Artículos de revistas: "Written curriculum"

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Anderson, William G. "Preparing and Using the Written Curriculum." Journal of Physical Education, Recreation & Dance 59, no. 2 (February 1988): 67–72. http://dx.doi.org/10.1080/07303084.1988.10609695.

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

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

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Reys, Barbara J., and Robert E. Reys. "One Point of View: Mental Computation and Computational Estimation—Their Time Has Come." Arithmetic Teacher 33, no. 7 (March 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, and M. Yunus Abu Bakar. "Implementation of an Integrated Curriculum Through Special Class Programs." Al-Hayat: Journal of Islamic Education 5, no. 2 (December 2, 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, and Darrell Earnest. "Research Commentary: Curricular Noticing: A Framework to Describe Teachers' Interactions With Curriculum Materials." Journal for Research in Mathematics Education 49, no. 5 (November 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., and Edward C. Rathmell. "NCTM's Standards for School Mathematics, K – 12." Mathematics Teacher 81, no. 5 (May 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, no. 3 (August 21, 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, and Taren Going. "Designing Scaffolds for Students' Written Arguments." Mathematics Teaching in the Middle School 24, no. 5 (March 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, and Kristen S. Hassett. "Assessing Teacher Usability of Written Expression Curriculum-Based Measurement." Assessment for Effective Intervention 45, no. 1 (June 29, 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, and Maia McGuire. "Third Grade Manatee Curriculum—Introduction." EDIS 2015, no. 5 (August 5, 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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Sriram, Ram S., and Richard E. Coppage. "A Comparison Of Educators And CPA Practitioners Views On Communication Training In The Accounting Curriculum." Journal of Applied Business Research (JABR) 8, no. 3 (October 4, 2011): 1. http://dx.doi.org/10.19030/jabr.v8i3.6138.

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Educators, practitioners and others have criticized the universities for not providing adequate communication training to their accounting students. Gingras (1987) conducted a survey of CPAs concerning the importance and overage of written communication skills in business schools. This study compares the perceptions of educators and CPAs regarding the importance of written communication skills to a CPA, the coverage of written communication skills in the accounting curriculum and the relative importance of a list of writing activities performed by a CPA. The focus groups include university professors, and staff assistants, senior, managers and partners of public accounting firms. The responses analyzed using the ANOVA technique, indicate that coverage of communication skills is relatively low and most accounting students take only one writing course in their college curriculum. Educators and practitioners recommend general writing related courses as the appropriate instruction in the accounting curriculum. Many respondents believe that to be successful in the profession, accounting students should increase their writing skills by studying grammar, punctuation and spelling and by taking more courses than are currently required in most business curricula. In addition, significant differences between educators and CPAs responses are analyzed and discussed.

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Knapp, Erika J. "Considering the Hidden and Null Curricula in Music Education: Becoming Vigilantly Aware." Music Educators Journal 108, no. 2 (December 2021): 16–22. http://dx.doi.org/10.1177/00274321211060064.

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Curriculum is a representation of the ideas that drive music teachers’ decisions in their planning and instruction. Yet some components of curriculum are never written down but are prevalent in a music teacher’s instruction; these components are often called the null or hidden curricula. This article considers what these curricula are, how they play out in the classroom, and what the implications are for students if they go unchecked. Specific teaching examples highlight vignettes of the impact of these curricula for both educators and students. Finally, music educators are invited to consider ways to become aware of these curricula and take steps toward creating more equitable and inclusive spaces.

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Jameson, Daphne A. "Embedding Written and Oral Communication Within the Hospitality Curriculum." Journal of Hospitality & Tourism Education 19, no. 1 (January 2007): 39–50. http://dx.doi.org/10.1080/10963758.2007.10696881.

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Cigler, Beverly A. "Integrated written and oral assignments for the MPA curriculum." International Journal of Public Administration 13, no. 1-2 (January 1990): 325–42. http://dx.doi.org/10.1080/01900699008524676.

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Byars, Lynn A., Mark B. Stephens, Steven J. Durning, and Gerald D. Denton. "A Curricular Addition Using Art to Enhance Reflection on Professional Values." Military Medicine 180, suppl_4 (April 1, 2015): 88–91. http://dx.doi.org/10.7205/milmed-d-14-00571.

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ABSTRACT Background: Art and humanities can enhance undergraduate medical education curricular objectives. Most commonly, art is used to help students learn observational skills, such as medical interviewing and physical diagnosis. Educators concurrently struggle to find ways to meaningfully teach professional values within crowded curricula. Aim: This curriculum aimed to combine art and reflection to actively convey tenets of medical professionalism. Setting: Internal medicine clerkship at a single institution. Participants: Third-year students. Program description: Students reviewed an online module describing attributes of medical professionalism before completing a 4-step written exercise stimulated by viewing a work of art and based on a critical incident from their own experiences. A faculty member reviewed the essays and facilitated small group discussion to normalize the students' emotional responses and generalize their observations to others. Program evaluation: The curriculum was acceptable to students and enthusiastically received by faculty. Efforts to assess the effects and durability of the exercise on student behavior are ongoing. Discussion: Artwork can enhance student reflection on professional values. This model efficiently and creatively meets curricular professionalism objectives.

