Journal articles: 'Whole of curriculum'

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Holt, Maurice. "The Whole Curriculum: prospect." Cambridge Journal of Education 18, no. 2 (January 1988): 155–66. http://dx.doi.org/10.1080/0305764880180203.

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Wicksteed, Dan. "Editorial: Whole people and the whole curriculum." Education 3-13 13, no. 2 (September 1985): 2. http://dx.doi.org/10.1080/03004278585200171.

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Starr, Joshua P. "On Leadership: To improve the curriculum, engage the whole system." Phi Delta Kappan 100, no. 7 (March 25, 2019): 70–71. http://dx.doi.org/10.1177/0031721719841343.

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Education policy wonks are shifting their attention from standards and accountability to curriculum. Joshua Starr warns that curriculum reform cannot be handed down from above. When reforming their curricula, school and district leaders must take into account the existing curriculum, school governance, resource allocation, tracking and differentiation, politics and community engagement, and teachers’ roles and responsibilities.

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Harrison, Patricia. "Powerful presentations span the whole curriculum." Five to Eleven 3, no. 7 (December 2003): 19–24. http://dx.doi.org/10.12968/ftoe.2003.3.7.19.

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Thomas, Lajeane G. "Computer, Curriculum, and Whole-Class Instruction." Journal of Research on Computing in Education 20, no. 4 (June 1988): 409–10. http://dx.doi.org/10.1080/08886504.1988.10781855.

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Craft, Anna. "Thinking skills and the whole curriculum." Curriculum Journal 2, no. 2 (June 1991): 183–99. http://dx.doi.org/10.1080/0958517910020207.

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Cordasco, Francesco, and Fred Genesee. "Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community." International Migration Review 29, no. 3 (1995): 838. http://dx.doi.org/10.2307/2547513.

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Crawford, Keith. "The Political Construction of the 'Whole Curriculum'." British Educational Research Journal 26, no. 5 (December 2000): 615–30. http://dx.doi.org/10.1080/713651578.

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Ruprecht, Robert. "Curriculum development: The whole and its parts." European Journal of Engineering Education 25, no. 4 (December 2000): 359–67. http://dx.doi.org/10.1080/03043790050200403.

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Brown, Stacy A., Kathleen Pitvorec, Catherine Ditto, and Catherine Randall Kelso. "Reconceiving Fidelity of Implementation: An Investigation of Elementary." Journal for Research in Mathematics Education 40, no. 4 (July 2009): 363–95. http://dx.doi.org/10.5951/jresematheduc.40.4.0363.

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Recent research on mathematics reforms in the United States indicates that the reforms are not yet widely implemented. Generally, this claim results from looking at the extent to which teachers use curricular materials or engage in particular classroom practices. This article moves beyond disparate questions of use and practice to examine interactions between teachers and curricula as evidenced by their enactments of whole-number lessons from a Standards-based curriculum. Specifically, we analyze videorecorded 1st- and 2nd-grade classroom lessons in terms of students' opportunities to reason and communicate about mathematics. This analysis indicates that the level of fidelity to the written curriculum differs from the level of fidelity to the authors' intended curriculum during lesson enactments. Drawing on this analysis, this article explores how curricula support and hinder teachers as they engage students in opportunities to learn mathematics and how teachers' instructional moves and choices impact the enactment of curricula.

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Maw, Janet. "The National Curriculum Council and the Whole Curriculum: reconstruction of a discourse?" Curriculum Studies 1, no. 1 (January 1993): 55–74. http://dx.doi.org/10.1080/0965975930010104.

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Cordasco, Francesco. "Book Review: Educating Second Language Children: The Whole Child, The Whole Curriculum, The Whole Community." International Migration Review 29, no. 3 (September 1995): 838–39. http://dx.doi.org/10.1177/019791839502900317.

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O'Donnell, Marcus, Margaret Wallace, Anne Melano, Romy Lawson, and Eeva Leinonen. "Putting transition at the centre of whole-of-curriculum transformation." Student Success 6, no. 2 (August 18, 2015): 73–79. http://dx.doi.org/10.5204/ssj.v6i2.295.

