Bibliografías temáticas / Curriculum evaluation

Literatura académica sobre el tema "Curriculum evaluation"

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Publicado: 4 de junio de 2021
Última modificación: 31 de julio de 2024

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Artículos de revistas sobre el tema "Curriculum evaluation"

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Zhang, Kevin. "Curriculum Evaluation and Extra-curricular Activity". International Documentation 1, n.º 1 (2020): 27–40. http://dx.doi.org/10.47917/j.id.20190903.

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DiFlorio, Irene, Beverley Martin, Mary Ann Middlemiss y Patricia A. Duncan. "Curriculum evaluation". Nurse Education Today 9, n.º 6 (diciembre de 1989): 402–7. http://dx.doi.org/10.1016/0260-6917(89)90095-6.

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Schubert, William. "Perspectives on evaluation from curricular contexts". education policy analysis archives 26 (16 de abril de 2018): 47. http://dx.doi.org/10.14507/epaa.26.3812.

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Educational issues in nations throughout the world center on teacher and student evaluation, leading to much consternation. The root of debate stretches to curriculum questions that directly address matters of worth or value. Examining evaluation of education at any level through curricular lenses increases its complexity. First, complexity is approached by focusing on three broad categories that can be framed as questions: What are value considerations in foundations of curriculum? What is worthwhile for subsequent generations? How should we evaluate extant impacts of curricular venues? Second, perspectives on the complexity of evaluation based in curriculum studies are advanced through responses from five orientations to curriculum: Intellectual Traditionalist, Social Behaviorist, Experientialist, Critical Reconstructionist, and Postmodern Global Anti-Imperialist. Each offers a perspective worth considering by those who wish to improve curriculum and its evaluation.
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Trinklein, David H. y Judith A. Wells. "Involving Alumni in Curriculum Evaluation". HortScience 24, n.º 3 (junio de 1989): 425–26. http://dx.doi.org/10.21273/hortsci.24.3.425.

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Abstract A horticulture curriculum requires regular evaluation because of changing student needs. Traditionally, faculty have reviewed the curriculum and have made changes depending on their own observations. In recent years, an attempt has been made to improve this process by consulting others. For example, task forces in horticulture have been formed at the national level to assess groups representing education, government, business, and industry to determine student needs and establish curricular priorities (2).
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O'Neill, Eileen Ledden Sjoberg. "Comprehensive Curriculum Evaluation". Journal of Nursing Education 25, n.º 1 (enero de 1986): 37–39. http://dx.doi.org/10.3928/0148-4834-19860101-12.

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Cifu, Adam S. "Evaluation drives curriculum". Medical Teacher 34, n.º 5 (28 de marzo de 2012): 425. http://dx.doi.org/10.3109/0142159x.2012.669085.

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Norris, Nigel. "Curriculum Evaluation Revisited". Cambridge Journal of Education 28, n.º 2 (junio de 1998): 207–19. http://dx.doi.org/10.1080/0305764980280206.

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Howell, Kenneth W. "Curriculum-Based Evaluation". Diagnostique 16, n.º 4 (julio de 1991): 193–202. http://dx.doi.org/10.1177/153450849101600401.

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Kicha, Leni, Tini Mogea y Nihta V. F. Liando. "Development, Implementation, Evaluation, and Comparation Toward ELT Curriculum (A Case in Indonesia)". Edumaspul: Jurnal Pendidikan 7, n.º 2 (1 de octubre de 2023): 3529–43. http://dx.doi.org/10.33487/edumaspul.v7i2.6978.