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Peterson, Eleanor B., Melissa B. Porter, and Aaron W. Calhoun. "A Simulation-Based Curriculum To Address Relational Crises in Medicine." Journal of Graduate Medical Education 4, no. 3 (September 1, 2012): 351–56. http://dx.doi.org/10.4300/jgme-d-11-00204.

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Abstract Introduction Preparing health care professionals for challenging communication tasks such as delivering bad news to patients and families is an area where a need for improved teaching has been identified. Objectives We developed a simulation-based curriculum to enhance the skills of health care professionals, with an emphasis on the communication of difficult or bad news, which we termed relational crises. Methods Our approach was based on a review of existing simulation-based curricula, with the addition of unique features, including a learner-focused needs assessment to shape curriculum development, use of 360-degree evaluations, and provision of written feedback. Development and implementation of our curriculum occurred in 3 phases. Phase I involved a multidisciplinary needs assessment, creation of a clinical scenario based on needs assessment results, and training of standardized patients. In Phase II we implemented the curriculum with 36 pediatric and internal medicine-pediatrics residents, 20 nurses, and 1 chaplain. Phase III consisted of the provision of written feedback for learners, created from the 360-degree evaluations compiled from participants, observers, faculty, and standardized patients. Results Participants felt the scenarios were realistic (average rating of 4.7 on a 5-point Likert scale) and improved their practice and preparedness for these situations (average rating, 4.75/5 and 4.18/5, respectively). Our curriculum produced a statistically significant change in participants' pre- and postcurriculum self-reported perceptions of skill (2.42/5 vs. 3.23/5, respectively, P &lt; .001) and level of preparedness (2.91/5 vs. 3.72/5, respectively, P &lt; .001). Discussion A simulation-based curriculum using standardized patients, learner-identified needs, 360-degree evaluations, and written feedback demonstrated a statistically significant change in participants' self-perceived skills and preparedness for communicating difficult news in pediatrics.

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Yusny, Rahmat. "CURRICULUM INNOVATION OF AUSTRALIAN AMEP-CERTIFICATE IN SPOKEN AND WRITTEN ENGLISH (CSWE)." Englisia Journal 2, no. 1 (November 1, 2014): 43. http://dx.doi.org/10.22373/ej.v2i1.321.

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This paper is aimed to analyse Certificate in Spoken and Written English (CSWE) curriculum framework which is currently implemented for Adult Migrant English Pro-gram (AMEP) in Australia. The Curriculum framework that I presented in this writing has been implemented in Australia for more than two decades and has been re-searched and evaluated in delivering better output in order to foster better national economic development in the long run through English, job-seeking, and workplace skills courses. The analysis includes brief history of the curriculum, issues that have been resolved in the implementation and how modern sociolinguistic theories related to social-driven educational innovation in second language learning curriculum design has contributed CSWE development to meet the national demands.

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Ferdoush, Jannatul, Fatema Johora, Fatiha Tasmin Jeenia, Tashfia Momtaz Chowdhury, Halima Sadia, Rafana Arifina, Asma Akter Abbasy, and Md Sayedur Rahman. "Evaluation of the Weightage on Pain Management in Pharmacology Curricula of MBBS Course in Bangladesh." Chattagram Maa-O-Shishu Hospital Medical College Journal 21, no. 2 (December 8, 2022): 48–51. http://dx.doi.org/10.3329/cmoshmcj.v21i2.63129.

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Background: Prioritizing problem-oriented undergraduate medical education is paramount to adequate management of pain in real life scenarios. The present research was conducted with an attempt to explore the important baseline information for pain medicine education and evaluation within pharmacology curricula of MBBS course in Bangladesh. Materials and methods: This descriptive cross-sectional study evaluates the curriculum (Pharmacology of MBBS curriculum, 2012), and written question (SAQ) of MBBS Examination of last ten years extending from January 2010 to November,2019 of all 7 universities offering MBBS degree. The evaluation was conducted through searching certain key phrases. Results: In Pharmacology and Therapeutics portion of the curriculum, only 4 hours and 2 hours are allocated to discuss pain management in lecture and tutorial respectively. In the study period, average marks allocated in pharmacology written question papers was 4.4 (SD ± 2.7) and the difference among studied universities was not significant (p value 0.7). Conclusion: Allocated time in the curricula to teach pain management is very low and weightage received in assessment is also inadequate. Education on pain medication as well as management should receive more emphasis. Chatt Maa Shi Hosp Med Coll J; Vol.21 (2); July 2022; Page 48-51

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O’Connor, Laurel, Matthew Beth-Urhoy, Stephen Allegra, Andrew Dowd, Alexandra Nordberg, Timothy Boardman, Timothy Gleeson, and Robert Lindsay. "A Novel Point-of-care Ultrasound Curriculum for Air Critical Care Personnel." Western Journal of Emergency Medicine 24, no. 1 (January 9, 2023): 30–37. http://dx.doi.org/10.5811/westjem.2022.12.57599.