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This paper describes the development of a model for institution-wide curriculum transformation at the University of Wollongong (UOW). Transition – a curriculum-integrated approach that enables a smooth, supported shift into and through higher education and a successful transition from the university to the world of work and lifelong learning – is one of three key principles at the heart of the UOW Curriculum Model. This paper focuses on transition as a whole-of-curriculum design principle and the way this principle informs the other elements of the UOW Curriculum Model. It aims to extend the concept of “transition pedagogy” developed by Kift and colleagues and to show how it has been used to inform our larger project of curriculum renewal.

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Eisner, Elliot W. "Educating the Whole Person: Arts in the Curriculum." Music Educators Journal 73, no. 8 (April 1987): 37–41. http://dx.doi.org/10.2307/3400241.

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Lundie, David. "Multi-agency Prevent work: A whole-curriculum approach." British Journal of School Nursing 13, no. 2 (March 2, 2018): 92–93. http://dx.doi.org/10.12968/bjsn.2018.13.2.92.

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Minami, Masahiko. "Educating Second Language Children: The Whole Child, the Whole Curriculum, and the Whole Community(Fred Genesee)." Bilingual Research Journal 18, no. 3-4 (July 1994): 169–77. http://dx.doi.org/10.1080/15235882.1994.10162674.

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Berryman, Lizabeth, and David R. Russell. "Portfolios across the Curriculum: Whole School Assessment in Kentucky." English Journal 90, no. 6 (July 2001): 76. http://dx.doi.org/10.2307/822059.

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Brooker, Abi, Meredith McKague, and Lisa Phillips. "Implementing a Whole-of-Curriculum Approach to Student Wellbeing." Student Success 10, no. 3 (December 13, 2019): 55–63. http://dx.doi.org/10.5204/ssj.v10i3.1417.

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This article reports and extends on an emerging initiative presetned at the 2018 STARS Conference (Auckland, New Zealand). Many universities are invested in student mental health, but solutions can be hindered by concerns about the fit, cost, effectiveness, or sustainability of diverse initiatives. We argue that university staff looking to support student wellbeing should first consider how their specific university contexts can support or diminish wellbeing, and then design initiatives that will fit within supportive systems. This argument is embedded within dynamic systems theory, which considers how relationships between systems can lead to widespread change when any single system changes. We draw on our own experience so far of preparing and developing a whole-of-curriculum approach to wellbeing to demonstrate that a dynamic systems approach means addressing the needs of multiple stakeholders and remaining flexible to changes within surrounding systems.

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Burgess, Hilary. "The primary strategy: A chance for a ‘whole’ curriculum." Education 3-13 32, no. 2 (June 2004): 10–17. http://dx.doi.org/10.1080/03004270485200161.

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Jones, Jeanneine P. "Whole Language across the Curriculum: Every Child's Success Story." Middle School Journal 23, no. 3 (January 1992): 44–48. http://dx.doi.org/10.1080/00940771.1992.11496050.

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Muller, Anton. "Cathedrals through the whole curriculum: a contribution to spirituality." British Journal of Religious Education 16, no. 2 (March 1994): 82–89. http://dx.doi.org/10.1080/0141620940160203.

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

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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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Hansen, Penelope, and K. B. Roberts. "Physiology's Hidden Curriculum." Physiology 7, no. 1 (February 1, 1992): 41–44. http://dx.doi.org/10.1152/physiologyonline.1992.7.1.41.

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On a visit to Memorial University Medical School in St. John's, Newfoundland, Canada, I discussed the role of physiology in the medical curriculum with both faculty and students. We concluded that it would be useful to have an article on this subject, with particular emphasis on how in teaching physiology its "beauty" can be revealed. When we teach physiology, our students are probably learning more than they or we recognize. Understanding the hidden curriculum allows us to identify these unarticulated influences so we can maximize their beneficial effects. This article underscores the strengths of physiology, namely its interactive nature and its problem-oriented way of developing a scientific approach to medicine while keeping focus on the whole person.

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Watts, Lynelle, and David Hodgson. "Whole Curriculum Mapping of Assessment: Cartographies of Assessment and Learning." Social Work Education 34, no. 6 (June 8, 2015): 682–99. http://dx.doi.org/10.1080/02615479.2015.1048217.

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Rosqvist, Eerika A., Teuvo J. Antikainen, and Anne K. Mattila. "Training Curriculum and Simulator Training for the Whole Surgical Team." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 7, no. 3 (June 2012): 201–2. http://dx.doi.org/10.1097/sih.0b013e31825d30ba.

