Artykuły w czasopismach: „Curriculum change”

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Williams, JN, i W. Mayberry. "Curriculum change". Journal of Dental Education 60, nr 5 (maj 1996): 446–47. http://dx.doi.org/10.1002/j.0022-0337.1996.60.5.tb03048.x.

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Sklar, David P. "Implementing Curriculum Change". Academic Medicine 93, nr 10 (październik 2018): 1417–19. http://dx.doi.org/10.1097/acm.0000000000002350.

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Carnegie, Teena A. M., i Kate Crane. "Responsive curriculum change". Communication Design Quarterly 6, nr 3 (22.01.2019): 25–31. http://dx.doi.org/10.1145/3309578.3309581.

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Barnett, Ronald, Gareth Parry i Kelly Coate. "Conceptualising Curriculum Change". Teaching in Higher Education 6, nr 4 (październik 2001): 435–49. http://dx.doi.org/10.1080/13562510120078009.

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McGregor, Heather E. "Curriculum Change in Nunavut: Towards Inuit Qaujimajatuqangit". Articles 47, nr 3 (18.03.2013): 285–302. http://dx.doi.org/10.7202/1014860ar.

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Between 1985 and the present, curriculum developers, educators and Elders in Nunavut have been working towards reconceptualization of curriculum to better meet the strengths and needs of Inuit students and to reflect, preserve, and revitalize Inuit worldview, language, and culture. This article outlines the development of the 1989 curriculum framework Piniaqtavut, the 1996 framework Inuuqatigiit: The Curriculum from the Inuit Perspective, and the 2007 foundation document Inuit Qaujimajatuqangit: Education Framework for Nunavut Curriculum. It goes on to describe the cross-curricular principles and philosophies of education in Nunavut, and identify the most important contributing factors in this system-wide curriculum change process. The intent is both to describe the approach taken in Nunavut, as well as to inform comparable work in other Indigenous contexts.

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Brown, Lyn Mikel, i Jenny Flaumenhaft. "Student-empowered curricular change". Phi Delta Kappan 100, nr 6 (25.02.2019): 13–19. http://dx.doi.org/10.1177/0031721719834023.

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Lyn Mikel Brown and Jenny Flaumenhaft describe the use of student-centered principles to engage in curricular reform in an underresourced rural elementary school. With a specific focus on student empowerment and self-determination, and in collaboration with students and teachers, Transforming Rural Experience in Education (TREE) integrated students’ desire for more movement and time outdoors into the curriculum through project-based activities called somedays and microadventures. Making the curriculum more student-driven has been especially helpful for students who have experienced trauma and a loss of control. In the second year of the curricular redesign, students and teachers are more engaged, school climate has improved, and standardized test scores are up.

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Sukawati, Dewi, Tono Suwartono i Asti Diah Palupi. "VOCATIONAL HIGH SCHOOL ENGLISH TEACHERS’ VOICE OF CURRICULUM CHANGE". EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 12, nr 2 (30.11.2023): 281–97. http://dx.doi.org/10.26618/exposure.v12i2.12649.

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Teachers' attitudes toward curricular changes cause a variety of challenges regarding the implementation of school-based teaching and learning. The objective of this descriptive-qualitative research is to explore teachers' voice toward curriculum change from 2013 Curriculum to Freedom-to-Learn Curriculum at private vocational high schools. Data was gathered from two vocational high school English teachers volunteers in Banyumas City, Indonesia. They were recruited through convenience sampling. In-depth interviews and corresponding documents were used to obtain data. The interview focuses on teachers' understanding of the curricula, administration, assessment system implemented, and teachers' attitudes toward curriculum change. The results reveal that, at the time the study was carried out, the teachers understood both the 2013 Curriculum and Freedom-to-Learn Curriculum. They were able to adjust to changes in the administration procedure and the evaluation system. They agreed that it is too soon to see the effects of the newly implemented Freedom-to-Learn Curriculum by now, while believing the curriculum will find its way with a better understanding and execution over time. The researcher urges other researchers to do further investigations on this qualitative approach related to a broader issue, more general data, and more relevant methods.