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Introduction: Point-of care-ultrasound (POCUS) has become ubiquitous in emergency medicine practice for the management of emergent pathophysiology. There is growing interest in its potential as a diagnostic tool in the prehospital setting. Few studies have examined the feasibility or efficacy of curricula targeted at teaching POCUS to prehospital personnel. Our objective in this study was to investigate a curriculum for the extended focused assessment with sonography in trauma (eFAST) exam in helicopter emergency medical services (HEMS) crews. Methods: This was a pre/post intervention study of HEMS personnel at a tertiary care center. Subjects were administered a pre-intervention written test and an observed structured clinical evaluation (OSCE). Subsequently, they participated in an educational intervention intended to impart proficiency in performing the eFAST. Subjects underwent post-intervention written exams and OSCEs. We analyzed pre- and post-intervention test performance along with the number and quality of practice ultrasound examinations achieved. Results: Sixteen subjects were enrolled (62.5% male, mean age 44.1). After undergoing the intervention, the mean written test score increased 22.1% (t=3.41; P <0.001) and the mean OSCE score increased by 64.5% (t=6.87, P <0.001). All subjects met “passing” criteria for the written test and OSCE on their post-intervention attempt. Subjects accomplished a mean of 21.1 clinically interpretable eFAST sonographs. Most subjects reported the curriculum was useful (90.1%) and that they would incorporate this skill into clinical practice (90.1%). Conclusion: A targeted POCUS curriculum was feasible and effective in establishing clinical proficiency in HEMS crews for performing and interpreting the eFAST exam.

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Kahar, Syadidul, Muhammad Irsan Barus, and Candra Wijaya. "Peran Pesantren dalam Membentuk Karakter Santri." Anthropos: Jurnal Antropologi Sosial dan Budaya (Journal of Social and Cultural Anthropology) 4, no. 2 (January 18, 2019): 170. http://dx.doi.org/10.24114/antro.v4i2.11949.

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The purpose of this study was to find out the role of the Darusaa'dah Islamic Boarding School in the Pangkalan Susu District of Langkat in the Form of Santri Character The approach used is case study. The object of this research is religious Islamic education institutions. Data sources are people who are directly and indirectly involved with pesantren. To collect these data, the author uses several techniques in data collection, namely documentation, observation and interviews. Data analysis in research uses interpretive patterns that aim to achieve a correct understanding of facts, data and symptoms. In this study researchers focused on two curricula, namely the pesantren curriculum and the general education curriculum. used in the Darusa'dah Islamic Boarding School which is related to character formation. The Darusaa'dah Islamic Boarding School curriculum accommodates students who focus on learning two curricula, namely the pesantren curriculum and the general education curriculum. The pesantren curriculum material taught is sourced from the yellow book which includes; religious laws, monotheism, morals and Arabic. The education curriculum of the Darusaa'dah Islamic Boarding School is focused on the teaching of the Koran, hadith and the books written by the previous ulama. Educational material is presented based on class. The pesantren curriculum and general education curriculum are taught in the Darusaa'dah Islamic Boarding School, as well as forming the character of the santri.

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Remillard, Janine T., Michael Manganello, and Amber Daniel. "A Guide to Analyzing Mathematics Tasks and Their Implementation in Curriculum Resources." Journal for Research in Mathematics Education 49, no. 2 (March 2018): 228–31. http://dx.doi.org/10.5951/jresematheduc.49.2.0228.

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Since the publication of the NCTM Standards in 1989, which was followed by a new generation of curriculum development projects, the field has seen increasing interest in research on curriculum resources, how they are used by teachers and experienced by students, and the outcomes that they produce. Although some studies seek to draw direct lines between particular curriculum materials used and student outcomes, a majority of researchers argue that understanding whether and how teachers are implementing a given written curriculum resource1 with some measure of fidelity is necessary to determining its effects on learning (Stein, Remillard, & Smith, 2007). Over the last 2 decades, research has expanded to consider how teachers interpret, learn from, interact with, and generate curriculum resources. Over a similar timespan, the number and types of curriculum resources available to teachers have also expanded to include print, digital, and blended comprehensive curricula along with a slew of supplemental resources and tools available through the Internet.

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Alnassir, Mohammed A. "The Effect of Teaching Arabic Grammar by Using Curriculum Dramatization Approach on Achievement and Oral and Written Composition Skills for Students of the Primary Sixth Grade." Journal of Educational and Psychological Studies [JEPS] 8, no. 1 (January 1, 2014): 150–70. http://dx.doi.org/10.53543/jeps.vol8iss1pp150-170.

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The purpose of this study was to investigate the effect of teaching Arabic grammar by using the curriculum dramatization approach on the scholastic achievement and oral and written composition skills for the sixth grade elementary students in Qatif city in the Kingdom of Saudi Arabia. The sample of the study consisted of 62 students distributed in two equal groups: one is experimental which studied three units of grammar subjects and oral and written composition skills by using the curriculum dramatization approach while the other is the control gropu which studied the same units of grammar through the inqductive method and oral and written composition skills through the model method. The data of the study was collected by using three instruments designed especially for the purposes of the study: an achievement test of grammar and written composition and an oral composition scale. Data analysis revealed the following results: There were statistically significant differences at 0.00 between the means of the total marks of the students in the achievement test of grammar and written composition, andoral composition scales, which is attributed to the effect of using the curriculum dramatization approach. These differences were in favor of the experimental group. The study concluded by recommending the need for training Arabic teachersin using the curriculum dramatization approach.