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The study aims to shed light on the multifaceted landscape of English Language Teaching (ELT) curriculum in the context of its development, implementation, evaluation, and comparative analysis. The first phase of the study delves into the developmental aspect of ELT curriculum, examining the underlying theories, methodologies, and best practices that inform its construction. Through content analysis, and document review, the research seeks to uncover the pedagogical innovations, curricular adaptations, and the development of ELT curriculum. In the subsequent phase, the study investigates the practical implementation of ELT curriculum within the classroom environment. By employing classroom observations, content analysis, the research scrutinizes the translation of curriculum design into instructional practice, including the strategies used, the learning materials selected, and the student-centered approaches employed. The third phase of this study centers on the evaluation of ELT curriculum effectiveness. It utilizes assessment tools, outcome measurements, and student and teacher evaluations to gauge the impact of the curriculum on language proficiency, teaching effectiveness, and learning outcomes. Through a systematic review of different curriculum models, the study seeks to identify disparities, strengths, and weaknesses in diverse ELT approaches. This comparative perspective helps inform recommendations for potential improvements and adjustments in curriculum design and implementation. In summation, this qualitative study contributes to the ongoing discourse on ELT curriculum by unraveling its development, implementation, evaluation, and comparative aspects. By gaining a deeper understanding of the intricacies and variations within ELT curriculum, educators and policymakers can make informed decisions to enhance the quality of English language education.
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Khairi, Ashabul, Niswardi Jalinus, Ambyar Ambyar y Waskito Waskito. "Evaluation of the Implementation of Independent Learning-Independent Campus (MBKM) Curriculum by Using the CIPP Evaluation Model". Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 5, n.º 2 (23 de julio de 2023): 543–59. http://dx.doi.org/10.37680/scaffolding.v5i2.3168.

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This study aims to evaluate the implementation of the Merdeka Belajar Kampus Merdeka (MBKM) Curriculum in the PTIK program. This study uses a qualitative approach to the case study at Bung Hatta University. The research data is in the form of the evaluation of the MBKM Curriculum Implementation using the CIPP model. This study collected data through literature studies and interviews with students, lecturers, and heads of PTIK study programs. Evaluation is carried out on the dimensions of the context, input, process, and products of the MBKM curriculum. Evaluation data analysis was conducted with context evaluation, input evaluation, process evaluation, and product evaluation. The research results show that evaluation of the independent curriculum using the CIPP model in the Bung Hatta University PTIK study program by systemizing the evaluation context, input, process, and product evaluation: The context of the curriculum in the PTIK study program is by formulating identification and objectives rather than implementing an independent curriculum. The input step in the Bung Hatta University PTIK Study Program is carried out by analyzing the curriculum's design and structure, reviewing the lecture material offered, and evaluating Human Resources. The evaluation process reviews the independent curriculum, the obstacles encountered while using the curriculum, how students participate, and internal and external responses. Product evaluation is carried out by identifying the results and impacts of the MBKM curriculum, reviewing successes, and identifying the relevance and quality of graduates.
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Tesis sobre el tema "Curriculum evaluation"

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Crose, Amanda Rose. "Scripted Programs: A Curriculum Evaluation". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7130.

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Schools participating in the Carson Curriculum Project use a scripted literacy curriculum. After years of implementation, these curricula are still being used, despite no increase in standardized tests, which is the goal of the project. An evaluation of scripted literacy curriculum has never been completed. The purpose of this study was to use a qualitative case study to gather the perspectives of 12 teachers, administrators, and curriculum coaches, three from each of the four schools who have taught in 3rd, 4th, or 5th grade for at least 1 school year. The conceptual framework for this study was Bradley's effectiveness model. Research questions were based on the indicators of Bradley's model and how they are implemented with scripted literacy programs. Also explored was how these indicators affect the use of supplemental literacy instruction as a part of a scripted literacy curriculum, and how teachers work together using these indicators in this district when teaching a scripted literacy curriculum. Data were collected through interviews and surveys then analyzed using a priori coding and themes were developed using Bradley's model. Descriptive information from the survey was used to inform the final report. Finding showed that vertical curriculum continuity was not met in school A, horizontal curriculum continuity, broad involvement, long range planning, and decision making clarity were not met in any of the schools, positive human relations, and theory into practice approach were not met in schools A or B, and planned change was not met in schools A or D. A curriculum evaluation was developed to presents task items to address each of Bradley's indicators. Implications for positive social change include using the findings of this study to guide the planning and implementation of scripted literacy curriculum and supplemental materials to enhance students' learning in this district.
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Gordon, Kenneth William. "Curriculum evaluation of technical vocational training". Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10698/.

