Bibliografías temáticas / Curriculum development

Literatura académica sobre el tema "Curriculum development"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 26 de julio de 2024

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Artículos de revistas sobre el tema "Curriculum development"

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Adhikari, Surya Prasad. "Practice of Early Childhood Development Curriculum Preparation". Interdisciplinary Research in Education 4, n.º 1 (20 de septiembre de 2019): 43–52. http://dx.doi.org/10.3126/ire.v4i1.25709.

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This article aimed to explore early childhood development (ECD) curriculum preparation practices. To accomplish the objective, I have collected qualitative information from ECD center through unstructured interview and discussion with the participant. This study revealed that the respondent has just Montessori basic training on pronunciation and curriculum preparation. Curriculum development center is prepares ECDC curriculums as based on the Wheeler curriculum process. However, private ECDCs prepare curriculum themselves in line with the curriculum development center. Private ECDCs have not compulsory to follow the government’s curriculum. Curriculum of Curriculum Development Center focus on children’s all round developments. But there is lack of spiritual development. Facilitators always start to teach/learn through the objects of the environment. Children learn more words from their mother and parents at home. Facilitators teach children by arranging the words from simple to complex. They teach correct pronunciation, structure of words and then concept.
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Kranthi, K. "Curriculum Development". IOSR Journal of Humanities and Social Science 22, n.º 02 (febrero de 2017): 01–05. http://dx.doi.org/10.9790/0837-2202030105.

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Foley, Kimberly P., Treah S. Haggerty y Natasha Harrison. "Curriculum development". International Journal of Psychiatry in Medicine 50, n.º 1 (25 de junio de 2015): 50–59. http://dx.doi.org/10.1177/0091217415592360.

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Betkerur, Jayadev. "Curriculum Development and Dermatology Training". Nepal Journal of Dermatology, Venereology & Leprology 15, n.º 1 (16 de agosto de 2017): 5–11. http://dx.doi.org/10.3126/njdvl.v15i1.18044.

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Curriculum is an integral part of any educational cycle. Curriculum development is a systematic process involving designing, implementing , evaluating and redesigning. There are different types of curriculums being practiced by institutions. Subject based curriculum is a widely used but competency based curriculum is the best. There is an urgent need to have relook at the existing curriculum as it is beset with many problems. The faculty development (FD) is one factor affecting curriculum development. We need to identify the other issues and address them. Presently Dermatology postgraduate training is more concentrated in imparting more knowledge based learning. Acquiring and assessing skills not included in the program.The curriculum is decades old and does not address the present needs. The classification of diseases can be modified. Evaluation methods have to be structured to assess knowledge and skill. Dermatosurgery, dermatotherapeutics and cosmetic dermatology needs to be added to the curriculum. The teachers , institutions and regulatory authorities to plan strategies to bring about these changes to present to the society a knowledgeable, skillfull,sensitive and ethically correct.
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Song, Naree y Dukjoo Jo. "A Study on the Development and Operation Model of Extracurricular Curriculum in University". Korean Association For Learner-Centered Curriculum And Instruction 24, n.º 8 (30 de abril de 2024): 467–84. http://dx.doi.org/10.22251/jlcci.2024.24.8.467.

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Objectives The purpose of this study is to help universities systemically develop and operate extracurricular curriculum that can reflect their own characteristics, through research on a development and management model for extracurricular curriculum activities. Methods The steps of research were progressed with three stages: research planning, literature review and the model development. Based on the Taba’s(1962) curriculum development model, the research planning stage planned the extracurricular curriculum development and operation model of the university. The literature research stage collected and analyzed the extracurricular, extracurricular activities, extracurricular curriculum which were related to the pilot study, curriculum development model, model research, curriculum development the research paper and also were related to the books and research papers. The model development stage based on the curriculum model and the curriculum development model which are the foundation of curriculum brought out the implication and the model was confirmed after a feasibility study by a expert of curriculum. Results The management and development model for extracurricular curriculums consists of four stages: 1. Drafting a proposal and planning of university extracurricular curriculums; 2. crafting detailed plans for each extracurricular curriculum activity; 3. executing and operating the extracurricular curriculum activities; and 4. evaluating and assessing university extracurricular curriculums. Each stage is comprised of five different sub-categories, such as ① subject, ② period, ③ foundation, ④ method, and ⑤ model. Conclusions The reason for the establishment and operation of the extracurricular curriculum is to instill students with the university’s core values and help them become competent members of society and the university. Therefore, the university extracurricular curriculum must be developed and operated according to the stages and procedures as in the required and elective curriculum.
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Walden, Joseph L. "Military Doctrine Development and Curriculum Development". Journal of Curriculum and Teaching 8, n.º 2 (3 de abril de 2019): 17. http://dx.doi.org/10.5430/jct.v8n2p17.

