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Mo, Haiwen, e Fengjuan Luo. "A Study of the Construction of English Hidden Curriculums at Primary Schools in China". English Language Teaching 12, n. 9 (16 agosto 2019): 66. http://dx.doi.org/10.5539/elt.v12n9p66.
Testo completoAbstract (sommario):
The hidden curriculum is an important part of curriculums, and constructing the primary school English hidden curriculum is helpful for the implementation of the new National English Curriculums, the development of students’ key competencies and the reform of basic English teaching in China. However, according to the survey conducted with 40 primary school leaders, 60 primary school English teachers as well as 300 primary school students, the hidden curriculum is always ignored in primary school English teaching in China. Schools should meticulously design the educational environment on campus, highlighting the characteristics of English hidden curriculums, integrate English into the class culture, optimizing English educational environment. It is necessary to build a harmonious relationship between teachers and students, to enhance students’ motivation of learning English, to mobilize social and family participation, and to build multiple hidden curricular resources of English so as to promote the reform of English teaching and improve the quality of English teaching at primary schools in China.
2
von Maltzan, Carlotta. "Deutsch im Kontext der südafrikanischen Bildungspolitik und der Ruf nach Dekolonisierung". Jahrbuch für Internationale Germanistik 50, n. 1 (1 gennaio 2018): 99–110. http://dx.doi.org/10.3726/ja501_99.
Testo completoAbstract (sommario):
Abstract 1979 veröffentlichte Michael W. Apple seine zu Fragen der Bildungspolitik bahnbrechende Untersuchung Ideology and Curriculum1. Hier vertritt er bereits die Auffassung, die er in der Folge in weiteren Veröffentlichungen vertieft2, dass ein Curriculum nicht nur Werte, Verpflichtungen und Ideale verkörpere, sondern gleichzeitig auch immer als selektiv zu betrachten sei, denn u.a. spiegele die Zusammensetzung eines Curriculums das jeweils bestehende Verhältnis zwischen Kultur und wirtschaftlicher Macht wider. Um es vereinfacht auszudrücken, diejenigen, die die Macht haben, entscheiden, was unterrichtet werden soll und damit als wissenswert angesehen werden sollte, welcher Wert diesem Wissen beigemessen und was aus dem Curriculum ausgelassen werden kann. Insofern kann diese Auswahl als ein politischer Akt betrachtet werden. Damit hat ein Curriculum an Schulen und Universitäten in jedem Land symbolischen Wert.
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Whitty, Geoff. "Curriculum Research and Curricular Politics". British Journal of Sociology of Education 8, n. 2 (giugno 1987): 109–17. http://dx.doi.org/10.1080/0142569870080201.
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Cohen, Jordan L. "Curriculum Revision or Curricular Transformation?" American Journal of Pharmaceutical Education 56, n. 1 (1992): 93. http://dx.doi.org/10.1016/s0002-9459(24)06584-7.
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Veryawan, Veryawan, Rabitah Hanum Hasibuan, Anisaturrahmi Anisaturrahmi, Rosmiati Rosmiati, Dewi Fitriani, Abdul Hafiz e Rahma Rahma. "Analysis of the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education". Aṭfālunā Journal of Islamic Early Childhood Education 6, n. 2 (31 dicembre 2023): 81–95. http://dx.doi.org/10.32505/atfaluna.v6i2.6517.
Testo completoAbstract (sommario):
Merdeka curriculum is interpreted as a learning design that provides learning opportunities for children to learn with freedom and creative thinking, creating a generation of lifelong learners following the values of Pancasila. This research aims to analyze the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education. This research uses a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) with three steps: planning, conducting, and reporting the review. The procedure through stages is the development of a review protocol, definition of inclusion and exclusion criteria, literature search in predetermined databases, critical appraisal, data extraction, and information synthesis. The result shows that implementing the Merdeka curriculum with the Pancasila student profiled in early childhood education is carried out in intra-curricular, extra-curricular, and school culture learning, starting with understanding the Merdeka curriculum and learning outcomes. Future research might delve deeper into assessing the holistic impact of the Merdeka Curriculum's Pancasila-student profiling on various aspects of early childhood development beyond values integration, such as cognitive, social, and emotional growth.
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Soysal, Yi̇lmaz. "Science Curriculum Objectives’ Intellectual Demands: A Thematic Analysis". Journal of Science Learning 5, n. 1 (1 marzo 2022): 127–40. http://dx.doi.org/10.17509/jsl.v5i1.35439.
Testo completoAbstract (sommario):
Science curriculums and curricular materials are essential guidelines in materializing effective science teaching. The primary goal of the current study aims to present a thematic analysis of the last three elementary and middle school science curriculums objectives released in 2013, 2017, and 2018 to determine whether they provide a base for science teachers to design intellectually demanding instructional tasks. This study conducted an in-depth document analysis to describe the curricular themes and objectives' intellectual demands beyond a mere description. Moreover, a critical document-based thematic analysis achieved a call for an in-depth interrogation of the intended science curricula. The current study reveals that the explored science curriculums mainly include physics-related and biology-related topics and chemistry-related topics. There is less place for the issues related to astrophysics and earth sciences. Although three curricular changes (2013, 2017, and 2018) were actualized to enrich the science curriculums' scope, intellectual capacity, and thematic variation, the conceptual emphasis seemed to be strictly copied over the years. The curriculums under examination appeared to let the teachers design high intellectually demanding tasks to teach science knowledge and epistemic practices, however, to a certain extent. It is concluded that the sharp decreases in the number of objectives observed in the abstraction zone may hinder teachers from generating teaching environments where students can transfer acquired knowledge and practices to external contexts. Educational recommendations are offered in the sense of curriculum development and teacher education.
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Potteiger, Kelly, Christopher David Brown e Leamor Kahanov. "Altering the Athletic Training Curriculum: A Unique Perspective on Learning Over Time". Athletic Training Education Journal 7, n. 2 (1 aprile 2012): 60–69. http://dx.doi.org/10.4085/070260.
Testo completoAbstract (sommario):
Context: The cohort athletic training curriculum features a competency-based approach that allows the student to matriculate through the program in a systematic fashion. This method is desired as it allows for efficient delivery and mastery of the educational content and associated clinical skills. The result may be an inflexible curriculum that can be unforgiving when unforeseen circumstances arise. Objective: To introduce a unique curricular design to the undergraduate athletic training setting that is more flexible than the traditional curricular model. Background: Athletic training education has expanded and proliferated greatly since 1998. The high rate of growth resulted in programs that are similar in design. The curricular structure is based on competency-based categories whose subjects rely on each other so strongly that there is little flexibility. This rigidity can create matriculation issues for students who are unable to proceed through the program at the required pace. Synthesis: Review of the current curricular model and accompanying literature indicates a desire for a new curricular model to provide flexibility within the athletic training curriculum. Results: The Adaptive Athletic Training model provides a flexible alternative to the cohort athletic training curriculum. This design uses a holistic and problem-based approach that is more closely associated with the entry-level workplace. Limitations include its ability to conform directly to the Commission onbetter Accreditation of Athletic Training Education competency matrix and the increased academic resources needed for implementation. Recommendations: Professional athletic training education programs should examine whether their current curricular model benefits their student population in the greatest extent. If room for improvement is identified, then alternative curricular models should be explored. Conclusions: The Adaptive Athletic Training model provides a flexible curricular option when examining alternative professional athletic training education program curriculums.
