship, excluding pediatrics, were correlated with COMAT mean score (all adjusted p≤0.03). Mean scores for five of the seven assignment types in core clerkships, excluding evidence based medicine types, were positively correlated with COMAT mean scores (all adjusted p≤0.049). All assignment types correlated with COMLEX-USA Level 2-CE total score (all adjusted p≤0.04), except interprofessional education (IPE). Conclusions Results from this study of 713 students from ATSU-SOMA suggested that our online curriculum supplemented clinic based learning during clerkship courses and improved student outcomes on national standardized examinations.
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Holt, Erin, Todd Bartee, and Kate Heelan. "Evaluation of a Policy to Integrate Physical Activity Into the School Day." Journal of Physical Activity and Health 10, no. 4 (May 2013): 480–87. http://dx.doi.org/10.1123/jpah.10.4.480.
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Background:Implementing physical activity (PA) within academic curricula increases energy expenditure and enhances academic achievement in elementary students. The purposes of the study were to determine the extent teachers met the 20-minute PA policy, identify how teachers met the policy, and measure the level of intensity of PA provided.Methods:Four elementary schools (grades K−5; 68 classroom teachers) implemented a district-mandated 20-minute PA policy. Teachers recorded PA for 1 week in September 2010 and February 2011. A sample of 142 students (grades K−5) wore accelerometers to measure school day PA.Results:While 40% and 4% of teachers in September and February respectively met the policy all 5 days, 72.5% and 45.7% of teachers in September and February respectively implemented PA at least 3 days/week. Accelerometry results indicated curriculum-based lessons (CBL; 59.92 ± 20.38 min) or walk/run periods (51.56 ± 18.67 min) significantly increased school day MVPA (P < .05) above no additional activity (30.96 ± 22.57 min).Conclusions:Although the teachers did not meet the 20-minute policy every day, the increased amount of PA achieved each week through the teachers’ efforts is a significant contributor to total daily PA levels of children.