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Alnassir, Mohammed A. "The Effect of Teaching Arabic Grammar by Using Curriculum Dramatization Approach on Achievement and Oral and Written Composition Skills for Students of the Primary Sixth Grade." Journal of Educational and Psychological Studies [JEPS] 8, no. 1 (January 1, 2014): 150. http://dx.doi.org/10.24200/jeps.vol8iss1pp150-170.

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The purpose of this study was to investigate the effect of teaching Arabic grammar by using the curriculum dramatization approach on the scholastic achievement and oral and written composition skills for the sixth grade elementary students in Qatif city in the Kingdom of Saudi Arabia. The sample of the study consisted of 62 students distributed in two equal groups: one is experimental which studied three units of grammar subjects and oral and written composition skills by using the curriculum dramatization approach while the other is the control gropu which studied the same units of grammar through the inqductive method and oral and written composition skills through the model method. The data of the study was collected by using three instruments designed especially for the purposes of the study: an achievement test of grammar and written composition and an oral composition scale. Data analysis revealed the following results: There were statistically significant differences at 0.00 between the means of the total marks of the students in the achievement test of grammar and written composition, andoral composition scales, which is attributed to the effect of using the curriculum dramatization approach. These differences were in favor of the experimental group. The study concluded by recommending the need for training Arabic teachersin using the curriculum dramatization approach.

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Budi, Abdul Mufid Setia, and Apud Apud. "PERAN KURIKULUM KULLIYATUL MU’ALLIMIN AL-ISLAMIYAH (KMI) GONTOR 9 DAN DISIPLIN PONDOK DALAM MENUMBUHKEMBANGKAN KARAKTER SANTRI." Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 5, no. 01 (June 27, 2019): 1. http://dx.doi.org/10.32678/tarbawi.v5i01.1835.

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This study aims to describe the curriculum of Kulliyatul Muallimin al-Islamiyyah Gontor and cottage discipline in developing the santri character, which includes: the application of a curriculum developed in the modern Gontor boarding school, the application of cottage discipline during santri living in dormitory environments, and the formation of santri characters as a result of the implementation of the KMI curriculum and cottage discipline. This study is a field research with a qualitative-descriptive approach. The results showed that (1) Kont Gontor 9 curriculum is an integration between the curriculum of scientific competence and character formation that is implemented in the totality of santri's life for 24 hours, (2) Gontor 9 cottage discipline is a standard rule of santri activity while staying in the cottage which includes time discipline, place discipline, activity discipline, self discipline, and (3) KMI curriculum in this case there is a written curriculum and hidden curriculum which acts as a guideline in the process of developing the character of santri through curricular, cochurricular, extracurricular programs designed in 24-hour activities.  Keywords. Kulliyatul Mu'allimin Al-Islamiyah curriculum, discipline, character.

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

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

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Syafaruddin, Syafaruddin, and Mesiono Mesiono. "Implementasi Kurikulum Madrasah Tsanawiyah dalam Peningkatan Mutu Pesantren Al Kautsar Al-Akbar Medan." FITRAH:Jurnal Kajian Ilmu-ilmu Keislaman 5, no. 2 (December 30, 2019): 369–88. http://dx.doi.org/10.24952/fitrah.v5i2.1887.

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The implementation of the Tsanawiyah Islamic Boarding School Curriculum in improving quality at the Al Kautsar Al Akbar Islamic Boarding School in Medan aims to find out the structure of the Islamic boarding school curriculum and its implementation in the madrasa. This study uses a qualitative approach with a descriptive method, which is to explore data related to the implementation of the pesantren curriculum in the learning process at Madrasah Tsanawiyah and describe the data according to the focus of the study to clarify the purpose of the research. The problem discussed in this paper is how the pesantren curriculum and its implementation in Madrasah Tsanawiyah Al Kautsar Al Akbar Medan Islamic School. The results found that structurally the Madrasah Tsanawiyah Al Kautsar Al Akbar Medan implemented two curricula, the pesantren education curriculum and the ministry of religion curriculum. The pesantren education curriculum is divided into two curricula. The first is not related to Arabic grammar such as the Qur'an, Hadith, and Morals, this is called the pesantren curriculum. Whereas subjects such as nahwu and sharaf are included in the Arabic curriculum. In implementing the pesantren education curriculum it is not much different from the curriculum of the Ministry of religion. Those who teach the pesantren education curriculum are competent teachers who have special qualifications in the field of religion and all the teachers are pesantren alumni. The method used in learning boarding school education material is to use bandongan and sorogan methods which are carried out classically. The evaluation method used is evaluation with written and practical examinations.

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Roth, Julie, Andrew Chang, Brittany Ricci, Megan Hall, and Niharika Mehta. "Why Not a Podcast? Assessing Narrative Audio and Written Curricula in Obstetrical Neurology." Journal of Graduate Medical Education 12, no. 1 (February 1, 2020): 86–91. http://dx.doi.org/10.4300/jgme-d-19-00505.1.