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This thesis is a Case Study of a professional technical training programme designed for an Executive Agency of a major government department. The purpose was to explore the structure, strengths and weaknesses of the programme and to put forward useful suggestions for improvement. The personnel recruited into the programme are experienced technical specialists, often accustomed to the exercise of considerable responsibility and authority, earlier in their careers. The programme is intended to impart the extra skills required in their new role. There is special emphasis on assessment of student learning and curriculum evaluation and the possible confusion between the two terms. The problem of Outcomes and how the competency of the trainees is to be judged is considered. Also considered are learning styles, content and the teaching environment. Research data is included, collected from three primary and one secondary source. The primary sources consist of two questionnaires, one on Assessment of Student Learning and the other on Curriculum Evaluation. The results from these were analysed and from this data, the questions for the Interview Schedules were developed. They were designed to provide clarification or additional data where this was required. This Interview Schedule was structured as a series of open-ended questions, allowing further investigation as necessary. The data has been presented in an easily understood format, making use of tables and pie charts. Links have been established between the existing theories on adult further education and the research findings. Conclusions and suggestions for future improvement have been made.
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Gory, Ryan Patrick. "AN EVALUATION OF A GRADUATE RECREATION CURRICULUM". OpenSIUC, 2009. https://opensiuc.lib.siu.edu/theses/146.

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This study examines the Recreation curriculum at Southern Illinois University, utilizing data collected from both alumni and students. The purpose of this study was to determine whether the sample audience was satisfied with the course offerings in the department of recreation and whether the curriculum was meeting the needs of professionals. Data was collected using an electronic subscription service known as Survey Monkey. The results revealed that a majority of the respondents were satisfied with course offerings and felt as if though the curriculum met their needs as professionals. Recommendations include conducting more frequent studies, updating the current curriculum, and conducting a more thorough analysis of current curriculum.
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Gory, Ryan. "An evaluation of a graduate recreation curriculum /". Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1967978761&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Lau, Chan Po-ling y 劉陳寶齡. "An evaluation of a school-based curriculum". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963018.

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Yekta, Zohre Parsa. "Curriculum evaluation of nursing education in Iran". Thesis, University of Glasgow, 1996. http://theses.gla.ac.uk/3911/.

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The purpose of this thesis is to clarify different aspects of the nursing curriculum from lecturers' and students' points of view in Iran. The evaluation employed a triangulation technique in order to assess the strengths and weaknesses of the nursing programme and to provide explanations for its successes and failures. In addition, it attempts to find whether there was any relationship between the characteristics of the respondents and their evaluation of the curriculum. The thesis begins with an introduction to the research. The general policy of The Ministry of Health in nursing education and also the main problems which the students and the teaching staff are confronted with, and the deficiencies of facilities are clarified as background to the research. After describing the main features of the nursing curriculum, some critical issues in nursing education are reviewed. At first, investigations on the nursing curriculum in general are analysed and then nursing research on a particular course of a component of the nursing curriculum is described. The conceptual framework of the research explores different concepts of curriculum and its evaluation. Methodological issues and the findings of the research are also presented in detail. In order to make inferences about the characteristics of the lecturer and student populations from the characteristics of the samples drawn from these populations, inferential statistics are applied. The most important findings of this study fall into three categories: The different components of the curriculum from viewpoints of the lecturers and students were: - Goal: ambiguous from the respondents' viewpoints; - Content: acceptable from the respondents' viewpoints: - Methodology: controversial. Lecturers were critical of the teaching methods. On the other hand, they were acceptable to the students; - Evaluation: controversial. Assessment approaches of the individuals were acceptable to the lecturers but not acceptable to the students; There was no common viewpoint among the respondents about the nursing components of the curriculum. None of the respondents' characteristics had a statistical significant relationship with their perceptions about evaluation of the nursing curriculum.
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Walker, Sharon Lee. "Violence Prevention: Evaluation of an Adapted Curriculum". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2440/.

