Bibliografías temáticas / Written curriculum

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Literatura académica sobre el tema "Written curriculum"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 20 de febrero de 2023

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Artículos de revistas sobre el tema "Written curriculum"

Anderson, William G. "Preparing and Using the Written Curriculum". Journal of Physical Education, Recreation & Dance 59, n.º 2 (febrero de 1988): 67–72. http://dx.doi.org/10.1080/07303084.1988.10609695.

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Brown, Stacy A., Kathleen Pitvorec, Catherine Ditto y Catherine Randall Kelso. "Reconceiving Fidelity of Implementation: An Investigation of Elementary". Journal for Research in Mathematics Education 40, n.º 4 (julio de 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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Reys, Barbara J. y Robert E. Reys. "One Point of View: Mental Computation and Computational Estimation—Their Time Has Come". Arithmetic Teacher 33, n.º 7 (marzo de 1986): 4–5. http://dx.doi.org/10.5951/at.33.7.0004.

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Changing curricula in mathematics is more difficult than moving an old graveyard in January. Nevertheless, cries for changing our mathematics programs are coming from many directions as ideas for a forward-looking, futuristic mathematics curriculum are offered. Although calls for specific curricular changes are varied, all seem to agree on one thing: mathematics programs must give significantly more attention to the development of skills in mental computation and estimation and much less attention to traditional written algorithms for computation.

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Achsin, Muhammad, Amir Maliki Abitolkha y M. Yunus Abu Bakar. "Implementation of an Integrated Curriculum Through Special Class Programs". Al-Hayat: Journal of Islamic Education 5, n.º 2 (2 de diciembre de 2021): 143. http://dx.doi.org/10.35723/ajie.v5i2.179.

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This study aims to determine how the curriculum's implementation is integrated through a unique class program in Madrasah Aliyah Waru Sidoarjo. This research includes qualitative research. The techniques used in data collection use observation methods, interviews and documentation. As for the data analysis techniques, the authors use qualitative descriptive analysis technique, which is the form of written and unwritten (oral) data from people and behaviours observed. In this case, the author seeks to describe Thoroughly the actual state. This research finds that the integrated curriculum at Madrasah Aliyah Fadlillah Waru Sidoarjo is a curriculum development that eliminates the boundaries between national subjects and TMI subjects. The development of this curriculum can be interpreted as an effort to stir two different curricula in one educational institution. To achieve the institution's goals, in addition to students mastering abilities in general (national) subjects, they can also master abilities in TMI subjects.

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Dietiker, Leslie, Lorraine M. Males, Julie M. Amador y Darrell Earnest. "Research Commentary: Curricular Noticing: A Framework to Describe Teachers' Interactions With Curriculum Materials". Journal for Research in Mathematics Education 49, n.º 5 (noviembre de 2018): 521–32. http://dx.doi.org/10.5951/jresematheduc.49.5.0521.

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Building on the work of Professional Noticing of Children's Mathematical Thinking, we introduce the Curricular Noticing Framework to describe how teachers recognize opportunities within curriculum materials, understand their affordances and limitations, and use strategies to act on them. This framework builds on Remillard's (2005) notion of participation with curriculum materials, connects with and broadens existing research on the relationship between teachers and written curriculum, and highlights new areas for research. We argue that once mathematics educators better understand the strategic curricular practices that support ambitious teaching, which we refer to as professional curricular noticing, such knowledge could lead to recommendations for how to support the curricular work of teachers and novice teachers in particular.

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Thompson, Charles S. y Edward C. Rathmell. "NCTM's Standards for School Mathematics, K – 12". Mathematics Teacher 81, n.º 5 (mayo de 1988): 348–51. http://dx.doi.org/10.5951/mt.81.5.0348.

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The National Council of Teachers of Mathematics is in the process of generating a set of Curriculum and Evaluation Standards for School Mathematics (Standards) (Commission on Standards of the NCTM 1987). NCTM has committed considerable resources to this project, anticipating that the Standards will have a pervasive effect on mathematics education during the next five to ten years. The expectation is that the Standards will influence curriculum writing at the state and local levels and that the resulting curricular changes will influence the content of textbooks adopted by states and school districts. Furthermore, the newly written curricula, together with the new Standards for the evaluation of mathematics learning, should influence the content and emphasis of local, state, and national tests.