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ABSTRACT Background Medical podcasts have the potential to educate residents and fellows in specialized or uncommon disciplines, but the acceptability and benefits of educational podcasts are unclear. Objective We compared knowledge acquisition and engagement of audio-only (podcast) versus written curricular formats and assessed podcast feasibility and uptake for teaching obstetrical neurology to residents and fellows. Methods Key concepts in obstetrical neurology were developed into parallel case-based modules: written reviews and podcasts interwove patient and expert voices with narration. In 2017, we tested this curriculum among 60 volunteer residents and fellows in obstetrics and gynecology, neurology, emergency medicine, internal medicine, and family medicine training programs at a single institution. Participants took content-based pretests, were randomized, and then completed written (n = 32) or podcast (n = 28) modules, and finally, completed posttests and feedback questionnaires. Results Among all participants, there was an increase in immediate posttest scores compared with pretest scores (46 of 60, 77% ± 17% pretest versus 56 of 60, 93% ± 10% posttest, P &lt; .05), with participants in the podcast and written groups performing equally well. However, listeners rated the podcasts somewhat higher than written materials in the areas of maintaining interest, enjoyability, entertaining, and desire for wider use. Conclusions Written and podcast curricula improved immediate knowledge similarly, but the narrative-style podcasts were perceived as more enjoyable by residents and fellows from several specialties, suggesting narrative podcasting can be an engaging and feasible educational alternative for trainees to acquire information.

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Truckenmiller, Adrea J., Jessica V. McKindles, Yaacov Petscher, Tanya L. Eckert, and Jamie Tock. "Expanding Curriculum-Based Measurement in Written Expression for Middle School." Journal of Special Education 54, no. 3 (November 12, 2019): 133–45. http://dx.doi.org/10.1177/0022466919887150.

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This study provides significant advances in the understanding and utility of writing assessment for progress monitoring writing instruction. We explored the validity of a new writing tool that asks students in Grades 3 through 8 to read and respond to informational passages. The written response is then scored for writing fluency. Results indicated that students’ writing fluency facilitated their writing quality and predicted 70% to 95% of the variance in writing achievement among students in middle school and 31% of the variance in Grade 3. To further validate the use of passages in progress monitoring, we used a rigorous method (latent variable equating) to remove the measurement error due to different passages. Considerations for instructional decisions based on writing assessment, as well as limitations of the study, are discussed.

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Schen, Melissa. "A comparison of biology majors’ written arguments across the curriculum." Journal of Biological Education 47, no. 4 (December 2013): 224–31. http://dx.doi.org/10.1080/00219266.2013.788542.

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Superfine, Alison Castro, Anne Marie Marshall, and Cathy Kelso. "Fidelity of implementation: bringing written curriculum materials into the equation." Curriculum Journal 26, no. 1 (January 2, 2015): 164–91. http://dx.doi.org/10.1080/09585176.2014.990910.

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Paesani, Kate. "Research in Language-Literature Instruction: Meeting the Call for Change?" Annual Review of Applied Linguistics 31 (March 2011): 161–81. http://dx.doi.org/10.1017/s0267190511000043.

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The purpose of this review is to assess whether recent scholarship on language-literature instruction—the deliberate integration of language development and literary study at all levels of the foreign language curriculum—within the context of U.S. institutions of higher education reflects shifts in thinking regarding the role of literature in foreign language curricula. These shifts have come in response to the 2007 Report of the Modern Language Association Ad Hoc Committee on Foreign Languages, which recommended replacing the traditional two-tiered program structure with more coherent curricula that merge language and content, and to the general questioning of communicative language teaching as a viable method for language instruction and adequate preparation for advanced-level work in a foreign language. Current approaches to language-literature instruction and foreign language curriculum design favor multimodal language development that places equal importance on oral and written language and interpretative interaction with literature to construct textual meaning and establish form-meaning connections. This review surveys empirical and classroom practice research on literature in language courses and language in literature courses and concludes with a consideration of larger curricular issues and areas for future research.

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Kuswandi, Iwan. "PRODUKTIVITAS KIAI DAN PENGEMBANGAN KURIKULUM MADRASAH DINIYAH." Autentik : Jurnal Pengembangan Pendidikan Dasar 3, no. 2 (June 29, 2020): 126–35. http://dx.doi.org/10.36379/autentik.v3i2.43.

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This study described the implementation of curriculum in madrasa diniyah and the contribution of the kiai in curriculum development in madrasa diniyah takmiliyah. This study is a case study. Data was collected through observation, interview and documentation and analyzed using qualitative analysis. The findings showed that the implementation of the madrasa diniyah curriculum founded by kiai, using the book written by the kiai from the middle East, however there are those written by kiai from Indonesia, for example made by Kiai Bashori Alawi, Kiai Idris Jauhari, Kiai Jamaluddin Kafie and Kiai Marzuqi Ma’ruf.

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Reid, M. D. "6 Geriatric Medicine in Undergraduate Written Assessments: Is There A Single Best Answer?" Age and Ageing 50, Supplement_1 (March 2021): i1—i6. http://dx.doi.org/10.1093/ageing/afab028.06.