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Widiatsih, Asri, Untung Triono e Nostalgianti Citra P. "Implementasi Program Pembelajaran Berbasis Budaya Lokal Melalui Hidden Curriculum". Journal of Education and Instruction (JOEAI) 4, n. 2 (16 novembre 2021): 338–42. http://dx.doi.org/10.31539/joeai.v4i2.2823.
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This study aims to describe the implementation of local culture-based learning through the Hidden Curriculum at SMP Negeri 1 Sumberbaru Jember. The approach in this research is qualitative research, with case studies. Meanwhile, the object of this research is SMP Negeri 1 Sumberbaru, Jember Regency. The data collection technique uses observation, interview, and documentation techniques with data analysis using qualitative data analysis procedures consisting of: data condensation, data presentation, and inference/verification. The results showed that the implementation of local culture-based learning programs through a hidden curriculum was carried out by: (1) intracurricular activities, (2) co-curricular and (3) extracurricular activities. Conclusion, Hidden curriculum through intracurricular activities in the form of art and dance subjects. Co-curricular activities can be implemented by integrating them into the learning program, the activities implemented are the habit of coming in the morning, the role of the BK teacher, the celebration of religious holidays and the role of the school committee. The chosen extracurricular activity is dance, which is a characteristic of East Java.
Keywords: Hidden Curriculu, Local Culture-based Learning
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Rawle, Fiona, Tracey Bowen, Barb Murck e Rosa Hong. "Curriculum Mapping Across the Disciplines: Differences, Approaches, and Strategies". Collected Essays on Learning and Teaching 10 (12 giugno 2017): 75–88. http://dx.doi.org/10.22329/celt.v10i0.4765.
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Curriculum mapping can be used to document, align, visualize, and assess curricular data, such as learning outcomes, assessment materials, instructional techniques, and student pre- and post-testing scores. A cross-disciplinary Curriculum Mapping Initiative currently underway at the University of Toronto Mississauga aims to: (1) develop guidelines for the curriculum mapping process; (2) develop cross-disciplinary curriculum mapping templates and samples to guide departments through the curriculum mapping process; (3) communicate narratives for how to use curriculum mapping to inform curricular change; (4) develop visualization strategies for curricular data; (5) initiate a plan for dissemination and sustainability; and (6) initiate a plan for informing students about how to use curricular maps in their academic experiences. Through this curriculum mapping initiative, we have discovered that discipline-specific differences exist in approaches to curriculum mapping. The purpose of this paper is to communicate these cross-disciplinary similarities and differences in purpose, process, and utilization of curriculum mapping strategies. We found that different departments had some common ground in the curriculum mapping process, but also key differences. The differences could be categorized according to: purpose for initiating the curriculum mapping process; approach to curriculum mapping; dissemination of completed maps; dealing with pedagogical jargon; and faculty buy-in.
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Song, Naree, e Dukjoo Jo. "A Study on the Development and Operation Model of Extracurricular Curriculum in University". Korean Association For Learner-Centered Curriculum And Instruction 24, n. 8 (30 aprile 2024): 467–84. http://dx.doi.org/10.22251/jlcci.2024.24.8.467.
Testo completoAbstract (sommario):
Objectives The purpose of this study is to help universities systemically develop and operate extracurricular curriculum that can reflect their own characteristics, through research on a development and management model for extracurricular curriculum activities. Methods The steps of research were progressed with three stages: research planning, literature review and the model development. Based on the Taba’s(1962) curriculum development model, the research planning stage planned the extracurricular curriculum development and operation model of the university. The literature research stage collected and analyzed the extracurricular, extracurricular activities, extracurricular curriculum which were related to the pilot study, curriculum development model, model research, curriculum development the research paper and also were related to the books and research papers. The model development stage based on the curriculum model and the curriculum development model which are the foundation of curriculum brought out the implication and the model was confirmed after a feasibility study by a expert of curriculum. Results The management and development model for extracurricular curriculums consists of four stages: 1. Drafting a proposal and planning of university extracurricular curriculums; 2. crafting detailed plans for each extracurricular curriculum activity; 3. executing and operating the extracurricular curriculum activities; and 4. evaluating and assessing university extracurricular curriculums. Each stage is comprised of five different sub-categories, such as ① subject, ② period, ③ foundation, ④ method, and ⑤ model. Conclusions The reason for the establishment and operation of the extracurricular curriculum is to instill students with the university’s core values and help them become competent members of society and the university. Therefore, the university extracurricular curriculum must be developed and operated according to the stages and procedures as in the required and elective curriculum.
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Thiesen, Juarues Da Silva. "Estratégias de internacionalização da educação e do currículo: Das universidades aos territórios da Educação Básica". education policy analysis archives 27 (27 maggio 2019): 58. http://dx.doi.org/10.14507/epaa.27.3622.
Testo completoAbstract (sommario):
The objective of the study is to analyze implications of the movements for the curricular internationalization of higher education in terms of current curriculum policies and reconfigurations of basic education, particularly in Brazil and Portugal. This article presents and discusses a set of strategies that have been formulated and or adopted by the Brazilian state and by non-state organizations that seek to align higher education and basic education curriculums to movements that defend internationalization. Drawing on previous research, this exploratory and empirical study uses official texts of Brazilian educational and curricular policy, as well as projects of private institutions related to curriculum internationalization, as its primary sources. The article concludes that there is a significant process of alignment of Brazilian education to the expectations and demands of internationalization and that various strategies adopted in higher education are readapted for use in curricular territories of basic education.
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Zhang, Kevin. "Curriculum Evaluation and Extra-curricular Activity". International Documentation 1, n. 1 (2020): 27–40. http://dx.doi.org/10.47917/j.id.20190903.
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Goldweber, Mikey. "CURRICULUM MATTERSTool-driven curricular decision making". ACM Inroads 10, n. 4 (15 novembre 2019): 15–16. http://dx.doi.org/10.1145/3368269.
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Olson, Ardis L., Jerold Woodhead, Roger Berkow, Nancy M. Kaufman e Susan G. Marshall. "A National General Pediatric Clerkship Curriculum: The Process of Development and Implementation". Pediatrics 106, Supplement_1 (1 luglio 2000): 216–22. http://dx.doi.org/10.1542/peds.106.s1.216.