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Charpentier-Jiménez, William. "Quantifying Sentence Variety of English Learners". Revista Electrónica Educare 24, n.º 3 (21 de agosto de 2020): 1–15. http://dx.doi.org/10.15359/ree.24-3.26.

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This article studies students’ use of sentence variety in an ESL writing course. The study includes three sentence features: (a) sentence types, (b) sentence combining, and (c) sentence patterns. Although sentence variety is part of the curriculum, the actual use of sentence structures has not been measured so far. By understanding students’ use of sentence structures, it is possible to propose valid curricular changes in the language program. This quantitative project has been carried out by analyzing 36 paragraphs written by students in the first writing course of a B.A. in English. 433 sentences were included in the study. Each sentence was examined individually. Data shows that 14.54% of the sentences presented a type of error. The types of errors included: 12 fragments (2.77%), 29 fused sentences (6.69%), and 22 comma splices (5.08%). The remaining number of traditional sentences studied was 370 (85.45%). Results demonstrate that students favor certain types of structures and ignore others. Therefore, the demands of the curriculum and the written production of students lack coherence. Consequently, curricular changes must be incorporated to improve students’ written production.

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Lepak, Jerilynn y Taren Going. "Designing Scaffolds for Students' Written Arguments". Mathematics Teaching in the Middle School 24, n.º 5 (marzo de 2019): 300–303. http://dx.doi.org/10.5951/mathteacmiddscho.24.5.0300.

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In an eighth-grade classroom, the authors used the Connected Math Project curriculum and three essential components of an argument implied by Driscoll (1999) to adapt mathematical tasks to elicit written arguments that go beyond recounting steps.

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Payan, Anita M., Milena Keller-Margulis, Andrea B. Burridge, Samuel D. McQuillin y Kristen S. Hassett. "Assessing Teacher Usability of Written Expression Curriculum-Based Measurement". Assessment for Effective Intervention 45, n.º 1 (29 de junio de 2018): 51–64. http://dx.doi.org/10.1177/1534508418781007.

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National test data indicate that some students do not perform well in writing, suggesting a need to identify students at risk for poor performance. Research supports Written Expression Curriculum-Based Measurement (WE-CBM) as an indicator of writing proficiency, but it is less commonly used in practice. This study examined the usability of WE-CBM compared with Reading Curriculum-Based Measurement (R-CBM). Participants included 162 teachers who were given examples of WE-CBM and R-CBM and then completed a usability measure for both curriculum-based measurement (CBM) types. Teachers not only rated WE-CBM as usable but also rated R-CBM significantly higher in usability, with no significant differences in acceptability. Practical implications that may inform modifications to WE-CBM are discussed.

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Francis-Floyd, Ruth y Maia McGuire. "Third Grade Manatee Curriculum—Introduction". EDIS 2015, n.º 5 (5 de agosto de 2015): 2. http://dx.doi.org/10.32473/edis-vm203-2015.

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This 2-page fact sheet is the introduction to the Third Grade Manatee Workbook series. This curriculum provides a series of individual lessons covering manatee biology and ecology, as well as highlighting some of the ways that humans impact and can protect manatees. The curriculum has been written at a third-grade level but can be adapted for older or younger students. Written by Ruth Francis-Floyd and Maia McGuire, and published by the Veterinary Medicine—Large Animal Clinical Sciences Department, UF/IFAS Extension, July 2015. (Photo credit: Keith Ramos, USFWS) VM203/VM203: Third Grade Manatee Curriculum—Introduction (ufl.edu)

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Tesis sobre el tema "Written curriculum"

Hart, Mallory. "Test-Retest Reliability of Curriculum-Based Measurement Written Expression Probes". TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1394.