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Restad, Frode. "Is There a Hole in the Whole-School Approach? A Critical Review of Curriculum Understanding in Bullying Research." Nordic Studies in Education 40, no. 4 (October 19, 2020): 362–86. http://dx.doi.org/10.23865/nse.v40.2610.

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This article investigates curriculum understanding in bullying research and discusses how such an understanding can contribute to bullying prevention in schools. So far, no studies have systematically investigated an understanding of curriculum in research on bullying prevention. Building on a critical review of 29 studies, the article identifies curriculum as a broadly understood concept constricted in different categories of bullying research. Such compartmentalization, the article argues, may contribute to the underutilization of curriculum knowledge in bullying research and obstruct the development of new and innovative approaches to prevent bullying in schools. The study concludes that curriculum knowledge should be more explicitly addressed in bullying research, and that more collaboration is needed. Emphasizing a whole-school approach, without a broader understanding of curriculum, risks constraining the application of pedagogical knowledge in bullying prevention.

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Courcy, Michèle de. "Genesee, F. (Ed.). Educating Second Language Children: The Whole Child, The Whole Curriculum, The Whole Community. Cambridge: Cambridge University Press, 1995Genesee, F. (Ed.). Educating Second Language Children: The Whole Child, The Whole Curriculum, The Whole Community. Cambridge: Cambridge University Press, 1995. Pp. ix, 365." Canadian Modern Language Review 53, no. 3 (April 1997): 596–99. http://dx.doi.org/10.3138/cmlr.53.3.596.

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Ward, Kevin P. "Horizontal Integration of the Basic Sciences in the Chiropractic Curriculum." Journal of Chiropractic Education 24, no. 2 (October 1, 2010): 194–97. http://dx.doi.org/10.7899/1042-5055-24.2.194.

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Basic science curricula at most chiropractic colleges consist of courses (eg, general anatomy, physiology, biochemistry, etc) that are taught as stand-alone content domains. The lack of integration between basic science disciplines causes difficulties for students who need to understand how the parts function together as an integrated whole and apply this understanding to solving clinical problems. More horizontally integrated basic science curricula could be achieved by several means: integrated Part I National Board of Chiropractic Examiners questions, a broader education for future professors, an increased emphasis on integration within the current model, linked courses, and an integrated, thematic basic science curriculum. Horizontally integrating basic science curricula would require significant efforts from administrators, curriculum committees, and instructional faculty. Once in place this curriculum would promote more clinically relevant learning, improved learning outcomes, and superior vertical integration.

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Fischer, Florence E. "A Part-Part-Whole Curriculum for Teaching Number in the Kindergarten." Journal for Research in Mathematics Education 21, no. 3 (May 1990): 207–15. http://dx.doi.org/10.5951/jresematheduc.21.3.0207.

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The set-subset relationship is an important mathematical construct that underlies many mathematical concepts developed by young children. Forty-two kindergarten children who received number concept instruction using a part-part-whole curriculum that stressed set-subset relationships developed a more mature concept of number, were more successful in solving addition and subtraction word problems, and developed greater understanding of place value in the base-10 numeration system than a comparable group of 44 kindergarten children who received standard instruction on number concepts.

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Kathleen and James Strickland. "Un-Covering the Curriculum: Whole Language in Secondary and Postsecondary Classrooms." College Composition and Communication 45, no. 3 (October 1994): 405. http://dx.doi.org/10.2307/358832.

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Fischer, Florence E. "A Part-Part-Whole Curriculum for Teaching Number in the Kindergarten." Journal for Research in Mathematics Education 21, no. 3 (May 1990): 207. http://dx.doi.org/10.2307/749374.

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Chen, Pei‐Jen. "Environmental Educators, It is Time to Design a Whole Curriculum Now." Environmental Education Research 3, no. 2 (May 1997): 233–37. http://dx.doi.org/10.1080/1350462970030210.

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Wise, Charles. "Personal and Social Education within the Whole Curriculum: The Best Way?" Pastoral Care in Education 9, no. 4 (December 1991): 21–24. http://dx.doi.org/10.1080/02643949109470765.

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East, May, Ki Utara Pinheiro Gibsone, and Bernard Combes. "Design for sustainable cultural landscapes : A whole-systems framework." Ecocycles 7, no. 1 (March 15, 2021): 1–13. http://dx.doi.org/10.19040/ecocycles.v7i1.185.