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Palacios Zumba, Efrén Mesías, María Gladys Cóndor Chicaiza, Martha Cecilia Peñaherrera Cueva, Lilia Maritza Bustillos Tapia, Miriam Janeth Toalombo Tipán, Ageda Raquel Simba Pozo, Lena Cleotilde López Orozco i Richar Jacobo Posso Pacheco. "Competency-based Curriculum: A New Approach to Curricular Change". Salud, Ciencia y Tecnología - Serie de Conferencias 3 (20.05.2024): 779. http://dx.doi.org/10.56294/sctconf2024779.

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After the pandemic, education in Ecuador needed to align the curriculum with 21st-century skills and technological advances that occur in a global world. This adjustment must ensure that students acquire not only theoretical knowledge but also practical skills and essential competencies to thrive in a digitalized and interconnected world. The aim of this article is to justify why a competency-based curricular change is necessary, adopting a new educational paradigm. This article is based on theoretical research using the document review technique. The findings suggest a change to a new curricular structure that overcomes the existing gaps between academic education and the competencies required in the current labor market, promoting an education that integrates practical skills with advanced theory, preparing students to face the challenges of a technologically advanced and competitive work environment. The need to review and update the national curriculum is emphasized to foster an education that is truly relevant and applicable in the future professional context.

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Pasterczyk, Catherine E. "Involvement in Curriculum Change". College & Research Libraries 47, nr 1 (1.01.1986): 7–15. http://dx.doi.org/10.5860/crl_47_01_7.

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Thiessen, Dennis. "Curriculum and Social Change". Curriculum Inquiry 37, nr 4 (grudzień 2007): 299–302. http://dx.doi.org/10.1111/j.1467-873x.2007.00388.x.

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Harpe, Barbara de la, i Ian Thomas. "Curriculum Change in Universities". Journal of Education for Sustainable Development 3, nr 1 (marzec 2009): 75–85. http://dx.doi.org/10.1177/097340820900300115.

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Hayles, Carolyn S., i Sarah E. Holdsworth. "Curriculum Change for Sustainability". Journal for Education in the Built Environment 3, nr 1 (lipiec 2008): 25–48. http://dx.doi.org/10.11120/jebe.2008.03010025.

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Voogt, Joke, i Hans Pelgrum. "ICT and Curriculum Change". Human Technology: An Interdisciplinary Journal on Humans in ICT Environments 1, nr 2 (31.10.2005): 157–75. http://dx.doi.org/10.17011/ht/urn.2005356.

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Kondrla, Peter, Radoslav Lojan, Patrik Maturkanič, Yulia Nickolaeva Biryukova i Ernel González Mastrapa. "The Philosophical Context of Curriculum Innovations with a Focus on Competence Development". Journal of Education Culture and Society 14, nr 2 (28.09.2023): 78–92. http://dx.doi.org/10.15503/jecs2023.2.78.92.

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Aim. The article describes the philosophical background of competency education and analyses the weaknesses that are present in curriculum changes, focusing on the absence of dynamic acceptance of otherness. Concept. The starting point is a reflection on the philosophical background of education as a repetition and production of the same. The basic principles of the post-metaphysical approach of education to otherness and the interpretation of the innovation curriculum in relation to these principles are presented. Results. Curricular changes and innovations appear to be cosmetic adjustments in which the traditional philosophical and pedagogical principles of passive reception of knowledge and acquisition of large amounts of knowledge are preserved. Conclusion. Changing the curriculum requires a change in teachers' attitudes as well as a change in the school education system. It is necessary to define who the teacher is, who the pupil is. Parents must identify with curricular reform and see it as a positive change for their children. Cognitive value. Curricular reform cannot be done without systemic changes in education. All participants in the change must be familiar with and identify with the new paradigm and its philosophical background, otherwise it will not be possible to realise the transition to competency pedagogy.

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Cornbleth, Catherine. "Echo Effects and Curriculum Change". Teachers College Record: The Voice of Scholarship in Education 110, nr 10 (październik 2008): 2148–71. http://dx.doi.org/10.1177/016146810811001009.