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Despite the growing popularity and utilization of Curriculum-Based Measurement for assessing students’ academic skills and for progress monitoring, little attention has been devoted to the area of written expression. Very few studies have been conducted to assess test-retest reliability. Only three previous studies were identified that examined the test-retest reliability of written expression curriculum-based measures. To address this issue, the current study examined the test-retest reliability of five common scoring procedures with students in grades 2, 4, and 6. A one-week time interval was used. Results indicated that while test-retest correlations were statistically significant and often at a moderate to moderately strong level, three of the measures showed statistically significant mean differences between the two test administrations in grade 6. The implications of these results are discussed.

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Dawson, Shanna. "Curriculum-based measurement of written expression at the secondary level". Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009dawsons.pdf.

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Diercks, Barbara Ann. "Curriculum-based measurement in written expression at the secondary level". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003diercksb.pdf.

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Melloy, Ashley D. "Gender Differences in Written Expression at the Elementary Level". TopSCHOLAR®, 2012. http://digitalcommons.wku.edu/theses/1183.

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The use of Curriculum-Based Measurement (CBM) in schools is increasing, as it is a useful indicator of students’ basic academic skills. CBM measures are often used for identifying students at-risk, monitoring their progress during interventions, and even making special education eligibility determinations. Much of the research has focused on CBM in the area of reading. Relatively few studies have examined the area of CBM-Written Expression. A couple of studies indicated there are gender differences on CBM-Written Expression measures. This study sought to determine if gender differences exist at the elementary level and, if so, at what grade level such differences appear. This study investigated the differences between boys and girls on three CBM-Written Expression production-dependent scores (i.e., Total Words Written, Words Spelled Correctly, and Correct Word Sequence) across first through fifth grade levels. Statistically significant differences were found beginning in the first grade. However, effect sizes suggest practical differences do not occur until the second or third grade. The results indicate that schools using CBM-Written Expression data should develop genderspecific norms.

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Harris, Linda Kay 1966. "First grade children's oral and written retellings". Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291885.

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This study addressed four questions about first graders' oral and written retellings. First, how did their retellings change over the period of one school year? Second, how did their own written and oral retellings of the same text compare and contrast? Third, did written retellings influence oral retellings? Fourth, did oral retellings influence written retellings? The retellings were scored using a holistic measure. Twelve students in the same first grade classroom participated in this study. The students were ranked based on teacher observation and were placed in experimental groups. The groups contained a heterogeneous mix of students, and were similar to each other. The first graders' oral and written retellings improved over the school year. Their oral retellings consistently scored higher than their written retellings. However, the evidence from this study does not indicate an influence of either written retellings on oral retellings or oral retellings on written retellings.

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Diercks-Gransee, Barbara Ann. "Curriculum-based measurement in written expression at the high school level". Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006diercks-granseeb.pdf.

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Dingman, Shannon W. "Mathematics textbooks and state curriculum standards an analysis of the alignment between the written and intended curricula /". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4690.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 24, 2007) Vita. Includes bibliographical references.

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Overbay, Amy Stephens. "Persuasive Developments: Reflective Judgment and College Students' Written Argumentation". NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-07132003-201718/.

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This study investigated the relationship between college freshmen?s stage of reflective judgment and the patterns in their written arguments using a mixed-method design with two major and two secondary data collection strategies. The Reflective Judgment Interview (RJI) was conducted with 15 college freshmen enrolled in a composition course that focused on persuasive writing. Participants? essays were examined for patterns in position-taking, evidence-usage, treatment of objections, and rhetorical strategies. Essays were examined ?blind? to participants? reflective judgment scores, and then analyses were compared across reflective judgment groupings. Participants? qualitative interviews and self-recorded reflections on Paper 4 were used to supplement analyses of their essays, and to provide information about contextual factors. Based on assessments made by independent raters, four participants were described as using predominantly pre-reflective judgment, and eleven were described as using predominantly quasi-reflective judgment. Qualitative interviews revealed that participants in both groups had received instruction in persuasive writing in high school, had taken advanced English classes, and were familiar with their own writing processes. However, participants rated as using predominantly quasi-reflective judgment tended to adopt balanced positions, differentiate their views from an authority?s, acknowledge the ill-structured nature of the rhetorical dilemma, and respond to objections more frequently than their pre-reflective counterparts. At the same time, findings for both groups of students suggested that the writing context did not support participants? use of sophisticated assumptions about knowledge and justification, in that most essays written by participants in both groups included one-sided positions, an uncritical use of evidence, and superficial attention to the objections of a doubting audience. Based on these findings, the researcher made recommendations for more developmentally-sensitive instruction.