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This article explores how Education for Sustainable Development (ESD) could be used as a guidance framework for the capacity development of those engaged in the process of identifying, protecting, conserving, presenting and transmitting cultural landscapes. It draws insights from the Ecovillage Design Education (EDE) curriculum intended to serve the purpose of educating for the transition to a comprehensive sustainable culture. The framework follows the pattern of the EDE curriculum organised in four dimensions of sustainability and the three dimensions of learning - cognitive, socio-emotional and behavioural. Each of these four dimensions, in turn, contains five modules– thus twenty subject areas in total, all of which need to be considered by sustainable cultural landscape educational programmes. The paper concludes that in order to create a whole-systems guidance framework addressing cultural landscape complexities, a wide variety of viewpoints needs to be considered including community, nature rights and traditional ways of knowing and other participatory epistemologies.

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Haidir, Haidir, Muhammad Alfaridzi Matondang, Chairul Azmi Lubis, and Aisyah Siregar. "The Strategy of Islamic Religious Education Teacher in Applying Hidden Curriculum to Increase Student Learning Activeness." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 1 (February 2, 2021): 848–58. http://dx.doi.org/10.33258/birci.v4i1.1685.

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In accordance with the formulation of the problem, this study aims to find out: PAI teachers 'strategies in implementing the hidden curriculum to increase the learning activity of students, Implementation of the hidden curriculum carried out by teachers to increase students' learning activeness, Barriers faced by teachers in implementing hidden curricula and solutions against the obstacles faced by teachers in implementing the hidden curriculum.The research method used is seen from the type of research is qualitative research, and in the data collection process, the authors use the method of observation, interviews and documentation. As for the analysis, the writer uses a qualitative descriptive analysis, which is in the form of written or oral data from the person or actor being observed so that in this case the writer conducts research that describes the actual situation as a whole. The results of the research conducted indicated that, among others: There was a strategy of Islamic Education teachers in implementing the hidden curriculum to increase the learning activity of students. The implementation of the hidden curriculum carried out by the teacher to increase the learning activeness of students is so diverse. There are obstacles faced by teachers in implementing the hidden curriculumas well, the lack of teacher understanding in the use of IT in the learning process, the lack of facilities and infrastructure in the learning process, the presence of students a little late in the learning process. There are various solutions to the obstacles faced by teachers in implementing the hidden curriculum.

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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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Hufeisen, Britta. "Institutional Education and Multilingualism: PlurCur® as a Prototype of a Multilingual Whole School Policy." European Journal of Applied Linguistics 6, no. 1 (March 8, 2018): 131–62. http://dx.doi.org/10.1515/eujal-2017-0026.

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AbstractIn this article, a prototype of a whole school curriculum will be introduced which could be a framework for including more foreign languages than usual and for combining systematically foreign language instruction with content teaching, thereby enhancing the opportunities for school development. It has been tested as a political instrument for school development; examples of good practice will be given. In this article, it will be shown what this whole school language curriculum looks like, how it can be implemented and which research results were obtained.

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Johnson, Jeannine, Connie Bauman, and Sarah Pociask. "Teaching the Whole Student: Integrating Wellness Education into the Academic Classroom." Student Success 10, no. 3 (December 16, 2019): 92–103. http://dx.doi.org/10.5204/ssj.v10i3.1418.

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College students are increasingly reporting higher stress, which can negatively influence their personal and intellectual development. Greater academic challenges and new social experiences in college may be accompanied by stressors like mental health issues, family concerns, or financial pressures. To help students manage stress, institutions typically provide resources through health services, student life or student affairs, recreation departments, or other entities that operates primarily outside the academic program. Recently, some institutions have integrated wellness education into the academic curriculum, leveraging the power of the classroom to deliver important lessons about accessible, evidence-based wellness strategies. Here we investigate if a first-year interdisciplinary writing class designed to help students learn about physical and mental wellbeing actually improved students’ awareness of their wellbeing and their confidence as first year learners. We share details of the course design, evidence of student learning, and advice for incorporating wellness content throughout the curriculum.

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40

van de Mortel, Thea F., Leeann P. Whitehair, and Pauletta M. Irwin. "A whole-of-curriculum approach to improving nursing students' applied numeracy skills." Nurse Education Today 34, no. 3 (March 2014): 462–67. http://dx.doi.org/10.1016/j.nedt.2013.04.024.

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Kucer, Stephen B. "Two students' responses to, and literacy growth in, a whole language curriculum." Reading Research and Instruction 38, no. 3 (December 1998): 233–53. http://dx.doi.org/10.1080/19388079909558292.