Testo completoAbstract (sommario):
Objective. To describe a new national general pediatrics clerkship curriculum, the development process that built national support for its use, and current progress in implementing the curriculum in pediatric clerkships at US allopathic medical schools. Curriculum Development. A curriculum project team of pediatric clerkship directors and an advisory committee representing professional organizations invested in pediatric student education developed the format and content in collaboration with pediatric educators from the Council on Medical Student Education in Pediatrics (COMSEP) and the Ambulatory Pediatric Association (APA). An iterative process or review by clerkship directors, pediatric departmental chairs, and students finalized the content and built support for the final product. The national dissemination process resulted in consensus among pediatric educators that this curriculum should be used as the national curricular guideline for clerkships. Monitoring Implementation. Surveys were mailed to all pediatric clerkship directors before dissemination (November 1994), and in the first and third academic years after national dissemination (March 1996 and September 1997). The 3 surveys assessed schools' implementation of specific components of the curriculum. The final survey also assessed ways the curriculum was used and barriers to implementation. Outcomes. The final curriculum provided objectives and competencies for attitudes, skills, and 18 knowledge areas of general pediatrics. A total of 216 short clinical cases were also provided as an alternative learning method. An accompanying resource manual provided suggested strategies for implementation, teaching, and evaluation. A total of 103 schools responded to survey 1; 84 schools to survey 2; and 85 schools responded to survey 3 from the 125 medical schools surveyed. Before dissemination, 16% of schools were already using the clinical cases. In the 1995–1996 academic year, 70% of schools were using some or all of the curricular objectives/competencies, and 45% were using the clinical cases. Two years later, 90% of schools surveyed were using the curricular objectives, 88% were using the competencies, 66% were using the clinical cases. The extent of curriculum use also increased. Schools using 11 or more of the 18 curriculum's knowledge areas increased from 50% (1995–1996) to 73% (1996–1997). Conclusion. This new national general pediatric clerkship curriculum developed broad support during its development and has been implemented very rapidly nationwide. During this period the COMSEP and the APA have strongly supported its implementation with a variety of activities. This development and implementation process can be a model for other national curricula.
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Hakim, Abdul, e N. Hani Herlina. "Manajemen Kurikulum Terpadu di Pondok Pesantren Modern Daarul Huda Banjar". Jurnal Penelitian Pendidikan Islam 6, n. 1 (31 maggio 2018): 111. http://dx.doi.org/10.36667/jppi.v6i1.157.
Testo completoAbstract (sommario):
This article is the result of research at Pondok Pesantren Modern Daarul Huda, Banjar City, West Java Province. The results of the research show that: (1) Integrated curriculum planning includes the program of faith development, noble character, science, nationality and nationality, art, entrepreneurship and technical skills, dakwah and community, leadership and management, teacher training, gender equality education, and health, tahfidz al-Qur'an; (2) curriculum structure consists of intra-curricular curriculum, co-curricular and extracurricular; (3) the implementation of integrated curriculum management in this institution is combining several curriculum types such as the formal government curriculum and curriculum of pondok pesantren
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Pedersen, Elaine L., e Leslie Davis Burns. "Curriculum integration across fashion-related curricula". International Journal of Fashion Design, Technology and Education 4, n. 1 (marzo 2011): 43–50. http://dx.doi.org/10.1080/17543266.2010.519725.
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Brimfield, Renée M. B. "Curriculum! What's Curriculum?" Educational Forum 56, n. 4 (30 settembre 1992): 381–89. http://dx.doi.org/10.1080/00131729209340388.
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Abong, Rustam. "KONSTELASI KURIKULUM PENDIDIKAN DI INDONESIA". At-Turats 9, n. 2 (1 dicembre 2015): 37. http://dx.doi.org/10.24260/at-turats.v9i2.314.
Testo completoAbstract (sommario):
Curriculum in Indonesia is always related to the constellation of power, and therefore the direction and substance of the curriculum are determined by the decision of state authorities and non-state subsystems, or complying to a certain notion and concept of education. Constellation of power and complexity of curriculum can be seen in the instruction of Competency-Based Curriculum (KBK), school-based curriculum (KTSP) and 2013 Curriculum. After all, there is no guarantee that these curriculums will be able to develop students’ competency and build their character in line with the national education goals as mandated by Law No. 20/2003 on National Education System. In fact, there is nothing wrong with the curriculum; it is the fault of policy makers of education. The Indonesian people need political will of the government. Curriculum is not the only factor that determines the quality of education. Nor is it the only tool to realize the vision of education. However, curriculum can serve as a strategic device to seed the interests of power. Changes in curriculum in fact generate a strong constellation of power in the curriculum itself, especially in determining the content of education, so no wonder education in Indonesia is “subjugated” by curriculums with business and political interests.
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Guarany, Ann Letícia Aragão, e Lívia de Rezende Cardoso. "Before the storm, the apparent calm: gender and sexuality in the humanities teacher education curriculums at UFS". JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, n. 1 (6 maggio 2021): e12312. http://dx.doi.org/10.20952/jrks2112312.
Testo completoAbstract (sommario):
In this paper, we analyze the place of gender and sexuality issues in the Pedagogical Course Projects (PPC) of ten teacher education courses at UFS, located at the Center for Human Sciences and Education (CECH), and in the specific National Curriculum Guidelines (DCN in portuguese) that are based on. We argue that the specific DCN in the humanities area, crossed by discourses of modern science and education, promoted investments in scenarios, neutral and normalizing regarding gender and sexuality in these curriculums. Not discussing gender sexuality relations, nor how to consider, directs the curriculums to materialize the norms prescribed for each biological sex, defining the appropriate and inconsiderable bodies in curricular concerns. The moment of production of the curriculum documents seems to be of light winds, of an apparent cultural calm, while different temporal pressures have already announced the arrival of the storms that moved from the margins.
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Hurtado Almonacid, Juan Gabriel, e Jacqueline Páez - Herrera. "El modelo curricular basado en competencias en la formación del profesorado de Educación Física. Entre el currículum prescrito y la realidad docente (The competency-based curriculum model in Physical Education teacher training. Between the pre-scribed curriculum and the reality of the classroom)". Retos 55 (15 aprile 2024): 736–44. http://dx.doi.org/10.47197/retos.v55.104308.
Testo completoAbstract (sommario):
El desarrollo de la formación profesional se ha situado con gran influencia en el contexto laboral, las demandas y tareas propias de diferentes profesiones han permeado la formación profesional, modificando los curriculums y planes de estudios. Objetivo. Comprender las concepciones sobre la implementación del modelo curricular basado en competencias en la formación del profesorado de Educación Física, según la mirada de los gestores del curriculum de las Universidades de la Región de Valparaíso, Chile. Métodos: Se utilizó un enfoque cualitativo con un diseño fenomenológico. Participaron cinco informantes claves seleccionados de manera intencional y conveniencia. La información fue recolectada mediante la aplicación de una entrevista semi estructurada. Resultados: los informantes reconocen que no existen un mecanismo de monitoreo y seguimiento que de certezas sobre la implementación de prácticas pedagógicas acordes y coherentes con el modelo curricular. Se identifica un predominio de estrategias tradicionales de enseñanza así como también de las prácticas evaluativas, por parte del cuerpo académico, siendo esta dimensión la que mayores tensiones provoca. Conclusiones: la implementación del currículum basado en competencias debe avanzar desde la inspección de documentos al acompañmiento de los docentes, con el fin de asegurar la pertienencia y coherencia curricular. Palabras Clave: Curriculum, competencias, gestores, formación docente. Abstract. The development of vocational training has been great influence situated in the labour context, the demands and tasks inherent to the different professions have permeated vocational training, modifying curricula and syllabuses. Objective. To understand the conceptions of the implementation of the competency-based curriculum model in Physical Education teacher training, as seen from the perspective of curriculum managers at universities in the Valparaíso Region, Chile. Methods: A qualitative approach with a phenomenological design was used, with the participation of five key informants selected intentionally and conveniently. The information was collected through the application of a semi-structured interview. Results: The informants recognise that there is no monitoring and follow-up mechanism that provides certainty about the implementation of pedagogical practices that are consistent and coherent with the curricular model. A predominance of traditional teaching strategies is identified, as well as of evaluative practices by the academic body, this being the dimension that causes the greatest tensions. Conclusions: the implementation of the competence-based curriculum must progress from the inspection of documents to the accompaniment of teachers in order to ensure curricular coherence and consistency. Keywords: Curriculum, competences, managers, teacher training.