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Background/Context This project is framed by a critical pragmatism, which is evident in the questioning of how social conditions and events outside schools influence classroom practice and in exploring the question of who benefits, collectively and individually, socially and politically, as well as pedagogically. Purpose/Objective/Research Question/Focus of Study The intent of this work is to better our understanding of the school-society nexus generally and, more specifically, of curriculum practice and change in relation to societal conditions and events. This goal is pursued by means of analysis of relevant research to illustrate what might be called “echo effects” in order to account for changes in curriculum policy and practice in response to external press. Research Design Methodologically, this is an analytic article that reexamines data and interpretations from several relevant research projects. In addition to media research relevant to the conception of “echo,” four cases/studies provide illustration of echoes and apparent “echo effects” on curriculum policy and/or practice: state-level curriculum policymaking; school administrator perceptions and practices regarding censorship challenges; teachers’ responses to new or increased state testing in academic subject areas; and teachers’ responses to the terrorist attacks of September 11, 2001, and their aftermath. Conclusions/Recommendations Echoes and apparent echo effects on curriculum policy and classroom practice are important because they demonstrate one means by which events and “social forces” enter into public and professional discourses, and that discourses matter, in part by framing issues, focusing attention, and rendering legitimacy. Echo effects appear to be dependent on the echoes being received or “heard” and on the extent to which they are perceived or interpreted in ways (1) compatible with one's values and priorities, and (2) feasible to act on in current circumstances (given one's assessment of the situation, one's political and professional skills, and so forth). Next steps include examining the conditions under which echo effects are stronger or weaker and perhaps attempting to manage (e.g., deflect) the echoes themselves. Notably, the cases of echo effects offered here all contribute, though in varying degrees, to the narrowing of curriculum policy and practice. The cumulative curriculum effects of these echoes appear to sustain more than challenge the status quo. With greater awareness and understanding of how external influences enter in and operate, we are better able to raise questions and attempt to reshape curricular and other educational issues, not merely to participate in the debates on terms set by others or to be swept along by default.

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Tetley, Linda. "Innovations in Curriculum: Implementing Change: Rewards and Challenges". Mathematics Teaching in the Middle School 4, nr 3 (listopad 1998): 160–65. http://dx.doi.org/10.5951/mtms.4.3.0160.

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Muwaniki, Chenjerai, Simon McGrath, Muneta Grace Manzeke-Kangara, Volker Wedekindv i Tafireyi Chamboko. "Curriculum reform in agricultural vocational education and training in Zimbabwe: Implementation challenges and possibilities". Journal of Vocational, Adult and Continuing Education and Training 5, nr 1 (17.11.2022): 22. http://dx.doi.org/10.14426/jovacet.v5i1.248.

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There is a need for the agricultural technical vocational education and training curriculum in Zimbabwe to be reformed so that it can respond to changes in farmer demographics, the expanding roles of agricultural extension officers (AEOs), changes in technology and climate change. The current agriculture curriculum was developed for a different context altogether; therefore, it now lacks relevance to the prevailing socio-economic, political and environmental changes. There is a need for the curriculum to respond to the evolving needs of farmers, AEOs and institutions providing agricultural extension, and to match the changes in AEOs’ occupation role profiles. This article draws on curricular documents from five institutions involved in the agricultural extension curriculum and policy, together with 22 respondents, with the aim of exposing gaps in the agricultural extension curriculum. In addition, the article explores the ways in which the curriculum can be reimagined to meet the needs of small-scale farmers, AEOs and emerging agricultural developments and digital technologies. The authors advance what might be the processes of change in the curriculum, highlighting the weaknesses of the current curriculum as well as what a more responsive curriculum for Zimbabwe should look like in the light of both local and international expectations. In so doing, it contributes to a wider international debate about agricultural education reform.

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Lawson, Raef A., Karen V. Pincus, James E. Sorensen, Kevin D. Stocks i David E. Stout. "Using a Life-Cycle Approach to Manage and Implement Curricular Change Based on Competency Integration". Issues in Accounting Education 32, nr 3 (1.09.2016): 137–52. http://dx.doi.org/10.2308/iace-51587.

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ABSTRACT Prior research and practitioner-academic bodies (Lawson et al. 2014; Lawson et al. 2015; Pathways Commission 2012) have called for the development of integrated accounting curricula to better prepare students for successful long-term careers. This paper recognizes accounting program leaders as important agents in the curricular-change process. Its goal is to provide accounting leaders ideas and tools that can be used to manage the process of implementing change to an integrated accounting curriculum. Using a life-cycle planning approach, we identify major stages in the curricular-change process and describe the characteristics and challenges associated with each stage. We then propose a framework for managing the curricular-change process based on the life-cycle approach, encompassing a comprehensive integration process and including spreadsheet formats to facilitate management of an institution's curricular-change initiative. While needed in an effort to develop an integrated curriculum, the approach is generalizable and can be used in any major revision of a curriculum. Appendix A of the paper contains a checklist of issues to be considered during each stage of the curricular-change cycle.