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One of the complaints about the development of military doctrine over the past several decades is that “we arealways preparing to fight the last war.” One of the complaints that surfaced during a four year long study into thedevelopment of a common framework for supply chain management curriculum development was that the text booksused in the curriculum development process were out of date. In other words, we are preparing students for the realworld by teaching them about the historical business world and not the emerging business world. While thisapproach may work in the liberal arts such as history, it is in the words of Freire, doing a disservice to the studentsand not adequately preparing them for the real world. This study looks at a methodology for developing businessschool curriculums in particular. The study reviewed syllabi, job announcements, and textbooks for the top ratedschools and for those not in the Top 25. The gap between what industry is asking for and what schools are teaching ismuch wider for the not-Top 25 schools than for the top ranked schools.
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Olson, Ardis L., Jerold Woodhead, Roger Berkow, Nancy M. Kaufman y Susan G. Marshall. "A National General Pediatric Clerkship Curriculum: The Process of Development and Implementation". Pediatrics 106, Supplement_1 (1 de julio de 2000): 216–22. http://dx.doi.org/10.1542/peds.106.s1.216.

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Objective. To describe a new national general pediatrics clerkship curriculum, the development process that built national support for its use, and current progress in implementing the curriculum in pediatric clerkships at US allopathic medical schools. Curriculum Development. A curriculum project team of pediatric clerkship directors and an advisory committee representing professional organizations invested in pediatric student education developed the format and content in collaboration with pediatric educators from the Council on Medical Student Education in Pediatrics (COMSEP) and the Ambulatory Pediatric Association (APA). An iterative process or review by clerkship directors, pediatric departmental chairs, and students finalized the content and built support for the final product. The national dissemination process resulted in consensus among pediatric educators that this curriculum should be used as the national curricular guideline for clerkships. Monitoring Implementation. Surveys were mailed to all pediatric clerkship directors before dissemination (November 1994), and in the first and third academic years after national dissemination (March 1996 and September 1997). The 3 surveys assessed schools' implementation of specific components of the curriculum. The final survey also assessed ways the curriculum was used and barriers to implementation. Outcomes. The final curriculum provided objectives and competencies for attitudes, skills, and 18 knowledge areas of general pediatrics. A total of 216 short clinical cases were also provided as an alternative learning method. An accompanying resource manual provided suggested strategies for implementation, teaching, and evaluation. A total of 103 schools responded to survey 1; 84 schools to survey 2; and 85 schools responded to survey 3 from the 125 medical schools surveyed. Before dissemination, 16% of schools were already using the clinical cases. In the 1995–1996 academic year, 70% of schools were using some or all of the curricular objectives/competencies, and 45% were using the clinical cases. Two years later, 90% of schools surveyed were using the curricular objectives, 88% were using the competencies, 66% were using the clinical cases. The extent of curriculum use also increased. Schools using 11 or more of the 18 curriculum's knowledge areas increased from 50% (1995–1996) to 73% (1996–1997). Conclusion. This new national general pediatric clerkship curriculum developed broad support during its development and has been implemented very rapidly nationwide. During this period the COMSEP and the APA have strongly supported its implementation with a variety of activities. This development and implementation process can be a model for other national curricula.
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Lee, AndrewG y Ying Chen. "Structured curricula and curriculum development in ophthalmology residency". Middle East African Journal of Ophthalmology 21, n.º 2 (2014): 103. http://dx.doi.org/10.4103/0974-9233.129744.

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Sayer, John. "Managing curriculum development". School Organisation 6, n.º 1 (enero de 1986): 149–54. http://dx.doi.org/10.1080/0260136860060119.

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McKay, Sandra Lee. "Eil Curriculum Development". RELC Journal 34, n.º 1 (abril de 2003): 31–47. http://dx.doi.org/10.1177/003368820303400103.

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Tesis sobre el tema "Curriculum development"

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Heathcote, G. "Curriculum adaptation as a strategy for curriculum development". Thesis, Keele University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382829.

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Clarke, Terence. "Curriculum development in religious education". Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294021.

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Lee, Youngmun. "Socratic elenchus and curriculum development /". The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759055155774.