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Baldewijns, Karolien, Hans-Peter Brunner-La Rocca, Lieven de Maesschalck, Aleidis Devillé, and Josiane Boyne. "Unravelling heart failure nurses’ education: Content comparison of heart failure nurses’ education in three European Society of Cardiology states and the Heart Failure Association heart failure curriculum." European Journal of Cardiovascular Nursing 18, no. 8 (July 19, 2019): 711–19. http://dx.doi.org/10.1177/1474515119863179.

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Aims: The European Society of Cardiology (ESC) guidelines state that heart failure nurse specialists (heart-failure nurses) with specific competences are essential for a successful heart-failure-management programme. Thus, the Heart Failure Association (HFA) of the ESC developed the heart failure nurse curriculum (HFA curriculum). Several ESC member states developed cardiovascular education programmes to enable nurses to deliver high specialist care, but little is known of whether these curricula are in line with the HFA curriculum. Therefore, this paper describes the extent to which cardiovascular education programmes in Belgium, The Netherlands and Germany correspond to the HFA curriculum. Methods and results: A case study approach was adopted to obtain an in-depth understanding of the programme contents in relation to the HFA curriculum. For this purpose, representatives of the educational programmes and/or delegates of the national cardiovascular nursing organization shared their educational curricula. All of the studied cardiovascular education programmes aim to provide heart failure and/or cardiovascular nurses with essential competences for implementation of evidence based and guideline derived care. However, every cardiovascular education programme has a different focus/area of attention. Cardiovascular education in Belgium discusses aspects of all core-learning objectives of the HFA curriculum and emphasizes mostly knowledge aspects of these. Learning objectives in cardiovascular education in The Netherlands focus on chronic diseases in general and on learning objectives concerning patient education, support in self-care and management of device and pharmacological therapy. Cardiovascular education in Germany discusses most learning objectives; however, not all learning objectives receive equal attention. Conclusions: Although local cardiovascular education programmes adopt certain aspects of the HF curriculum, the curriculum as a whole is not adopted.

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Gibson, Deborah. "A Student-Centred Writing Curriculum." TESL Canada Journal 3 (August 26, 1986): 255. http://dx.doi.org/10.18806/tesl.v3i0.1010.

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This paper presents a design for a flexible curriculum for a writing class which meets the problem of varied student levels and goals by basing the course curriculum and content on the students' own written work. Whole class, small group, and individual student pre-writing and follow-up activities are described.

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Yilmaz, Arif, Neşe Aşkar, Ensar Yıldız, and İlyas Sönmez. "Evaluation of 2013 Preschool Curriculum Objectives and Indicators According to Revised Bloom’s Taxonomy." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 11, no. 1 (June 15, 2021): 1–22. http://dx.doi.org/10.31704/ijocis.2021.001.

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The purpose of the study is to reveal the types of knowledge level and cognitive processes by evaluating the objectives and indicators of Ministry of National Education 2013 Preschool Curriculum according to the Revised Bloom’s Taxonomy. The study is a descriptive research and it was carried out by using case study methodology. The data set of this study consists of 63 goals and 241 indicators in the Preschool Curriculum, which was developed by Ministry of National Education-General Directorate of Basic Education in 2013. The data were collected by using the "Objectives and Indicator Evaluation Form" created by the researchers and the content analysis method was used in the analysis of the data obtained. The whole curriculum was analyzed and according to the cognitive processes and it was revealed that the highest intensity was at the application and understanding processes, and the least intensity at the creativity process. While factual knowledge was mostly used knowledge type in the curriculum, it was revealed that operational and metacognitive knowledge were the least used knowledge types. The curriculum was cognitive dominant, and the distribution of objectives and indicators of the curriculum was not balanced across all developmental domains. The curriculum objectives and indicators may be revised to support whole development of children.

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Hammer, Sara Jeanne, Janet McDonald, and Melissa Forbes. "Three perspectives on a collaborative, whole-of-program process of curriculum change: Aligning a Creative Arts program with Threshold Learning Outcomes." Journal of Teaching and Learning for Graduate Employability 5, no. 1 (August 20, 2014): 47–62. http://dx.doi.org/10.21153/jtlge2014vol5no1art567.