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The Prothrow-Stith violence prevention curriculum for high school students was adapted and presented to middle school students. An adaptation in materials, reading level and administration should not adversely effect the outcome of program participation, as the concepts that form the foundation of this curriculum are applicable to all ages. The essential question addressed in this study is as follows: Is the adapted curriculum effective? The evaluation instrument used for both pretests and posttest showed three distinct sections that were composed of general knowledge statements; statements that indicated an attitudinal predisposition toward violence; and statements that indicated a behavioral predisposition toward violence. After factor analysis the general knowledge section showed three grouping factors: factual knowledge, murder knowledge and alcohol knowledge. Factor analysis of the attitude section yielded two factors: a positive attitudinal predisposition toward violence and a negative predisposition toward violence. Seven hypotheses were tested. The analysis showed in a significant difference between the pretest and posttest for all respondents as an increase in factual knowledge; a decrease in negative attitude predisposition toward violence; and, a decrease in behavioral predisposition toward violence. There was a significant difference between the participating schools; there was no significant difference between the ages; and, results for females differed significantly from those for males. The findings imply that the adaptation of the Prothrow-Stith high school violence prevention curriculum is effective with lower grades. Designers of violence prevention, problem solving, peace making, conflict resolution and other prevention programs could look to the results of this evaluation when considering the factors that influence general knowledge, attitude and behavior toward violence. Differences between the sexes indicate an opportunity to tailor interventions and prevention strategies that stress the positive aspects of resolving conflict with peaceful, non-aggressive approaches. More detailed examination of the age differences may yield information about the influences that strengthen the quality of resilience or that indicate shifts in attitude and behavior in younger children.
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Oughton, Tim. "An evaluation of a national curriculum document, Chemistry in the New Zealand curriculum". Thesis, University of Canterbury. Educational Studies and Human Development, 1999. http://hdl.handle.net/10092/3640.

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Before the introduction of Chemistry in the New Zealand Curriculum (CINZC) in 1995 the teaching of chemistry in New Zealand schools had largely been determined by School Certificate and Bursary examination prescriptions and a national Sixth Form Certificate syllabus. The directive given by the then Secretary for Education was that CINZC should provide the basis for development of teaching programmes and that the Achievement Aims and Objectives would be used in the development of future examination prescriptions and alternative assessment systems. The major purpose of the research presented in this thesis was to determine the extent to which CINZC has influenced teaching approaches in schools, how useful the curriculum has been to teachers, the level of support for the curriculum from teachers with different backgrounds, and to determine the major barriers or tensions that could affect successful implementation. A questionnaire was sent to a sample of secondary schools throughout New Zealand. The data collected were analysed and used to frame questions to be used in comprehensive interviews with six Christchurch chemistry teachers. The results indicated that, while a great majority of chemistry teachers agree with the philosophy and intent of CINZC implementation had been only partially successful in schools and several barriers existed, notably insufficient time and inadequate written and human resources. One very significant finding related to the differences in attitude and support for CINZC by male and female respondents. Females were generally more supportive and positive than their male counterparts. Differences between teachers of different age groups, school gender and school size were less notable. Several recommendations are made as a result of these findings. The most important immediate need is for a teacher's guide to be produced that fills in the detail many teachers are seeking. Allied to this resource is the need for a comprehensive teacher development programme to assist implementation.
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Jennings, Megan Marguerite. "Success for all : the hidden curriculum". Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Spring2007/m_jennings_043007.pdf.