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Daud, Darmawan, Muhammad Nasir e Moh Salehudin. "Manajemen Pengembangan Kurikulum Pesantren Mu’Adalah (Studi Kasus Pada Satuan Pendidikan Mu’allimin Pondok Pesantren Trubus Iman Tanah Grogot)". Journal on Education 6, n. 4 (14 giugno 2024): 20732–47. http://dx.doi.org/10.31004/joe.v6i4.6187.
Testo completoAbstract (sommario):
The policy on developing the mu'adalah pesantren curriculum as outlined in the Regulation of the Minister of Religious Affairs of the Republic of Indonesia number 31 of 2020 emphasizes the importance of being tailored to the characteristics of each pesantren. Management, which consists of planning, implementation, and evaluation, is a crucial aspect of this process. This has a significant impact on the students. The management of the mu'adalah pesantren curriculum development at Trubus Iman Islamic Boarding School focuses on planning, implementation, and evaluation. The Planning of the Mu'adalah Pesantren Curriculum Development refers to the vision and mission of Trubus Iman Islamic Boarding School by enriching the curriculum content that integrates knowledge, faith, and practice. There is a close integration between religious and general knowledge in the curriculum, which is designed in the context of intra-curricular, extra-curricular, and co-curricular activities. The Implementation of the Mu'adalah Pesantren Curriculum Development begins with a curriculum orientation stage for the subject teachers. The mu'adalah curriculum program is developed by adopting learning processes inside and outside the classroom, reflecting the characteristics of Trubus Iman's integrative, comprehensive, and independent education system. The Evaluation of Curriculum Development involves supervision activities that include guidance, monitoring, and controlling the implementation of the curriculum.
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Lee, Kyungwon, Hangyun Cho e Oh Nam Kwon. "An Analysis for the Characteristics of Mathematics Subject in IB DP Theory of Knowledge and Extended Essay Curriculum". SNU Journal of Education Research 31, n. 3 (30 settembre 2022): 33–58. http://dx.doi.org/10.54346/sjer.2022.31.3.33.
Testo completoAbstract (sommario):
This study analyzes the theory of knowledge and the extended essay curriculum of the IB DP curriculum in order to derive implications for the reflection of characteristics of subjects in the cross-curricular curricula. In the IB DP curriculum, the theory of knowledge and the extended essay curriculum are core areas with academic characteristics that can be connected to multiple subjects. The theory of knowledge curriculum was analyzed from the perspective of the nature and ethics of mathematics. The extended essay curriculum was analyzed from the perspective of mathematical inquiry. The theory of knowledge curriculum provides knowledge questions related to mathematics so that students can experience various perspectives on the nature and ethics of mathematics. The extended essay curriculum provides procedures, methods, and cases for students to experience mathematical inquiry. This analysis can be used as basic data for developing curriculum documents and textbooks that can reflect the characteristics of individual subjects in the cross-curricular curricula.
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Ghaderi Doust, Elham. " A Comparative Study on Objectives and Components of Writing Skill in National Curriculum of Iran and America (New Jersey) at High School". International Letters of Social and Humanistic Sciences 70 (giugno 2016): 70–80. http://dx.doi.org/10.18052/www.scipress.com/ilshs.70.70.
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This study aims to provide an introductory of the codification of the objectives and components of teaching writing within the National Language curriculum in upper secondary in correlation with elementary and lower secondary curriculums. The method is a qualitative analysis of the contents. The data includes the Persian Language curriculum in Iranian upper secondary schools (version 2007) and American core curriculum for Language Arts (in New Jersey, 2004) collected through library study and note taking from Iran and foreign documents. In the present research, objectives and components of teaching writing within the curriculums in countries cited are analyzed and perused based on Autonomous and Ideological approaches to literacy; suggesting that objectives and components of American curriculum for teaching writing are formularized and influenced by Ideological approach, whereas Iranian writing curriculum possess properties of Autonomous Approach(consciously or unconsciously)and characteristics concerned with Ideological approach are marginal in Iran. After discussing features of curriculums in America (New Jersey), impressed by the Ideological approach to literacy, we proceed to bring forward the advantages and drawbacks of objectives and components of Iranian curriculum for teaching writing and some suggestions to improve are mentioned
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Lathif, Rusli. "Comparative Study of Curriculum 2013 Implementation and Independent Learning Curriculum on Islamic Religious Education Learning at SMAN 2 South Tangerang City". Scientia 2, n. 1 (25 gennaio 2023): 426–30. http://dx.doi.org/10.51773/sssh.v2i1.188.
Testo completoAbstract (sommario):
According to Law No. 20 of 2003, a curriculum is a set of plans and arrangements regarding the objectives, content and learning materials, as well as the methods used as guidelines for organizing activities to achieve certain educational goals. The curriculum's function in education is to create lesson plans, design and compile learning materials and objectives, as well as to ensure that learning is carried out effectively. To make learning effective, it is necessary to have the best formula in terms of curriculum content and substance. It will be relatively simple to implement when the curriculum's content and substance are easily digested by teachers and students. Islamic religious education has been a subject in every school, so its existence will be considerably complex, particularly on the material side and adjusting to the curriculum that has been applied. The Curriculum 2013 is a competency-based and character-based curriculum that is expected to improve learning and educational outcomes that are precisely targeted to students' character and morality, knowledge, personality, and implementation in everyday life. The 2013 curriculum includes at least three Islamic education values: Morals, Adab, and Exemplary. The Merdeka Curriculum is a response to the Covid-19 pandemic's missing lessons, often known as loss learning. According to the Ministry of Education and Culture's pocketbook, the Merdeka Curriculum is a curriculum with diverse intra-curricular learning where the content will be more ideal so that students have adequate time to explore concepts and strengthen competencies. Teachers have the freedom to select numerous teaching tools so that learning can be adapted to students' learning needs and interests. Projects to enhance Pancasila student profile success are designed based on government-determined themes. The project is not directed to achieving certain learning achievement targets, so it is not tied to subject content. Islamic education is available in both public and private schools. Islamic religious education aims to provide students with knowledge and understanding of faith, worship, morality, and muamalah. As a result, Islamic religious education provides guidance and attitudes toward religious practice in accordance with Islamic law. Islamic religious education develops individuals with character and excellent morality in students that can be implemented in everyday life. This study aims to compare the implementation of the 2013 Curriculum with the Merdeka Belajar Curriculum (Independent Learning Curriculum) in Islamic religious education learning. Case studies were used in this qualitative study. The sources used and the data collection techniques employed were library research, observation, and interviews. This study focused on Islamic religious education teachers at SMA Negeri 2 Tangerang Selatan City.
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Chavez, Judith C., Noel N. Pit e Miguela B. Napiere. "Graduate School Curriculum Inquiry from The Lens of the Graduates: A Single Intrinsic Case Study". British Journal of Multidisciplinary and Advanced Studies 4, n. 4 (12 agosto 2023): 125–37. http://dx.doi.org/10.37745/bjmas.2022.0271.