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Abstract Introduction It is increasingly important for new medical graduates to be knowledgeable and skilled in the care of older people. Single best answer questions (SBAQs) form the basis of written assessments in undergraduate courses but key areas of geriatric medicine have been shown to be underrepresented in medical school assessments (A L Gordon et al. Age and Aging 2010, 39:3, 385–388). This may contribute to a Hidden Curriculum that portrays geriatric medicine negatively amongst medical students (A Meiboom et al. Gerontology & Geriatrics Education 2014, 36:1, 30–44). Methods 1133 questions for third year medical students were reviewed. Questions labelled as assessing “Geriatrics” were analysed for their relevance and content when compared to the British Geriatric Society’s (BGS) Recommended Undergraduate Curriculum in Geriatric Medicine. Remaining questions were reviewed by topic to consider if they aligned with the BGS curriculum. Results 120 of 1,133 questions (10.59%) were labelled as assessing “Geriatrics”. Thirty-six (3.18%) of these questions covered outcomes specified in the BGS undergraduate curriculum. Questions were often inappropriately labelled as assessing “Geriatrics” due to patient age or association with certain pathologies. Of the remaining 1,013 questions, 27 (2.38%) focussed on topics outlined in the BGS undergraduate curriculum. In total 63 (5.56%) of 1,133 questions directly related to geriatric medicine. Many aspects of the BGS undergraduate curriculum including elder abuse, polypharmacy and frailty were not covered by the question bank. Conclusions Geriatric medicine continues to be underrepresented in SBAQs and is often misleadingly portrayed in analyses of question banks due to incorrect generalisations based on patient age or pathology. SBAQs may not be suitable for testing the knowledge and skills required in the effective care of older people and new assessment methods that better test these domains may be required. Improving the methods in which geriatric medicine is assessed at an undergraduate level may in turn counter negative attitudes that exist within a Hidden Curriculum for medical students.

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Moriearty, Pamela L. "Problem-based learning at the Ribeirão Preto Faculty of Medicine?" Medicina (Ribeirao Preto Online) 29, no. 4 (December 30, 1996): 403–6. http://dx.doi.org/10.11606/issn.2176-7262.v29i4p403-406.

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The potential advantages and drawbacks of introduction of problem-based learning (PBL) to the medical curriculum at the Ribeirão Preto Faculty of Medicine are analyzed, considering such aspects as student maturity faculty burdens physical plant adaptations information retrieval infrastructure and expectations of graduates The author concludes that constraints derive from the work and cost involved in altering ease of information retrieval training faculty and preparing written patient problems If these constraints were met students might benefit from such a curricular adaptation. The hypothesis could be tested by introducing PBL into specified segments of the curriculum and carefully monitoring the results.

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Thompson, Denisse R. "Reasoning-and-proving in the written curriculum: Lessons and implications for teachers, curriculum designers, and researchers." International Journal of Educational Research 64 (2014): 141–48. http://dx.doi.org/10.1016/j.ijer.2013.09.013.

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Fuadi, Salis Irvan, and Muhamad Yusuf Amin Nugroho. "INTERNALISASI NILAI-NILAI PANCASILA DALAM KURIKULUM PRODI PAI FAKULTAS IMU TARTBIYAH DAN KEGURUAN UNIVERSITAS SAINS AL-QUR’AN WONOSOBO." PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM 5, no. 2 (December 10, 2022): 128–45. http://dx.doi.org/10.32699/paramurobi.v5i2.3660.

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Pancasila merupakan kristalisasi dari nilai-nilai luhur dan kebudayaan bangsa Indonesia. Realitasnya, banyak mahasiswa di perguruan tinggi belum memahaminya. Dengan riset lapangan, pendekatan deskriptif, penelitian disimpulkan : implementasi nilai-nilai pancasila dalam kurikulum Program Studi PAI Fakultas Ilmu Tarbiyah dan Keguruan Universitas Sains Al-Qur’an Wonosobo, melalui: (1) written curriculum berupa kegiatan akademik dan non akademik, (2) written curriculum : berupa kegiatan non akedemik dan pembiasaan.

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Chowdhury, Dipak Kumer Paul, Debashish Saha, Md Humayun Kabir Talukder, Md Ahsan Habib, AFM Saiful Islam, Md Rasel Ahmad, and Md Immam Hossin. "Evaluation of Pharmacology Written Question Papers of MBBS Professional Examinations." Bangladesh Journal of Medical Education 8, no. 2 (July 26, 2017): 12–17. http://dx.doi.org/10.3329/bjme.v8i2.33331.