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Vandercook, Sandra. "Exploring the Relationship between English Composition Teachers' Beliefs about Written Feedback and Their Written Feedback Practices". ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1552.

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For teachers of freshman English composition, the most time-consuming aspect of teaching is responding to student papers (Anson, 2012; Straub, 2000b). Teachers respond in various ways, but most teachers agree that they should offer written feedback to students (Beach & Friedrich, 2006). However, little research has been conducted to determine how teachers’ written feedback practices reflect their beliefs about the purpose of such feedback. This qualitative study explores the relationship between English composition teachers’ beliefs about written feedback and their actual written feedback practices. The participants were a sample of four instructors of freshman English composition at a mid-sized metropolitan public university. Interviews, classroom observations, course documents, and samples of teachers’ written comments were analyzed to determine teachers’ written response practices and their beliefs related to the purposes of freshman writing and their roles as writing teachers. Results suggest that teachers were aware of their beliefs, and their written response practices were consistent with their beliefs. Teachers utilized different approaches to respond to student writing, but those approaches are consistent with current recommendations for responding to student writing. Three major themes emerged from the study. First, teachers must be given the opportunity to reflect about and articulate their beliefs about written response so they will know why they respond in the way they do. Second, teachers work within the boundaries of their specific writing program to organize their written responses to student writing. Third, teachers must respond to student writing from varying perspectives as readers of the text. The findings support studies which indicate that written response is a sociocultural practice and teacher beliefs are just one aspect of the complex nature of teacher written response. The study should add to the fields of response theory and the formation of teacher beliefs.

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Tadatada, Amanda. "Growth Rates of Curriculum-Based Measurement-Written Expression at the Elementary School Level". TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1040.

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This project appears to be the first to determine growth rates for writing using Curriculum-Based Measurement-Written Expression (CBM-WE). Growth rates, or the amount of change over time, help educators track how much progress can be expected given typical instruction. CBM-WE probes were administered to a sample of 1,004 students in first through fifth grades within a school district. The writing probes were scored using production-dependent variables: Total Words Written (TWW), Words Spelled Correctly (WSC), and Correct Word Sequence (CWS). Data were analyzed by grade level and gender. Results are presented as weekly growth rates. Growth rates were calculated from fall to winter, winter to spring, and from fall to spring. This study found higher growth rates in the lower grades and the lowest growth rates in fifth grade. Negative growth was found when examining winter to spring scores for students in third through fifth grades. Girls typically showed more improvement than boys. Results will be beneficial for educators to understand and monitor elementary student progress in written expression.

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Libros sobre el tema "Written curriculum"

Art, Young. Writing across the curriculum. 3^a ed. Upper Saddle River: Prentice Hall, 1999.

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Malone, Greg. Achieving writing excellence (AWE): AWE curriculum guide. Editado por Sonoma County (Calif.). Office of Education. Santa Rosa, Calif: Sonoma County Office of Education, 1987.

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Branch, Alberta Curriculum. Curriculum standards, illustrations of levels: [section c.2.]. --. [Edmonton]: [Alberta Education Curriculum Branch], 1993.

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Organisation, Irish National Teachers'. English in the curriculum: The reading process : current issues and concerns. Dublin: Irish National Teachers' Organisation, 1991.

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Education, Ontario Ministry of. Writing: The Ontario curriculum -- exemplars, grades 1-8 : samples of student work : a resource for teachers. [Toronto]: The Ministry, 1999.