Testo completoAbstract (sommario):
The evaluation of the curriculum is a critical aspect of curriculum development as it allows the school administration to assess whether the curriculum has successfully achieved its objectives. This study aimed to identify the strengths and areas for improvement in a graduate school curriculum. To conduct this qualitative case study, the researchers utilized purposeful sampling, selecting graduate students in the thesis writing stage and recent graduates from various courses offered in the graduate school. A total of 10 participants willingly participated in the focus group discussion, while four took part in the exit interview. The researchers employed focus group discussions and exit interviews as data collection tools, focusing on the participants’ experiences with the graduate school curriculum. The findings revealed three main themes: Advancing professional capability, empowering experiences, and overcoming research hurdles. These themes indicated that the Graduate School Curriculum had contributed to the development of the participants' research skills in their respective disciplines, ultimately empowering them to develop leadership skills in the workplace. This was largely facilitated by the professors' effective facilitation of the learning processes. While this study provides valuable insights into the strengths of the graduate school curriculum, the study points to the need to intensify its scaffolds on the area of research and of reflecting further on the sequence of curricular offerings tailored to fit the context of graduate students in an online environment. A further empirical investigation using quantitative methods is endorsed to obtain more robust information on the curriculum's best features and to enhance its overall effectiveness.
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Viirpalu, Piret, Edgar Krull e Rain Mikser. "Investigating Estonian Teachers’ Expectations for the General Education Curriculum". Journal of Teacher Education for Sustainability 16, n. 2 (1 dicembre 2014): 54–70. http://dx.doi.org/10.2478/jtes-2014-0011.
Testo completoAbstract (sommario):
Abstract Finding a balance between a centralised and decentralised curricular policy for general education and seeing teachers as autonomous agents of curriculum development is a recurrent issue in many countries. Radical reforms bring about the need to investigate whether and to what extent different parties – and first of all, teachers – are ready to accept and internalise the new policies and roles as curriculum leaders to ensure the sustainability of curriculum development. The purpose of this paper is to describe the development of a questionnaire for investigating Estonian teachers’ curricular work and preferences and to introduce the results of its piloting. The main topics covered by the questionnaire are teachers’ experience and autonomy in using and developing curricula, their preparation for curriculum development and preferences and expectations for the best curricular solutions. The developed questionnaire can be used for investigating teachers’ curricular work and preferences in different national contexts, thus enabling comparative studies across countries with different practices regarding curriculum policy.
27
Layton, Shannon S., Randy Moore e Rebecca S. (Suzie) Miltner. "Curriculum Mapping Post-Baccalaureate Registered Nurse Residency Curriculum to Accrediting Agency Standards". Journal for Nurses in Professional Development 39, n. 4 (luglio 2023): 230–33. http://dx.doi.org/10.1097/nnd.0000000000000999.
Testo completoAbstract (sommario):
This article examines the process of mapping a post-baccalaureate registered nurse residency curriculum with Commission on Collegiate Nursing Education standards for nurse residencies. Curriculum mapping revealed gaps and redundancies in the curriculum as well as documented compliance with accreditation standards. Curriculum mapping is instrumental to developing, evaluating, and refining curricular elements. Mapping curriculum with accreditation standards simultaneously fulfills accreditation requirements and can increase confidence in readiness within organizations undergoing accreditation site visits.
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Walker, Henry M. "CURRICULAR CONSIDERATIONSEight principles of an undergraduate curriculum". ACM Inroads 1, n. 1 (marzo 2010): 18–20. http://dx.doi.org/10.1145/1721933.1721940.
Testo completo
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Leite, Carlinda, Preciosa Fernandes e Carla Figueiredo. "National curriculum vs curricular contextualisation: teachers’ perspectives". Educational Studies 46, n. 3 (28 gennaio 2019): 259–72. http://dx.doi.org/10.1080/03055698.2019.1570083.
Testo completo
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Walker, Henry M. "CURRICULAR SYNCOPATIONSWhen is a computing curriculum bloated?" ACM Inroads 2, n. 2 (giugno 2011): 18–20. http://dx.doi.org/10.1145/1963533.1963538.
Testo completo
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Fauzi, Anis, e Hasbullah Hasbullah. "Pre-Eminent Curriculum in Islamic Basic School Integrated Comparative Studies in Islamic Basic School Integrated Al-Izzah Serang and Al-Hanif Cilegon, Banten, Indonesia". International Education Studies 9, n. 4 (30 marzo 2016): 124. http://dx.doi.org/10.5539/ies.v9n4p124.
Testo completoAbstract (sommario):
<p class="apa">Compare to General SD (Primary school), the superiority of SD Islam Terpadu (Integrated Islamic Primary School) lies on the development of the curriculum and learning that is more emphasize on integrated curriculum and integrated learning. Curriculum model applied in Sekolah Dasar Islam Terpadu (SDIT) is integrated curriculum. This curriculum is being applied by creating the synergy among national curriculum of education (ministry of education), religious curriculum (Al-Islam), and local content curriculum by using full day school system. The result of this research shows that: the concept of SDIT (Islamic integrated primary school) relies on the stakeholders, who hold the education, and self-development curriculum that relies on the needs of SDIT al-Izzah plus adjustment curriculum which relies on Islamic integrated primary school networks. The concept of curriculum which is applied in SDIT al Hanif combines three curriculums namely: the ministry of education and culture, ministry of religious affairs and the stakeholders’ curriculum.</p>
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Alghazo, Ali M. "CORE Curriculum and Students Perceptions: Approach to Curriculum Review". International Journal of Information and Education Technology 5, n. 8 (2015): 620–24. http://dx.doi.org/10.7763/ijiet.2015.v5.579.
Testo completo
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Ding, Yiran, e Lijie Lv. "Are Students Satisfied with the Current School-Based Curriculum of Chinese Traditional Culture? A Survey of 120 Elementary and Middle Schools in China". Best Evidence in Chinese Education 6, n. 2 (23 novembre 2020): 863–79. http://dx.doi.org/10.15354/bece.20.ar079.
Testo completoAbstract (sommario):
The school-based curriculum is one of the crucial ways of Chinese traditional culture education. Therefore, it is essential to discuss the current elementary and middle school students’ satisfaction with the traditional cultural school-based curriculum. A survey of the curriculum satisfaction of 120 elementary and middle schools in China with a traditional cultural school-based curriculum found that students’ satisfaction with these curriculums is generally average. However, students believed that the quality of the curriculum is still low. Its main manifestations were passive satisfaction, compromise satisfaction, excellent satisfaction, fall satisfaction, and autonomous satisfaction. This highlighted the problems of some traditional cultural school-based curriculums like the positioning is based on subjective guesswork, the content has not been effectively screened, and the implementation method is a single indoctrination. Based on this, we suggest that: (i) create an all-round atmosphere for students to learn traditional culture actively; (ii) reshape the traditional culture in the curriculum according to the value of the times; (iii) guarantee the cultural resources and professional teachers of curriculum implementation with discipline construction, and (iv) focus on the experience of the implementation process.
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Shrestha, Rajendra. "Prospective of Curriculum Revision in Mechanical Engineering, Institute of Engineering Tribhuvan University". Journal of Advanced College of Engineering and Management 4 (31 dicembre 2018): 95–103. http://dx.doi.org/10.3126/jacem.v4i0.23198.