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This cross sectional descriptive study was conducted to observe the quality of Pharmacology professional written question papers of Bangladesh University of Professionals (BUP), University of Chittagong (CU), University of Dhaka (DU), Rajshahi University (RU) and Shahjalal University of Science & Technology (SUST). For this purpose total 82 SAQ papers of five universities dated from January 2007 to July 2015 were reviewed. Question papers were reviewed to find out the coverage of recall, understanding and problem solving type questions, content coverage and presence of marking scheme in SAQ papers. Mean percentage of recall, understanding and problem questions were 54.3%, 44% and 01.7% respectively in SAQ papers. Mean of the recall questions of SUST statistically significantly differed from curriculum standard 60%. Other universities had no significant differences with the standard. Mean of the understanding questions of all the universities statistically significantly differed from curriculum standard 30% except BUP. There was statistically significant difference between mean of the problem solving questions of all the universities and curriculum standard 10% . Most of the SAQ papers (62%) were without problem based questions. No question paper was found having different types question as per curriculum standard. Total 15(18.3%) SAQ papers contained 100 % topics (all the 11 groups). Thirty nine (47.6) contained 10 groups and 22% contained 9 groups out of 11. Twelve percent SAQ papers contained less 80% topics Total 29 (35.4%) SAQ papers of all the universities showed marking scheme on the questions papers, rest 64.6% were devoid of it. Maximum 87.5% SAQ papers of RU had marking scheme. Findings of this study may be used to redefine the distribution of different types question in SAQ papers and to improve the quality of question papers by ensuring their coverage.Bangladesh Journal of Medical Education Vol.8(2) 2017: 12-17

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

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

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Lee, Hye-Yoon, Sunju Im, So Jung Yune, and Sang Yeoup Lee. "An Impact of Patient-physician Communication Curriculum on Students of Korean Medical School." Journal of Korean Medicine 42, no. 3 (September 1, 2021): 86–98. http://dx.doi.org/10.13048/jkm.21027.

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Objectives: This study aims to evaluate the impact of patient-physician communication curriculum on students of Korean medical school in terms of cognitive, affective, and psychomotor level of communication skills. Methods: A communication curriculum was developed considering COVID-19 pandemic situation. Lectures, peer role-play, open interview with standardized patient (SP), discussion and feedback were conducted by online, and face-to-face 1:1 SP-interview was performed. Scores of written test, peer role-play of medical communication, SP-interview, self-evaluation on one’s interview with real patients in clinical clerkship, and questionnaire of importance were collected and analyzed. Results: Converted to 100 point scale, the mean score of written test (cognitive level) was 91.2 while that of importance questionnaire (affective level) was 77.5. The mean scores of psychomotor level were 72.5, 77.5, and 62.5 for peer role-play, SP-interview, and real patient interview in clerkship, respectively. Conclusions: Students’ performance is lower in higher level of competence. Curriculums should provide more opportunities of practices to students, and include evaluation focusing on performance skills.

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Nugraha, Agus, A. Fikri Amiruddin Ihsani, Hengki Hendra Pradana, and Muh Mirwan Hariri. "Curriculum Integration and Implementation in Madrasah Tsanawiyah Fadllillah Tambak Sumur Waru Sidoarjo." Briliant: Jurnal Riset dan Konseptual 7, no. 2 (May 31, 2022): 458. http://dx.doi.org/10.28926/briliant.v7i2.938.

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The purpose of this research was to determine the integration of the K13 curriculum and the islamic boarding school curriculum and its implementation in Madrasah Tsanawiyah Tambak Sumur. This research uses qualitative research methods with observation data collection techniques, interviews, and documentation. While the data analysis technique used is descriptive data analysis techniques, namely written and unwritten data from the community and observable behavior. So that in this case, the author seeks to thoroughly describe the actual situation. Based on the research conducted, it was found that the integrated curriculum at Madrasah Tsanawiyah Fadllillah was a curriculum development that eliminated the boundaries between the K13 curriculum subjects and the islamic boarding school curriculum subjects (TMI). This curriculum development can be interpreted as an effort to combine two different curricula in one educational institution. In order to achieve the goals of educational institutions, in addition to students mastering abilities in the K13 curriculum subjects, they can also master skills in the islamic boarding school curriculum subjects (TMI). Therefore, to improve the quality for the better, researchers suggest that always make every effort to improve facilities and infrastructure to support the learning process. So that it can improve quality and achieve the expected learning objectives.

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Daly, Dermot. "Using stories to tell curriculum or using curriculum to tell stories." Widening Participation and Lifelong Learning 24, no. 1 (April 30, 2022): 187–97. http://dx.doi.org/10.5456/wpll.24.1.187.

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Curriculum development is at the heart of progressive education and is key to the success of learners, but is often difficult to conceptualise. In this paper, elements of storytelling – specifically that of character, setting and the 'problem' – are mapped across curriculum development with clear regard to equality, diversity and inclusion, which are at the heart of modern curriculum developmental investigation. Although written with an arts educational focus in mind, the conceptual ideas are applicable to all areas of education. It is argued that by using this model, which gives integral regard to equality, diversity and inclusion, the experience of the learner(s) and the pace of change, improvement and faculty goodwill is enhanced.

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Pereira-Mendoza, Lionel. "Geometry and Language—A Natural Connection." Teaching Children Mathematics 3, no. 8 (April 1997): 454–57. http://dx.doi.org/10.5951/tcm.3.8.0454.

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A quick reading of the literature indicates that the use of language, both written and oral, in mathematics has received a great deal of attention. The importance of language, and of writing in particular, is reflected in such documents as the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). The question facing teachers is not whether oral and written language should be part of the mathematics curriculum but how language can be used effectively.