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In this paper we reflect on a collaborative, process developed in an Australian university to support whole-of-program curriculum change. The aim of the change process is to enhance employment outcomes of Creative Arts students by aligning the curriculum with disciplinary Threshold Learning Outcomes. In this qualitative, case study the author-participants evaluate an emerging four-stage process of support for curriculum change and use reflective data from three perspectives: that of the academic developer, the head of program, and the discipline leader, to assess the usefulness of each stage and reflect about what each of us has learned. We conclude that key features of our process, such as its collaborative approach, have resulted in positive outcomes for participants. These include opportunities for situated learning, genuine ownership and deep engagement with the curriculum change process, including desired program outcomes, as well as reflective practice and a greater shared understanding.

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Struck, Peter T. "Classics: Curriculum & Profession." Daedalus 145, no. 2 (April 2016): 122–26. http://dx.doi.org/10.1162/daed_a_00382.

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The challenges currently facing classicists are not so different from those our profession has faced for the last one hundred and fifty years, and with each challenge, a discipline sometimes imagined by outsiders to be slow to embrace the new has shown itself naturally disposed to experimentation. The discipline's agility derives from the unique degree of variegation in the modes of thinking required to thrive in it: from interpretive, to quantitative, to those relying on knowledge of culture and context. As the value of education is increasingly judged in terms of workforce development, we stand our best chance to thrive by sticking to our strengths, and anchoring our curricular goals and messages to the value of the liberal arts as a whole, as well as the intellectual dexterity that it fosters.

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Battaglia, F., M. McConnell, C. Sayed, M. Merlano, C. Ramnanan, and N. Rastogi. "MP42: Program assessment: taking stock of the current state of Canadian undergraduate medical education in procedural skills curricula." CJEM 21, S1 (May 2019): S57—S58. http://dx.doi.org/10.1017/cem.2019.177.

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Introduction: In order to better characterize procedural skills curricula in Canada, a national survey was conducted. The objectives of the survey were: (i) to characterize procedural skills education currently employed in pre-clerkship and clerkship curricula; (ii) to determine what skills physician-educators think medical students should know upon graduation; and (iii) to identify physician-educator perceptions regarding the development of pre-clerkship procedural curriculum. Methods: A web-based survey was distributed to 201 clinician-educators across Canada's 17 medical schools. Respondents were directed to an individualized survey based on their self-identified roles at their institution. Respondents were asked demographic questions, what procedural skills are being taught and in what setting at their institution, and their opinions on the value of a pre-clerkship procedural curriculum. Results: From the 17 school's surveyed, 12 schools responded, with 8 schools responding “yes” that they had a clerkship procedural curriculum. For a pre-clerkship procedural curriculum, only 4 schools responded “yes”. The 5 of the top 10 procedurals skills identified that medical students should know upon graduation, in order, are: IV Access, Airway Management/Ventilator Management, Local anesthesia/field block, Casting, Spontaneous Vaginal Delivery. On a Likert scale, clinician-educators strongly supported a pre-clerkship procedural curriculum (median = 4.00/5.00, mode = 5.00/5.00), and they believed it would decrease anxiety (median = 4.00/5.00), increase confidence (median = 4.00/5.00), and increase technical ability (median = 3.00/5.00) in incoming clerks. Conclusion: Across Canada, the state of undergraduate medical education procedural skills education is inconsistent. With the identification of the Top 10 procedural skills medical students should know upon graduation, the learning objectives of a formal curriculum can be developed. With overwhelming support from physician-educators, a formal pre-clerkship procedural curriculum is poised to redefine the landscape of procedural care for a whole new generation of physicians.

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Lamme, Linda Leonard, and Pam Lee. "Crossing the Moat: From Basic Skills to Whole Language in a Kindergarten Curriculum." Childhood Education 66, no. 5 (August 1990): 295–97. http://dx.doi.org/10.1080/00094056.1990.10522543.

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Traw, Rick. "Large-Scale Assessment of Skills in a Whole Language Curriculum: Two Districts' Experiences." Journal of Educational Research 89, no. 6 (July 1996): 323–39. http://dx.doi.org/10.1080/00220671.1996.9941336.

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MacInnis, Carole, and Heather Hemming. "Linking the Needs of Students with Learning Disabilities to a Whole Language Curriculum." Journal of Learning Disabilities 28, no. 9 (November 1995): 535–44. http://dx.doi.org/10.1177/002221949502800902.

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Journal articles on the topic 'Whole of curriculum'

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