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(Canada), School Achievement Indicators Program. Évaluation en lecture et écriture, 1998. Toronto, ON: Le Conseil, 1999.

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Stephen, Parks. Gravyland: Writing beyond the curriculum in the City of Brotherly Love. Syracuse, N.Y: Syracuse University Press, 2010.

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Mitchell, Alice Rhea. Interdisciplinary instruction in reading comprehension and written communication: A guide for an innovative curriculum. Springfield, Ill., U.S.A: C.C. Thomas, 1993.

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Education, Ontario Ministry of. Écriture: Le curriculum de l'Ontario -- copies types de la 1re à la 8e année : exemples de travaux d'élèves : document d'appui. [Toronto]: Le Ministère, 1999.

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1944-, Reiss Donna, Selfe Dickie 1951- y Young Art 1943-, eds. Electronic communication across the curriculum. Urbana, Ill: National Council of Teachers of English, 1998.

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Capítulos de libros sobre el tema "Written curriculum"

Remillard, Janine. "Mapping the Relationship Between Written and Enacted Curriculum: Examining Teachers’ Decision Making". En Invited Lectures from the 13th International Congress on Mathematical Education, 483–500. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72170-5_27.

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Hang, Desmond Lee y Beverley Bell. "Formative Assessment as a Cultural Practice: The Use of Written Formative Assessment in Samoan Science Classrooms". En Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy, 267–84. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6668-6_14.

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Currie, Tristan. "Does Online Practice Based on an Adaptive Curriculum Work Better than Written Feedback for EAP?" En Applied Degree Education and the Future of Learning, 225–34. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9812-5_13.

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Morley, Dawn A. y Md Golam Jamil. "Introduction: Real World Learning—Recalibrating the Higher Education Response Towards Application to Lifelong Learning and Diverse Career Paths". En Applied Pedagogies for Higher Education, 1–17. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_1.

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Abstract Morley and Jamil critique the changing higher education landscape where metrics, marketisation and challenging employment prospects for graduates put into question traditional modes of higher education ethos and delivery. Theorists identify alternative approaches where learning is focused on greater authenticity, personalisation and longitudinal development. The chapter introduces the emerging concept of ‘real world learning’, which is under-researched within higher education yet shows early potential to address some of the disjunctions between students’ learning and the world of work. An introduction is made to the chapters within the book that follow, written with the intention to illuminate what is real world learning and how it can be applied to curriculum design and pedagogy.

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Olfos, Raimundo, Masami Isoda y Soledad Estrella. "Multiplication of Whole Numbers in the Curriculum: Singapore, Japan, Portugal, the USA, Mexico, Brazil, and Chile". En Teaching Multiplication with Lesson Study, 25–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_2.

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AbstractThis chapter shows how the teaching of multiplication is structured in national curriculum standards (programs) around the world. (The documents are distributed by national governments via the web. Those documents are written in different formats and depths. For understanding the descriptions of the standards, we also refer to national authorized textbooks for confirmation of meanings.) The countries chosen for comparison in this case are two countries in Asia, one in Europe, two in North America, and two in South America: Singapore, Japan, Portugal, the USA (where the Common Core State Standards (2010) are not national but are agreed on by most of the states), Mexico, Brazil, and Chile, from the viewpoint of their influences on Ibero-American countries. (The National Council of Teachers of Mathematics (NCTM) standards (published in 2000) and the Japanese and Singapore textbooks have been influential in Latin America. Additionally, Portugal was selected to be compared with Brazil). To distinguish between each country’s standard and the general standards described here, the national curriculum standards are just called the “program.” The comparison shows the differences in the programs for multiplication in these countries in relation to the sequence of the description and the way of explanation. The role of this chapter in Part I of this book is to provide the introductory questions that will be discussed in Chaps. 3, 4, 5, 6, and 7 to explain the features of the Japanese approach. (As is discussed in Chap. 1, the Japanese approach includes the Japanese curriculum, textbooks, and methods of teaching which can be used for designing classes, as has been explored in Chile (see (Estrella, Mena, Olfos, Lesson Study in Chile: a very promising but still uncertain path. In Quaresma, Winsløw, Clivaz, da Ponte, Ní Shúilleabháin, Takahashi (eds), Mathematics lesson study around the world: Theoretical and methodological issues. Cham: Springer, pp. 105–122, 2018). The comparison focuses on multiplication of whole numbers. In multiplication, all of these countries seem to have similar goals—namely, for their students to grasp the meaning of multiplication and develop fluency in calculation. However, are they the same? By using the newest editions of each country’s curriculum standards, comparisons are done on the basis of the manner of writing, with assigned grades for the range of numbers, meanings, expression, tables, and multidigit multiplication. The relationship with other specific content such as division, the use of calculators, the treatment of multiples, and mixed arithmetic operations are beyond the scope of this comparison. Those are mentioned only if there is a need to show diversity.