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Johnson, Michelle y Brian Paull. "University of Arizona Curriculum Mapping". The University of Arizona, 2010. http://hdl.handle.net/10150/623888.

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Class of 2010 Abstract
OBJECTIVES: The purpose of this study was to determine the relative amount of time committed to each content area of the ACPE guidelines for curricular content and the three “outcomes expected of graduates” domains of the University of Arizona College of Pharmacy and to identify potential areas of weakness within the current curriculum. METHODS: Course coordinators were emailed and asked to fill out a questionnaire that addressed the amount of time that was spent on a given topic during lectures. The questionnaire included all topics necessary for the education of all pharmacists according to the ACPE guidelines. Questionnaires were collected from all required courses in the Doctor of Pharmacy program curriculum. Each course coordinator was asked to respond to every section with a numerical value of 0-3, indicating the amount of time spent on each topic. RESULTS: Surveys were completed by all 37 course coordinators for required courses. 42 subsections were recommended to be reviewed by the curriculum committee. CONCLUSIONS: There is a need for revision to the ACPE guidelines. A detailed description of the time and depth of each content area that should be covered within the curriculum would provide further guidance to colleges of pharmacy. Since this is not currently available, the data collected should be used as a tool to determine possible areas of deficiency within the University of Arizona Doctorate of Pharmacy curriculum. These areas need to be addressed by the curriculum committee.
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Libros sobre el tema "Curriculum evaluation"

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Yeoman, Glyndwr David. Curriculum evaluation. [Nottingham]: University of Nottingham Schoolof Education, 1987.

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McCormick, Robert. Curriculum evaluation in schools. 2a ed. London: Croom Helm, 1988.

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McCormick, Robert. Curriculum evaluation in schools. 2a ed. London: Croom Helm, 1988.

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McCormick, Robert. Curriculum evaluation in schools. 2a ed. London: Routledge, 1990.

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Ryan, Desmond. On curriculum evaluation. Edinburgh: Department of Nursing Studies, University of Edinburgh, 1989.

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Kemmis, Stephen. Evaluating curriculum. Geelong, Vic: Deakin University, 1988.

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Education, Ontario Ministry of. Curriculum management. Toronto, Ont: Queen's Printer for Ontario, 1988.

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Ohio. Dept. of Education. Conducting self-evaluation. Columbus, OH: Dept. of Education, 1985.

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Ohio. Dept. of Education. Conducting self-evaluation. Columbus, OH: Dept. of Education, 1985.

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Yang, Siqi. Curriculum change and innovation. Hong Kong: Hong Kong University Press, 2012.

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Capítulos de libros sobre el tema "Curriculum evaluation"

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Stenhouse, Lawrence. "Evaluating Curriculum Evaluation". En The Politics and Ethics of Evaluation, 77–86. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003504719-8.

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Vaidya, Shipra. "Curriculum Evaluation". En SpringerBriefs in Education, 83–99. New Delhi: Springer India, 2014. http://dx.doi.org/10.1007/978-81-322-1789-3_6.

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Lawrenz, Frances y Mao Thao. "Curriculum Evaluation". En Encyclopedia of Science Education, 1–5. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6165-0_150-1.

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Lawrenz, Frances y Mao Thao. "Curriculum Evaluation". En Encyclopedia of Science Education, 267–70. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_150.

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Quek, Chwee Geok. "Curriculum Evaluation". En Education Innovation Series, 223–39. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2697-3_14.

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Macalister, John y I. S. P. Nation. "Evaluation". En Language Curriculum Design, 143–56. Second edition. | New York : Routledge, 2020. | Series: Esl & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9780429203763-8.

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Neumeister, Kristie Speirs y Virginia Hays Burney. "Curriculum and Instruction". En GIFTED Program Evaluation, 87–96. 2a ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235354-10.

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Osta, Iman. "Mathematics Curriculum Evaluation". En Encyclopedia of Mathematics Education, 417–23. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_168.