Testo completoAbstract (sommario):
Continuous revision of curriculum is important in academic institutions. First revision of the curriculum of Mechanical Engineering was completed in 1999. Second revision of the curriculum was started in 2009 and completed in 2015. It is
important for engineering practice to make competitive curriculum for producing quality students by using modern techniques, skills and engineering tools. Analysis of Curriculum-1999 and 2009 were performed. General out lines of the curriculum revisions were introduced. Features of the curriculum revisions were discussed in detail. Competitive analysis of curriculums of contemporize universities of Asia were performed. Accreditation process were analysed, taking reference of European and American systems. Updating equipment in workshop and laboratories with latest technologies were found necessary.
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Watson-Canning, Andrea. "Gendering Social Studies: Teachers’ Intended and Enacted Curriculum and Student Diffraction". Journal of Curriculum Studies Research 2, n. 1 (26 maggio 2020): 55–75. http://dx.doi.org/10.46303/jcsr.02.01.4.
Testo completoAbstract (sommario):
Due to intransigence of social studies curriculum-makers to broaden the scope of who and what is studied, women (especially non-white women) are lacking representation. However, some teachers go beyond the textbook to select alternative curriculum lenses. Utilizing curricular-instructional gatekeeping, complementary curriculum, and queer theory, this article examines how two secondary teachers who incorporate issues of gender and/or women’s experiences into their social studies curriculum describe their reasoning and intentions, how their expressed aims are manifested within their classrooms, and student reaction to the incorporation of gender and women’s experience in the social studies curriculum. Findings indicate participants value multiple perspectives and parity in social studies curriculum and map these ideas onto the explicit curriculum. However, student responses tend to resist teacher intentions and enactment of challenges to normative gender roles. This diffracted curriculum interferes with teacher aims, creating a curricular space where traditional assumptions of the gender binary play out in teacher-student and student-student interactions. These findings indicate a more relational approach to social studies curriculum may be needed to encourage students to engage constructively with nonnormative social ideas.
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Meyer, Margaret R., Truus Dekker e Nanda Querelle. "Innovation in Curriculum: Context in Mathematics Curricula". Mathematics Teaching in the Middle School 6, n. 9 (maggio 2001): 522–27. http://dx.doi.org/10.5951/mtms.6.9.0522.
Testo completoAbstract (sommario):
The past few years have seen the emergence of five mathematics curricula developed with support by the National Science Foundation for the middle grades: Mathematics in Context (MIC) (National Center for Research in Mathematical Sciences Education and Freudenthal Institute 2001), Math Thematics (Billstein and Williamson 1999), Connected Mathematics (CMP) (Lappan et al. 1998), MathScape, a View of the World from a Mathematical Perspective (Education Development Center 1998), and Pathways to Algebra and Geometry (Institute for Research on Learning 1997). One striking similarity that characterizes these middle school curricula, as well as their reform counterparts at the elementary and secondary school levels, is the pervasive use of context. Using a definition suggested by Borasi (1986), context is “the situation in which [a] problem is embedded” (p. 129). Context is usually supplied by the text of the problem, but it can also be contained in pictures, diagrams, or tables. A quick review of any of the curricula mentioned above shows that context is plentiful and varied. This abundance of context is in marked contrast with traditional textbooks, in which context appears only in brief introductions or end-of-section story problems.
37
Ncanywa, Thobeka. "Eurocentric, Westernized, or Afrocentric curriculum in one university in the Eastern Cape: An entrepreneurship approach". International Journal of Research in Business and Social Science (2147- 4478) 12, n. 10 (25 dicembre 2023): 113–20. http://dx.doi.org/10.20525/ijrbs.v12i10.3093.
Testo completoAbstract (sommario):
Curriculum transformation in South African universities strives to revive disadvantaged communities to change existing Eurocentric and Westernized curriculums to be Afrocentric. However, there are debates on whether there should be the adoption of fully Africanized curriculums or infusing African values into the Eurocentric epistemologies. The study sought to bring out the roles of entrepreneurial skills in curriculum transformation in one university in the Eastern Cape. The study adopted a qualitative approach, where university students and lecturers were the key informants. To collect data interviews were used where the interview schedule is attached. It was found that universities are challenged by organizational culture, lack of resources, the existence of colonial systems, and a colonial-caged mentality. The paper illustrated that decolonizing curriculums is useful in resource-constrained institutions if resources are pumped in and if the curriculum transformation works in an entrepreneurial ecosystem. Therefore, the university should invest more resources into the curriculum transformation and African and European epistemology should be fused to come up with strong and vibrant knowledge that will positively change societies. Additionally, for a university entrepreneurship ecosystem, there should be staff empowerment on entrepreneurship education in the curriculum across disciplines.
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Duncan, Worokya. "The Effects Of Africentric United States History Curriculum On Black Student Achievement". Contemporary Issues in Education Research (CIER) 5, n. 2 (27 marzo 2012): 91. http://dx.doi.org/10.19030/cier.v5i2.6925.
Testo completoAbstract (sommario):
Relationships between United States History curriculum design, self-efficacy, and test achievement of eighth-grade students and parents in the KIPP:STAR College Preparatory Charter School were examined in this study. An online questionnaire developed for the study, the Parental Questionnaire for United States History Curriculum, was pilot tested, revised, and used to collect data. Collected data were analyzed using the SPSS (v.19) software. Descriptive statistics and frequencies regarding curricular design, test achievement, and self-efficacy were examined. Results revealed a need for an Africentric United States history curriculum, which by definition is more inclusive and comprehensive than the normative Eurocentric curriculum. The mixed-method study indicated that relationships exist between curricular design and test achievement and between curricular design and self-efficacy.
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PAPAJANI, Adrian. "Curriculum reform in pre-university education in Albania". Polis 20, n. 1 (2021): 7–19. http://dx.doi.org/10.58944/kpug2790.
Testo completoAbstract (sommario):
The study aims to provide a concise overview of the progress of the process of curriculum reform in pre-university education in general, the achievements and problems identified after 1991.After some initial corrections, the pre-university education curriculum changed but they did not follow the same philosophy at different levels of education, which affected the coherence of the changes. In the early 2000s, experts identified the main challenges related to improving the situation in this system. They were: a. national curriculum reform; and b. creating a stable and efficient structure for the professional development of teachers working in pre-university education. The new curricular framework would indicate the directions in which the country’s education system needed to be developed to meet its intended educational policies. But the curricular reform of upper secondary education in 2010 did not follow the same curricular philosophy and approach as the curricular reform of basic education in 2004. Although this reform aimed at aligning with new trends in competency-based curriculum development, it did not managed to realize a curriculum that reflected the development of competencies in all aspects. The basic education curriculum reform in 2013 tried to offer a new curriculum, but despite the efforts made, it failed to develop a competency-based curriculum. The Strategy for the Development of Pre-University Education 2014-2020 envisages a broad and competency-based conception of the curriculum. This important development complemented a shortcoming identified in the process of reforming Pre-University Education until 2013. Defining key 8 POLIS / No. 20, 2021 POLIS / No. 20, 2021 9 competencies, expressed through learning outcomes, as well as defining criteria for assessing outcomes provide the conditions for opportunities to equal education for all students, for accurate assessment of the quality of education offered at national or local level, for fair assessment of the level of student achievement, etc.