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Pomerantz, Jeffrey, Barbara M. Wildemuth, Seungwon Yang y Edward A. Fox. "Curriculum Development for Digital Libraries". Association for Computing Machinery, 2006. http://hdl.handle.net/10150/106056.

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The Virginia Tech Department of Computer Science (VT CS) and the University of North Carolina at Chapel Hill School of Information and Library Science (UNC SILS) have launched a curriculum development project in the area of digital libraries. Educational resources will be developed based on the Computing Curriculum 2001. Lesson plans and modules will be developed in a variety of areas (that cover the topics of papers and conference sessions in the field), evaluated by experts in those areas, and then pilot tested in CS and LIS courses. The authors are seeking instructors, schools, and departments interested in developing, implementing, and/or evaluating these educational materials.
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McBean, Mary Eunice. "Ethical curriculum development and teaching". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2360.

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The purpose of this project is to develop a curriculum, which will examine the ethical methods or practices used by nurses in resolving ethical dilemmas in clinical practice utilizing the Moral Decision-Making Model for staff nurses at St.Bernardine Medical Center, Five Tower North.
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Ohene-Larbi, Stephen. "Teaching of Civic Education in the Classroom-A Model for Reading and Writing". University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1450181615.

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Alharbi, Saleh Ali. "Parents’ Perceptions Toward Improving Traffic Safety in Saudi Arabia: An Assessment to Inform Efforts Toward Reducing Young Drivers’ Fatalities". University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo152590138090138.

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Whetten, Darcy L. "Curriculum Development for the Novice Developer". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4166.

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This thesis addressed the need to inform and demonstrate to novice developers the process of developing a curriculum and the need to guide novice teachers with little or no access to formal training. A curriculum for novice teachers in community programs was developed such that the teachers were presented clear and specific guidance in presenting lessons with minimal preparation time and with minimal training. Eight novice teachers presented the lessons in ESL and EFL contexts and provided feedback on the success, strengths, and weaknesses of the curriculum and lessons. The participants indicated that the curriculum overall is satisfactory, easy to follow, and meaningful to the students and teachers. The participants also indicated that the teachers need more guidance in the areas of adapting the lessons and engaging the students.
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Mina, Fayez M. "Models of Mathematics Curriculum Development in Egypt". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80674.

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The need for developing mathematics curricula was clarified. Models of mathematics curriculum development in Egypt were identified as: \"Temporary Committees\" (TC), center of developing curriculum and educational materials (CDCEM), \"National conferences\" (NC) and \"Educational standards\" (ES). The advantages and disadvantages of each one of these models were evaluated. Then a new model was suggested covering the whole advantages of these models and avoiding their disadvantages.
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Williams, Lorne Murray. "Undergraduate leadership development, augmenting existing curriculum". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59492.pdf.

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Libros sobre el tema "Curriculum development"

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Pring, Richard. Curriculum development. Birmingham: INLOGOV, 1986.

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Okech, J. G. Curriculum development for schools. Nairobi: Educational Research and Publications, 1992.

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Curriculum development and design. 2a ed. St. Leonards, NSW, Australia: Allen & Unwin, 1993.

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Mkpa, M. A. Curriculum development and implementation. Owerri, Imo State, Nigeria: Totan Publishers, 1987.

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Handbook of curriculum development. New York: Nova Science, 2010.

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Gatherer, W. A. Curriculum development in Scotland. Edinburgh: Scottish Academic Press, 1989.

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Leading curriculum development. Thousand Oaks: Corwin Press, 2009.

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Wiles, Jon. Curriculum development: A guide to practice. 8a ed. Boston: Pearson, 2011.

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Wiles, Jon. Curriculum development: A guide to practice. 8a ed. Boston: Pearson, 2011.

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Joseph, Bondi, ed. Curriculum development: A guide to practice. 8a ed. Boston: Pearson, 2011.

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Capítulos de libros sobre el tema "Curriculum development"

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Eylon, Bat-Sheva y Avi Hofstein. "Curriculum Development". En Encyclopedia of Science Education, 1–7. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_148-1.

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McDougall, Elspeth M. y Bradley Schwartz. "Curriculum Development". En Surgeons as Educators, 21–34. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64728-9_3.

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Barlex, David. "Curriculum Development". En Technology Education for Teachers, 197–230. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-161-0_9.

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Eylon, Bat-Sheva y Avi Hofstein. "Curriculum Development". En Encyclopedia of Science Education, 259–64. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_148.