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Hunt, Pam, and Felicia Farron-Davis. "A Preliminary Investigation of IEP Quality and Content Associated with Placement in General Education versus Special Education Classes." Journal of the Association for Persons with Severe Handicaps 17, no. 4 (December 1992): 247–53. http://dx.doi.org/10.1177/154079699201700406.

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An analysis was conducted of the quality and curriculum content of the individualized education programs (IEPs) written by 11 teachers for 22 students with severe disabilities who attended a special class program (two students per teacher). Differences were then analyzed between this first set of IEPs and subsequent IEPs written by the same teachers for the same 22 students following a change of placement from special classes to full-time membership in general education classrooms. IEP quality was evaluated on the basis of the degree to which educational objectives included seven components identified as indicators of best practices. Curriculum content areas included communication, social, motor, vocational, domestic, community, recreation/leisure, and academic. No difference was found in the curriculum content of the IEPs written for the students when they attended a special versus a general education class; however, there was a difference found in the quality of the IEP objectives, with higher scores for IEPs written for the students when they were full-time members of general education classes.

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Morris, Alexis, Maia McGuire, and Ruth Francis-Floyd. "Third Grade Manatee Curriculum—Lesson 3: Manatee Adaptations." EDIS 2015, no. 5 (August 5, 2015): 3. http://dx.doi.org/10.32473/edis-vm206-2015.

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This 3-page fact sheet is the third lesson of 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 Alexis Morris, 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) VM206/VM206: Third Grade Manatee Curriculum—Lesson 3: Manatee Adaptations (ufl.edu)

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Johora, Fatema, Asma Akter Abbasy, Sabiha Mahboob, Fatiha Tasmin Jeenia, Jannatul Ferdoush, and Md Sayedur Rahman. "Pharmacology Written Questions of One Decade: Evaluation of Curricular Objectives and Content Coverage." Bangladesh Journal of Medical Education 14, no. 1 (January 7, 2023): 43–49. http://dx.doi.org/10.3329/bjme.v14i1.63681.

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Undergraduate pharmacology education has always been a topic of intense excitement and debate. This descriptive cross-sectional study was conducted to analyze the pharmacology written question papers (SAQ) of MBBS curriculum in last 10 years (January 2010 to November 2019). Total 131 question papers were collected, and reflection of curricular objectives and content coverage of pharmacotherapy of diseases of high burden were evaluated. Objective regarding factual knowledge (pharmacological effects, mechanisms of action, pharmacokinetic characteristics and adverse reactions of drugs) occupied about 80 percent of the questions throughout the last decade. Medicines used in diseases of high burden received very little weightage, which is consistent throughout the decade. Bangladesh Journal of Medical Education Vol.14(1) January 2023: 43-49

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McGuire, Maia, and Ruth Francis-Floyd. "Third Grade Manatee Curriculum—Lesson 16: Sharing What We Know about Manatees." EDIS 2015, no. 5 (August 5, 2015): 1. http://dx.doi.org/10.32473/edis-vm219-2015.

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This 1-page fact sheet is the sixteenth lesson of 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) VM219/VM219: Third Grade Manatee Curriculum—Lesson 16: Sharing What We Know about Manatees (ufl.edu)

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Floyd, Maxine, Maia McGuire, and Ruth Francis-Floyd. "Third Grade Manatee Curriculum—Lesson 11: Biodegradable or Not?" EDIS 2015, no. 5 (August 5, 2015): 3. http://dx.doi.org/10.32473/edis-vm214-2015.

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This 3-page fact sheet is the eleventh lesson of 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 Maxine Floyd, 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) VM214/VM214: Third Grade Manatee Curriculum—Lesson 11: Biodegradable or Not? (ufl.edu)

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Morris, Alexis, Maia McGuire, and Ruth Francis-Floyd. "Third Grade Manatee Curriculum—Lesson 6: What Do Animals Need to Survive?" EDIS 2015, no. 5 (August 5, 2015): 11. http://dx.doi.org/10.32473/edis-vm209-2015.

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This 11-page fact sheet is the sixth lesson of 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 Alexis Morris, 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) VM209/VM209: Third Grade Manatee Curriculum—Lesson 6: What Do Animals Need to Survive? (ufl.edu)

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Francis-Floyd, Ruth, and Maia McGuire. "Third Grade Manatee Curriculum—Lesson 4: Manatees Are Mammals; They Are Closely Related to Elephants." EDIS 2015, no. 5 (August 5, 2015): 7. http://dx.doi.org/10.32473/edis-vm207-2015.

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This 7-page fact sheet is the fourth lesson of 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) VM207/VM207: Third Grade Manatee Curriculum—Lesson 4: Manatees Are Mammals; They Are Closely Related to Elephants (ufl.edu)

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McGuire, Maia, and Ruth Francis-Floyd. "Third Grade Manatee Curriculum—Lesson 8: How Much Do Manatees Need to Eat?" EDIS 2015, no. 5 (August 5, 2015): 2. http://dx.doi.org/10.32473/edis-vm211-2015.

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This 2-page fact sheet is the eighth lesson of 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) VM211/VM211: Third Grade Manatee Curriculum—Lesson 8: How Much Do Manatees Need to Eat? (ufl.edu)

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