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Galvão, Ana Sara, e Claudia Jotto Kawachi-Furlan. "English teacher education and early childhood education: Curricular strategies in Brazilian federal universities". Revista Horizontes de Linguistica Aplicada 20, n. 2 (25 novembre 2021): AG5. http://dx.doi.org/10.26512/rhla.v20i2.38982.
Testo completoAbstract (sommario):
Teaching English in Early Childhood Education is a reality in Brazil, despite its lack of requirement according to current legislations. There is a demand for professionals to teach, but English majors usually do not embrace this age group which would be the focus of Pedagogy. Therefore, a study was developed to comprehend how universities are preparing teachers for this scenario, considering there is no official requirement for curriculum organization. The aim of this paper is to reflect on teacher education and curriculum theories, focusing on how universities have changed their curriculums to deal with the “gap” found in teacher education for this context. The data collected included documents of all Federal Universities in Brazil, based on the Course Pedagogical Project (PPC) available on the website of each university. The results indicate that several Brazilian universities are developing strategies to deal with this scenario in their curriculums, using different approaches. Thus, this paper discusses the results found, specially focused on the curricular strategies adopted by some universities, and their benefits to student-teachers.
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Lee, Younseon. "A Study of Plans to Supplement the Operations of Curricular and Extracurricular Writing Programs in University: Focusing on Writing Center in University". Korean Society of Culture and Convergence 44, n. 11 (30 novembre 2022): 243–55. http://dx.doi.org/10.33645/cnc.2022.11.44.11.243.
Testo completoAbstract (sommario):
The purpose of this study is to explore the directions of writing education in University with a focus on the roles of a writing center. The researcher believes that it is necessary to reinforce writing education further to help college students cultivate their communicative or writing abilities. Here, the management of a writing center will be essential which serves as a pivot to take full charge of writing education and promote its operation in each college and university. It is critical to ensure integrated management of writing curriculums and extra-curriculums to reinforce the cross-curricular nature of writing education and establish a beginning point of a continuous writing curriculum. It is also needed to introduce education on writing across the curriculum(WAC) to improve student's communicative abilities and help them transfer their writing abilities to their fields of specialization through writing education. In addition, there is a need to vitalize an online writing feedback system to guarantee the easiness of education and offer the continuity of writing education to students.
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Adhikari, Surya Prasad. "Practice of Early Childhood Development Curriculum Preparation". Interdisciplinary Research in Education 4, n. 1 (20 settembre 2019): 43–52. http://dx.doi.org/10.3126/ire.v4i1.25709.
Testo completoAbstract (sommario):
This article aimed to explore early childhood development (ECD) curriculum preparation practices. To accomplish the objective, I have collected qualitative information from ECD center through unstructured interview and discussion with the participant. This study revealed that the respondent has just Montessori basic training on pronunciation and curriculum preparation. Curriculum development center is prepares ECDC curriculums as based on the Wheeler curriculum process. However, private ECDCs prepare curriculum themselves in line with the curriculum development center. Private ECDCs have not compulsory to follow the government’s curriculum. Curriculum of Curriculum Development Center focus on children’s all round developments. But there is lack of spiritual development. Facilitators always start to teach/learn through the objects of the environment. Children learn more words from their mother and parents at home. Facilitators teach children by arranging the words from simple to complex. They teach correct pronunciation, structure of words and then concept.
43
Barata, Alvin, Lilis Patria e Shilvani Shilvani. "Comparison Curriculum Analysis between Indonesian KTSP 2006 and 2013 Curriculums". Proceedings International Conference on Teaching and Education (ICoTE) 4, n. 1 (27 marzo 2024): 29. http://dx.doi.org/10.26418/icote.v4i1.78270.
Testo completoAbstract (sommario):
Education has become a part of human life. It is given to individuals differently depending on where the educational activities take place. In order to maintain the consistency of education in certain areas, there is a need for a curriculum that defines the materials and learning standards that must be taught and achieved in educational institutions based on the customs of each area around the world. One method of curriculum implementation is through textbooks. They are tools in which curriculum materials and standards are implemented to support teaching and learning activities. Textbooks always have problems with the content related to the implemented curriculum. There is a need for evaluation to assess the effectiveness and efficiency of textbooks. This study examines the existing implemented curriculum with the textbook contents. Two textbooks, "Bahasa Inggris" based on Indonesian Curriculum 2013 and "Developing English Competences" based on Indonesian KTSP 2006 curriculum, are used for assessment and evaluation. Qualitative method called document analysis is used by implementing McGrath's theory to evaluate textbooks. The results are the difference and validity between the textbooks contents and both the 2013 and 2006 KTSP curriculum. Both are considered suitable, but with some difficulties in certain degrees in teaching and learning activities.
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Miftahur Rahman e Ida Faridah. "IMPLEMENTASI KURIKULUM DI SD NEGERI NGEMPLAK TAHUN 2019". Jurnal Manajemen Pendidikan Islam Al-Idarah 5, n. 2 (2 luglio 2020): 53–58. http://dx.doi.org/10.54892/jmpialidarah.v5i2.70.
Testo completoAbstract (sommario):
Abstrak
Penelitian ini bertujuan untuk mengetahui implementasi kurikulum di SD Negeri Ngemplak.Penelitian ini menggunakan metode kualitatif.Tempat penelitian di SD Negeri Ngemplak Kabupaten Purworejo.Subjek penelitian adalah Kepala Sekolah dan Guru. Teknik pengumpulan data yang digunakan: observasi, wawancara, dokumentasi, dan keabsahan data menggunakan triangulasi. Teknik analisis data dengan cara mereduksi data atau meringkas data yang diperoleh. Hasil penelitian disimpulkan bahwa penerapan kurikulum di sekolah ini ialah menggunakan dua kurikulum, yaitu untuk siswa kelas I, II, dan III menggunakan kurikulum 2013 dan untuk siswa kelas IV, V, dan VI menggunakan kurikulum KTSP karena merupakan kelas lanjutan dari penerapan kurikulum KTSP. Kurikulum 2013 yang mulai berlaku di SD N ini merupakan upaya pendidik dalam mengikuti perkembangan kurikulum yang ada.Dari peserta didik pun telah memberikan umpan balik yang postif terhadap pembelajaran diwujudkan melalui penguasaan materi oleh peserta didik.Dalam pemberlakuan dua kurikulum ini pendidik merasa tidak adanya kesulitan dalam pelaksanaannya.
Kata Kunci: Kurikulum, KTSP, SD N Ngemplak
Abstract
This research head for know the curriculum implementation in SD N Ngemplak (Ngeplak Elementary School). It used quaitatif method which did at SD N Ngemplak (Ngeplak Elementary School) Purworejo Regency, which is which the subject of the research are headmaster and the teachers. The collecting data technique by means summarise the data collected. The result of the research study concluded that this school applied 2 curriculums that are 2013 curricuum which is applied on 1st, 2nd, 3rd grades, and KTSP Curriculum applied on intermediate grade which are 4th, 5th, and 6th grade. The 2013 Curriculum recently applied in this school is the school effort to follow development curriculum. Even the students gave the positive feedback to the studies which has been formed by subject mastery. In Appliying these two curriculum there were on difficulties for the tachers.