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Osta, Iman. "Mathematics Curriculum Evaluation". En Encyclopedia of Mathematics Education, 576–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_168.

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Osta, Iman. "Mathematics Curriculum Evaluation". En Encyclopedia of Mathematics Education, 1–7. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_168-5.

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Actas de conferencias sobre el tema "Curriculum evaluation"

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Crowe, David y Wasim A. Al-Hamdani. "System evaluation lifecycle". En the 2012 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2390317.2390327.

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STRATAN, Victoria. "Relația evaluare – curriculum". En Inovaţii în sistemul naţional de evaluare a rezultatelor învăţării. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.04-05-11-2022.p214-218.

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The relationship between assessment and curriculum is complex, which implies approaching the teaching-learning-assessment process in an integrated way. Any change produced at the level of one of these activities influences the methods of carrying out the others, generating a chain reaction, which requires permanent returns and revisions. The article deals with the evaluation-curriculum relationship and outlines the system of principles of evaluation activity in a curricular context. Some findings are presented with reference to the evaluation-curriculum relationship from the perspective of the two actors of the educational binomial, teacher and student.
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Khuluqo, Ihsana El, Istaryatiningtias y Eva Syarifah. "Evaluation Implementation Curriculum 2013". En 1st Annual International Conference on Natural and Social Science Education (ICNSSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210430.038.

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Yang, Yuxia. "Evaluation of a Curriculum". En 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.43.

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Yuwono, Imam. "Evaluation of Curriculum Implementation and Curriculum Modifications in Inclusive Schools". En Proceedings of the 1st International Conference on Creativity, Innovation and Technology in Education (IC-CITE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccite-18.2018.24.

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Brown, John L. "Integrating Computers into the Design Studio - A Critical Evaluation". En ACADIA 1987: Integrating Computers into the Architectural Curriculum. ACADIA, 1987. http://dx.doi.org/10.52842/conf.acadia.1987.029.

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Ye Ren y Sa Xiao. "Modularity curriculum design and effective evaluation analysis". En 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543703.

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Noor, Mauluddin M., Albadi Sinulingga y Sanusi Hasibuan. "Evaluation of Curriculum Implementation 2013 Batubara District". En Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.80.

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Ling, Thong Chee, Yusmadi Yah Jusoh, Rusli Abdullah y Nor Hayati Alwi. "User evaluation on curriculum design information system". En 2014 International Conference on Information Technology and Multimedia (ICIMU). IEEE, 2014. http://dx.doi.org/10.1109/icimu.2014.7066629.

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Ying, Yi, Rusman y Mohammad Ali. "Evaluation of Curriculum Impact to Students Internship". En ICDEL '18: 2018 International Conference on Distance Education and Learning. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3231848.3231872.

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Informes sobre el tema "Curriculum evaluation"

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Iwatani, Emi, Angela Hardy, Barbara Means, Shelton Daal y Xin Wei. Evaluation of World History Project. Digital Promise, diciembre de 2023. http://dx.doi.org/10.51388/20.500.12265/199.

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This evaluation assesses the impact of World History Project, a freely accessible online high school world history curriculum developed by OER Project in collaboration with educators and historians. The study, conducted during the 2022-23 school year, focused on 9th or 10th-grade on-level or honors world history classes in public schools across the United States. Key evaluation questions included the curriculum's effect on historical thinking skills, its usability, and its impact on student engagement. Results indicate statistically significant positive effects on learning opportunities for the historical thinking skill of continuity and change over time. However, challenges in usability and student engagement were identified, with recommendations for curriculum designers, practitioners, and future research. The findings underscore the curriculum's potential impact and the importance of ongoing refinement to empower teachers and enhance students' understanding of world history.
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DeBarger, Angela y Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, diciembre de 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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Hoffman, Diane. Evaluation of the Job Skills Education Program: Curriculum Review. Fort Belvoir, VA: Defense Technical Information Center, noviembre de 1988. http://dx.doi.org/10.21236/ada204097.