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Coker, J. Kelly y Savitri Dixon-Saxon. "Curriculum Development". En Preparing the Educator in Counselor Education, 120–44. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315521695-7.

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Creditt, Angela B. y Kevin Sing. "Curriculum Development". En Oncologic Emergency Medicine, 903–14. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67123-5_68.

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Whitman, Joy S. y Laura R. Haddock. "Curriculum Development". En Skill Development in Counselor Education, 67–90. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315413938-7.

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Schroth, Stephen T. "Curriculum Development". En Palgrave Studies in Alternative Education, 17–60. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-35422-9_2.

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Mohanna, Kay, David Wall, Elizabeth Cottrell y Ruth Chambers. "Curriculum development". En Teaching Made Easy, 54–72. 4a ed. Boca Raton: CRC Press, 2023. http://dx.doi.org/10.1201/9781003352532-6.

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McDonald, Joseph. "Curriculum Development". En Developing a Security Training Program, 55–76. Boca Raton: CRC Press, 2024. http://dx.doi.org/10.4324/9781003292586-7.

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Actas de conferencias sobre el tema "Curriculum development"

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Halpert, Ben. "Preschool information assurance curriculum development". En 2010 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1940941.1940948.

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Srinivasan, S. "Computer forensics curriculum in security education". En 2009 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1940976.1940985.

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Peltsverger, Svetlana y Chad Teat. "Incorporating current events into information assurance curriculum". En 2009 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1940976.1940979.

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Garrido, Jose M. y Tridib Bandyopadhyay. "Simulation model development in information security education". En 2009 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1940976.1940983.

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Brubaker, Brett W. "Sworn to protect...implementing the security systems development life cycle into local law enforcement". En 2010 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1940941.1940973.

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Meehan, Elena. "The smart grid." En 2010 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1940941.1940974.

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Lamis, Trevor. "A forensic approach to incident response". En 2010 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1940941.1940975.

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Amor, Hamza. "Training general users on the non-policy side of the IS program". En 2010 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1940941.1940970.

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Landman, Max. "Managing smart phone security risks". En 2010 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1940941.1940971.

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Yates, Maynard. "Practical investigations of digital forensics tools for mobile devices". En 2010 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1940941.1940972.

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Informes sobre el tema "Curriculum development"

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Hsu, Stephen M. Wind energy curriculum development at GWU. Office of Scientific and Technical Information (OSTI), junio de 2013. http://dx.doi.org/10.2172/1082756.

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McGowan, Jon G., James F. Manwell y Matthew A. Lackner. Offshore Wind Energy Systems Engineering Curriculum Development. Office of Scientific and Technical Information (OSTI), diciembre de 2012. http://dx.doi.org/10.2172/1233555.

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Miller, Ruth Douglas. Curriculum Development in Sustainable Electric Power Generation. Office of Scientific and Technical Information (OSTI), agosto de 2012. http://dx.doi.org/10.2172/1258774.

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Hooper, James W. y Akhtar Lodgher. Ada-Based Software Engineering: Undergraduate Curriculum Development. Fort Belvoir, VA: Defense Technical Information Center, febrero de 1993. http://dx.doi.org/10.21236/ada265088.

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Wankhade, Kavita, Gautam Bhan y Aromar Revi. Curriculum Development: Mapping of Indian Graduate Degrees. Indian Institute for Human Settlements, 2009. http://dx.doi.org/10.24943/mupcd07.2009.

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Shaffer, Brenda, Huantian Cao, Kelly Cobb, Marsha A. Dickson y Shameeka Jelenewicz. Textile and Apparel Curriculum Development for Sustainability Education. Ames (Iowa): Iowa State University. Library, enero de 2019. http://dx.doi.org/10.31274/itaa.8375.

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Reubenstein, Howard, Dan Hunter y Kathy Ryall. Bootstrapped Learning Analysis and Curriculum Development Environment (BLADE). Fort Belvoir, VA: Defense Technical Information Center, febrero de 2012. http://dx.doi.org/10.21236/ada558695.

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Brisco, B., T. Fisette y M. J. Manore. GlobeSAR-2 University Program and Curriculum Development Package. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1999. http://dx.doi.org/10.4095/219585.

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Mylott, Elliot. Development of Physics Curriculum for Pre-Health Students. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.5663.

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Geerdes, Stacey. Creative component curriculum development: Applied Communications in Agriculture. Ames (Iowa): Iowa State University, enero de 2019. http://dx.doi.org/10.31274/cc-20240624-447.

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