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Raker, Jeffrey R., Brandon J. Yik y Amber J. Dood. "Chapter 18. Development of a Generalizable Framework for Machine Learning-based Evaluation of Written Explanations of Reaction Mechanisms from the Post-secondary Organic Chemistry Curriculum". En Student Reasoning in Organic Chemistry, 304–19. Cambridge: Royal Society of Chemistry, 2022. http://dx.doi.org/10.1039/9781839167782-00304.

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Vaquer, Mary-Elizabeth. "Minimalism, Creative Writing, and The Reader/Writer Connection". En Poetics of Curriculum, Poetics of Life, 95–112. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-465-7_5.

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Lisanza, Esther Mukewa. "The Enacted Writing Curriculum". En The Multivoices of Kenyan Primary School Children Learning to Read and Write, 73–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38110-3_4.

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Lisanza, Esther Mukewa. "The Enacted English Reading Curriculum". En The Multivoices of Kenyan Primary School Children Learning to Read and Write, 45–71. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38110-3_3.

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Darraj, Susan Muaddi. "The Curriculum: How I Learned to Be a Writer". En Writing the Multicultural Experience, 143–48. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06124-0_14.

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Actas de conferencias sobre el tema "Written curriculum"

Kesavadas, Thenkurussi. "V-Learn-Fact: A New Approach for Teaching Manufacturing and Design to Mechanical Engineering Students". En ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-63817.

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Students in the mechanical engineering curriculum are rarely given opportunities for direct experience in the topics in many areas. This is especially true for the education component of the manufacturing and design curriculums. Some reading and stylized laboratory and group projects often substitute for real experience. In this paper an innovative experiential learning curriculum called Virtual Learning Factory (V-Learn-Fact) is described for teaching manufacturing and design courses. In the V-Learn-Fact curriculum, the entire class takes part in a single large project, which covers product realization from concept to final production stage. V-Learn-Fact was implemented in MAE464/564 – Manufacturing Automation course (senior elective and graduate level course) between 2006–2012. A student survey was carried out to gauge effectiveness of this curriculum. 89% of the students fully or partially agreed that the V-Learn-Fact helped them learn topics in manufacturing automation better than traditional mechanical engineering courses. Written comments also provided interesting insights.

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Suswati, Rita. "The Development of Written Language Skills (Reading and Writing) Material Based KKNI Curriculum". En 3rd International Conference on Education and Training (ICET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icet-17.2017.40.

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Pao, Y. C. "Incorporating Solid Modeling Into Engineering Curriculum". En ASME 1991 International Computers in Engineering Conference and Exposition. American Society of Mechanical Engineers, 1991. http://dx.doi.org/10.1115/cie1991-0131.

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Abstract Solid modeling is proposed as an integral part of freshman teaching on engineering drafting, computer programming, and computer-aided design. A low-cost, commercially available software, SilverScreen, is recommended for the students to experiment on wireframe and solid modelings. In addition to providing the basic drafting needs of dimensioning, labelling text of various size and orientation, chamfering, and filleting, other topics of solid modeling are proposed for the higher-level engineering courses. It enables the students to apply multiple-view, split-screen display (such as showing the top, front, right-side, auxiliary, and section views all on one screen), and Boolean manipulation of solids (union, subtraction, and others). Moreover, students can also use SilverScreen in conjunction with other programs written in BASIC and C languages.