Key word: Curriculum, KTSP, Ngeplak Elementary School
45
Valera Alfonso, Orlando. "Curriculum and informational criticism". Historia Y MEMORIA, n. 8 (1 gennaio 2014): 341. http://dx.doi.org/10.19053/20275137.2634.
Testo completoAbstract (sommario):
The neosystemic curricular metatheory comprised in this book constitutes a logically and historically based epistemological bridge between science, contemporary culture and the school curriculum in a society of knowledge and information. This model teaches how to think about the curriculum through an alternative curricular and pedagogical model of thought which allows for the design and reevaluation of contemporary curricular theories, models and praxis, from a novel, scientific, and ideological substratum, inviting us to assume a new attitude regarding contemporary times. This way of thinking leads to an actual change in time; overcoming its current historical features of exploitation and exclusion, and adopting a feature of emancipation, that accomplishes its mission as “a means of liberation”.
46
Musonda, Lucky. "An Evolving Perspective of an Educational Curriculum: A Philosophical, Sociological and Psychological Focus of the Education System". International Journal of Education (IJE) 10, n. 01 (31 marzo 2022): 1–9. http://dx.doi.org/10.5121/ije.2022.10101.
Testo completoAbstract (sommario):
This article undertook to describe philosophical, sociological and psychological frameworks functional in curriculum engineering of the educational system in society. It did a synthesis method to review untampered evolutions in the philosophical, sociological and psychological frameworks that for some time been warranting the re-engineering of the education curriculum relevant to its own society. The evolutions to re-design curriculum are part of motions in educational debates that desires to model its own ideologies. The much desired evolutions to re-design curriculum spurt from societal debates that censure adherence to imported curriculums that completely unmatch industrial relevance. Debates to re-engineer curriculums have stood a taste of time and leave much to be actualized for a relevant desired educational system that would be reflective to industry or trade.
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Kozoll, Richard, e Peter Ower. "Transitioning Between Reform-Based Curricula: A Middle School Teacher’s Construction of a Science Teaching Identity". Science Education International 34, n. 1 (1 marzo 2023): 42–51. http://dx.doi.org/10.33828/sei.v34.i1.5.
Testo completoAbstract (sommario):
Research-based science curriculum has become a common means of supporting best practices in science teaching. In response to his middle school’s transition from one such commercially available science curriculum to another, a seventh-grade science teacher elected to make certain changes to the newly adopted curriculum in its first year of use. These curricular adaptations took place despite a district directive to pilot the curriculum without making any such changes. The purpose of this phenomenological study was to understand this teacher’s lived experience adapting the curriculum. The values that guided this teacher’s curricular decisions situated his lifeworld construction of a science teaching identity around an unremitting pedagogy that maintained his use of best practices. His identity construct further exposed certain self-understandings he held as a science teacher and understandings of his students as science learners. It was the intersection of these pedagogical values with those understandings of his students and himself that supported these curricular changes, providing the backdrop for his identity construct. Therefore, the construction of a science teaching identity, which relies on this intersection, offers deepened insight into teachers’ implementation of reform-based curriculum.
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Şentürk, Cihad, e Mevlüt AYDOĞMUŞ. "Comparison of Turkish Elementary School Science Curriculum: 2005-2013-2017". International Journal of Modern Education Studies 1, n. 1 (31 dicembre 2017): 46. http://dx.doi.org/10.51383/ijonmes.2017.10.
Testo completoAbstract (sommario):
Change is an inevitable reality of life. The developments in the world affect the qualities expected from individuals and this reflects on the educational systems. For this reason, the high competitiveness of the countries in the international arena requires that the education systems comply with the requirements of the age. In Turkey, it is seen that the curriculum has been changed in various times since the announcement of the Republic. In 2005, a major change was done and the curriculum was prepared in line with the philosophical and structural approach as well as the the requirements of the age. These programs were updated in 2013 by reviewing the 4 + 4 + 4 education system which was designed in 2012. In 2017, the curriculum has been updated with stakeholder’s feedback in line with the problems faced by previously developed programs and practices. In this context, the aim of the study is to compare the elementary school science curriculums which were prepared based on the constructivist approach in 2005, updated in 2013 and re-revised in 2017, and to reveal their similarities and differences. In the study, the elementary school science curriculums (2005-2013-2017) were compared by investigating in terms of basic philosophy of the curriculum, the general aims of the curriculum, key competences in the curriculum, and the approaches during the teaching situations, the evaluation process, the subject areas, the achievements and the course hours. The research was carried out by document analyzing method of qualitative research methods. As a result of the study, we found out that while there was not much difference between primary school sciences curriculums in 2013 and 2017, there was a great deal of differences between the 2005 curriculum and the 2013 and 2017 curriculum especially in the number of achievements and course hours.
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Toteles, A. Risky Heris, e Raditya Pratama. "EVALUATION OF THE PHYSICAL EDUCATION SPORTS AND HEALTH CURRICULUM FOR JUNIOR HIGH SCHOOL". EDUCATUM: Scientific Journal of Education 1, n. 2 June (8 giugno 2023): 41–52. http://dx.doi.org/10.59165/educatum.v1i2.19.
Testo completoAbstract (sommario):
This study used a sample of participants taken from a population of 31 participants. The sample is done not by random sampling but in a pandemic situation the sample is directly designated as needed. The sample required as many as 31 participants are participants who work in the Junior Secondary Education Unit. Based on the results of qualitative data in the form of conclusions and suggestions that have been obtained, it can be concluded that the curricular objectives of physical education and sports, student learning experience, curriculum structuring, curriculum practicality and the results of curriculum implementation in general do not meet the feasibility of curriculum evaluation of physical education subjects sports and health although with notes such as curriculum must keep up with the Times and in accordance with needs. In addition, the curriculum should be able to help the teacher to plan a lesson. A very constructive suggestion in the form of a curriculum is expected to be used and easy to use in the subjects of Physical Education Sports and health . There are further developments and improvements to refine the curriculum of physical education, sports and health subjects. Aspects of physical education and sports curricular objectives, student learning experience, curriculum structuring, curriculum practicality and the results of curriculum implementation in general do not meet the eligibility criteria for curriculum evaluation results of physical education and health subjects even with notes such as curriculum must keep up with the Times and in accordance with needs. In addition, the curriculum should be able to help the teacher to plan a lesson. The curriculum of the subjects of Physical Education Sports and health must be developed in detail referring to the objectives of National Education by giving priority to aspects that can be used and easy to use.
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Amantea, Alejandra, Graciela Laura Cappeletti, Estela Beatriz Cols e Silvina Feeney. "Conceptions About Curriculum, School Content and The teachers in the process to produce texts Curriculum in Argentina". education policy analysis archives 12 (9 agosto 2004): 40. http://dx.doi.org/10.14507/epaa.v12n40.2004.
Testo completoAbstract (sommario):
This work analyzes curriculum development processes that have taken place in Argentina during the period 1980-2000. The purpose of this article is to identify the main trends in the conceptions used by the key actors/designers of curriculum for school content, curricular texts and teachers´ place as interpreters of curricular texts. Three lines of thought are distinguished that have impacted curricular decision making processes carried out at the central levels of the system: the tradition of the General Didactics, the tradition of the Special Didactics, and the disciplinary tradition. Finally, this article concludes that a view of curriculum development as a social process needs to incorporate how cultural and political elements are articulated with technical decisions in the particular spaces and agencies where curricular texts are produced.