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Kim, Ann Y., Tyler Reeb, Jaylee Jordan y Youngjin Song. Curriculum Evaluation of the Academy of Global Logistics Program: Connections to STEM Education. Mineta Transportation Institute, junio de 2023. http://dx.doi.org/10.31979/mti.2023.2246.

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The Academy of Global Logistics (AGL) is a career technical education program developed in collaboration with the Port of Long Beach and the Long Beach Unified School District and with support from the Center for International Trade and Transportation. Students enrolled in the program, implemented at a high school in Long Beach, CA, learn global logistics and supply chain management over the course of their high school career. The program culminates in a capstone project that is evaluated by industry leaders. This research project applies qualitative coding methods to find connections between the AGL curriculum and CA mathematics and science curriculum standards and AGL curriculum and project-based learning. The project’s findings identified that the AGL curriculum provided students with numerous opportunities to engage in mathematics and science practices in a project-based learning environment. Recommendations for policymakers and higher education institutions are discussed in order to advocate for best practices to serve California's youth.
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Tucker Blackmon, Angelicque. iNoVATE Expansion Project Summative External Evaluation Report. Innovative Learning Center, LLC, septiembre de 2020. http://dx.doi.org/10.52012/ukxb1595.

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Ferris, Jennifer. The Design, Implementation, Assessment, and Evaluation of a Power Systems Protection Laboratory Curriculum. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1622.

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Bolstad, Rachel y Nicola Bright. Kia Takatū ā-Matihiko: Final evaluation report. NZCER, julio de 2023. http://dx.doi.org/10.18296/rep.0033.

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Kia Takatū ā-Matihiko, the National Digital Readiness Programme, was a bilingual and bicultural programme designed to support teachers, kaiako, principals, and tumuaki to feel confident and well equipped to be ready to implement the new Digital Technologies and Hangarau Matihiko (DT & HM) curriculum content. Based on NZCER's evaluation findings, we identified several key messages to support the Ministry of Education’s ongoing and future design plans for any nation-wide PLD support approach.
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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson y Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
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Kneafsey, Rosie, Sally Pezaro, Ksenija Maravic de Silva, Vickie Presley, Sean Russell, Patricia Bluteau, Natasha Bayes y Faith Martin. Psycholgical Therapies for Severe Mantal Health Problems. Training Delivery Evaluation. Coventry University, enero de 2023. http://dx.doi.org/10.18552/ptsmh/2023/001.

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In Autumn 2021, Health Education England established a commissioned evaluation of the national provision of training for psychological therapies for severe mental health problems, known as the PTSMHP National Curriculum Delivery. A research team from Coventry University were commissioned to undertake this work, which has been undertaken with Coventry University research ethics approval (ref: P131322). This report sets out the methods, activities, findings and recommendations as requested by commissioners.
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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Kateryna O. Lebedieva, Vira M. Andriievska y Andrey V. Pikilnyak. Training elementary school teachers-to-be at Computer Science lessons to evaluate e-tools. [б. в.], julio de 2020. http://dx.doi.org/10.31812/123456789/3890.

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The study purpose is to develop methodological support for students’ training for evaluation e-tools for young learners and to check its effectiveness experimentally. The module “Expert evaluation of the quality of e-tools for young learners” is offered for teachers-to-be. The determination of the weighting factor of each criterion by expert evaluations was organized. Educational principles, correlation e-tool content with the curriculum, interactivity, multimedia, assistance system, ergonomic requirements are mentioned. On the basis of the criterion rank, the significance of each criterion was calculated. The indicators to determine the level of preliminary expert evaluations of e-tools are proposed. The results are calculated with nonparametric methods of mathematical statistics, in particular, Pearson’s criterion χ2. The conclusion is the expert evaluation has different activity stages, gradually becoming a common phenomenon. Training teachers-to-be for e-tool expert evaluation at Computer Science, Mathematics, English is a complex process.
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