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Zimányi, Krisztina. "Lehet másként? Együttműködés?" En Networkshop. HUNGARNET Egyesület, 2020. http://dx.doi.org/10.31915/nws.2020.12.

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Notes remain to be playing a significant role in the curricula of higher education institutions, however, the amount of online materials has increased over the past years, primarily thanks to the project EFOP 3.4.3. The advantages of these developments’ direction can be easily recognised as they correspond to the expectations of the students and of modern times. However, following the traditions of preparing notes, each institution currently develops their own education material and curriculum, at most only sharing their experiences in educational methodology at conferences and workshops. Nevertheless, the question arises as to why higher education institutions do not cooperate to develop their curricula together, or why they do not adopt each other’s already existing curricula. The question may also be important because the development of online curricula presents considerably higher costs than developing and preparing “written” notes. A multitude of other questions concerning this issue arises, detailed further by the lecture: - Can the custom of only accepting the institutions’ own lecturers’ materials be broken? - Can cooperation in curriculum development be achieved? If yes, what is required for it? - How can a structure be devised for curricula used by multiple institutions that allows for maximum flexibility and modularisation for application? (‘Bunch of grapes’) - Is it true that if applying the same curriculum, there would be no difference between the courses offered by different higher education institutions? In my lecture I provide a possible answer to each of these questions.

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Liles, Samuel y Reza Kamali. "An Information Assurance and Security Curriculum Implementation". En InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2958.

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A holistic approach to security education is important to providing practitioners the scope of learning necessary for integration of their skills into the enterprise. Specifically domains of knowledge can easily be identified that allow for this holistic approach to be implemented into a new program of study or curriculum for information assurance and security. Within the Purdue Calumet CIT Department a new curriculum has been written and the program of study has been approved for implementation and the first students have applied to the program. The domains of systems assurance, software assurance, and operations assurance are as critical to the success as the overall goal of ABET accreditation of the program to the ACM SIGITE draft specifications when finalized.

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Prvan, Tania y Ayse Aysin Bilgin. "Statistics Projects and Their Importance in Developing Written Communication and Dissemination Skills". En Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t13b3.

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Higher education is changing with soft skills being implemented into the curriculum to prepare students for life after university. Students can be taught some of the soft skills by using a final-year, project-based assessment. One of the most valued soft skills by industry is communication. A statistics project is an essential component in ensuring that students have mastered communicating statistical findings in a non-technical manner suitable for a general audience. Students can become engaged in learning about communicating statistical results with carefully planned learning activities and project assessments. In this paper, we present scaffolded learning activities for improved statistical communication skills along with examples from student assessments.

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Weiland, Travis. "Foregrounding sociopolitical awareness and critique in secondary school statistics curriculum". En Promoting Understanding of Statistics about Society. International Association for Statistical Education, 2016. http://dx.doi.org/10.52041/srap.16107.

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With large scale social issues such as human migration, climate change, and growing economic disparities, statistical literacy needs to go beyond consuming and producing data that merely incorporates real-world contexts, but that critiques the structures and discourses that are shaping and perpetuating inequitable social, and economic conditions. The goal of this work is to theorize the importance of fostering sociopolitical awareness and critique in conjunction with learning powerful statistical concepts and practice, fostering a critical statistical literacy in secondary mathematics classrooms. In taking an initial step towards this goal I will be discussing the results of an analysis of an American written curriculum series for secondary mathematics, looking at the contexts and the elements of a critical statistical literacy present in those lessons.

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Svensdotter, Susanne, Per Almqvist y Torsten H. Fransson. "Introduction of Project Based Learning for Designing a Heat and Power Plant Into the Last Year Curriculum". En ASME Turbo Expo 2000: Power for Land, Sea, and Air. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/2000-gt-0583.

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Teaching the curriculum in heat and power technology in the classical way consists of giving lectures and exams to the students. A few laboratory exercises might highlight some details, but in general the students have problems with understanding the relevance of the lectures to real engineering subjects. The Division of Heat and Power Technology at the Royal Institute of Technology (KTH) in Sweden has started to give part of the curriculum as a project to design a complete heat and power plant. The objectives were to increase the interest and understanding of the heat and power technology by the students, encourage them to actively search for information in the subject on their own, work in teams and to make oral and written reports. Connecting external experts to the project gave the students a link to the industry. Several written and oral presentations were included in the project, which gave the students a good training in presentation techniques. The results show that the students had achieved a better knowledge of the investigated techniques than did the students at earlier years, when the course was given in the classical way. The disadvantages were mainly the extra amount of time needed for the teachers and the external experts for discussions with the students.

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Dragavtseva, Aleksandra Olegovna, Nataliia Aleksandrovna Chelysheva y Olga Aleksandrovna Bogacheva. "Learning experience and a strategy for evaluating written speech in French of proficiency level B1 within the competence approach". En All-Russian scientific conference. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-101181.

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This article summarizes the experience of practical teaching work on the development of skills and teaching written speech in French in the process of gaining level B1. Within the framework of the competence approach and focusing on modern educational and methodological complexes of French authors, strategies and standard tasks of DELF, teachers rethought and adjusted these scenarios based on their own long-term classroom practice, features and conditions of the curriculum. The experience was systematized and presented in this work in the form of specific recommendations to students for the production of written creative works of the level and the appropriate table of criteria for their evaluation.

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Jaiswal-Dale, Ameeta, Ernest L. Owens Jr. y Abby Bensen. "Case Study in Project Management: A Vehicle for Business Curriculum Integration". En Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13081.

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This case can be team-taught to combine the different elements of business education taught by individual faculty within a course in Project Management, as a partial, half credit module within a business curriculum. This case study is written to address the feedback from prospective employers that the fresh recruits are reticent and need a long period of “internship / training/ mentoring” before they are ready to be a part of the company’s internal team. The case depicting a real company undergoing substantial changes provides the students with opportunities to gain the analytical skills developed in the study of various business disciplines, while providing the opportunity for discussion and illustration of real-life scenarios, constraints, and roadblocks. Moreover, students practice team development and process efficiencies. Instructors will teach how marketing, sales, and procurement functions impact the accounting and finance components of the project so the project scope is managed within the resources, schedule, and budget.

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Informes sobre el tema "Written curriculum"

Dalay, Satinder, Kathleen Ferguson, Sally El-Ghazali, Katy Miller, Felicity Corcoran, Matthew Tuck, Jessica Wiggins, Hannah Theobald y Elizabeth H. Shewry. Trainee Handbook 2021. Association of Anaesthetists, julio de 2021. http://dx.doi.org/10.21466/g.th2.2021.

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I am delighted to welcome you to the 13th edition of the Association of Anaesthetists’ Trainee Handbook. The main objective of the handbook is to offer trainees a comprehensive resource as you navigate your way through your career. A vast array of high-quality authors have been commissioned to write about their specialist field or area of knowledge. Whatever path you choose to take, I believe you will find useful sections within this handbook. Training within anaesthesia is constantly evolving. As I write this foreword, a new training curriculum is being implemented. To reflect the changes ahead, this handbook is not only fully interactive but also a live document. Thus, it will be updated at regular intervals to ensure information remains accurate and relevant. Although this handbook is designed for you to dip in and out of, I strongly encourage you to read the chapters about taking care of yourself. Training is a challenging time, but here at the Association of Anaesthetists we are dedicated to supporting our trainee members. I would like to personally thank all the authors who contributed to this handbook. A special mention of thanks to my fellow Trainee Committee members, Sally El-Ghazali and Rhys Clyburn, as well as the countless Association staff who have made this publication possible. I welcome any feedback you may have, therefore please feel free to contact the Trainee Committee via email trainees@anaesthetists.org or Twitter @Anaes_Trainees Finally, good luck in your career – I hope this handbook helps you along the way! Satinder Dalay Elected Member, Association of Anaesthetists Trainee Co

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