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Bakhtiar, Muhammad, Almas Khattak, Usman Mahboob, Maria Mufti i Anum Bakhtiar. "Perception of Senior Faculty Regarding Frame Factors in Curriculum Change at Undergraduate Level in Medical and Dental Schools". Journal of Gandhara Medical and Dental Science 8, nr 4 (4.10.2021): 25–31. http://dx.doi.org/10.37762/jgmds.8-4.252.

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OBJECTIVES: To determine the perceptions of senior faculty regarding frame factors influencing curriculum change at undergraduate level in public and private medical and dental schools at Peshawar, Pakistan. METHODOLOGY: This was qualitative exploratory case study and senior faculty was interviewed regarding the frame factors influencing integration and changes in undergraduate medical curriculum. Data was collected through in-depth interviews. Transcription, thick description was analyzed, coding was done, and similar codes were converted into categories. Finally, themes were created and concluded by thematic analysis. RESULTS: A total of ten interviews were done that identified 52 open codes. These codes were merged into 19 categories that led to development of five themes of frame factors influencing the medical curriculum. The themes and categories were: Lack of proper resources including human, technical, financial and infrastructure (building, equipment); Environmental factors, which included cultural, political and social contexts, which if not supportive could influence the change in curriculum; Lack of supports from regulatory authorities; leadership; legal issues and fragmented assessment approach minimize the dream of the changes in curriculums. CONCLUSION: Intention to change the medical curriculum is the ultimate goal but it is unlikely to grasp better pace due to few bottlenecks such as resources, infrastructure, and cultural, political and legal issues.

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Arifin, Muhammad Arifin. "PAI Curriculum Innovation In Public College To Improve Student Competency". Ilomata International Journal of Social Science 2, nr 1 (28.01.2021): 64–72. http://dx.doi.org/10.52728/ijss.v2i1.156.

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Innovation is defined as renewal in the face of change or improvement. Change is a shift in position or situation that is likely to result in a significant increase. Practical The curriculum is changed due to several factors, for example the development of science and technology. There is a possibility that the benefits of a predetermined or expected curriculum change could go wrong. Changing the curriculum in a very short period of time is considered a failure in certain cases, but is also believed to be an attempt to achieve improvement. Curriculum reform involves several components or several factors. Curriculum change cannot be successful without being complemented by those who are supported by component systems. Changes that are partial in nature will automatically waste energy, time, funds, and energy. In addition, changes to the curriculum are more focused on the curriculum itself and ignore other aspects; such as teachers / lecturers, students, methods, media funds, etc. will potentially fail. Therefore it needs serious consideration and reasonable reasons with the desire and total involvement of the components of the education system, so as to increase competence.

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Auerbach, Anna Jo, i Elisabeth E. Schussler. "Curriculum Alignment with Vision and Change Improves Student Scientific Literacy". CBE—Life Sciences Education 16, nr 2 (czerwiec 2017): ar29. http://dx.doi.org/10.1187/cbe.16-04-0160.

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The Vision and Change in Undergraduate Biology Education final report challenged institutions to reform their biology courses to focus on process skills and student active learning, among other recommendations. A large southeastern university implemented curricular changes to its majors’ introductory biology sequence in alignment with these recommendations. Discussion sections focused on developing student process skills were added to both lectures and a lab, and one semester of lab was removed. This curriculum was implemented using active-learning techniques paired with student collaboration. This study determined whether these changes resulted in a higher gain of student scientific literacy by conducting pre/posttesting of scientific literacy for two cohorts: students experiencing the unreformed curriculum and students experiencing the reformed curriculum. Retention of student scientific literacy for each cohort was also assessed 4 months later. At the end of the academic year, scientific literacy gains were significantly higher for students in the reformed curriculum (p = 0.005), with those students having double the scientific literacy gains of the cohort in the unreformed curriculum. Retention of scientific literacy did not differ between the cohorts.

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Pramesti, Wahyu, Mauliddhina Imas Permatasari i Muhamad Chamdani. "PROBLEMS WITH THE 2013 CURRICULUM CHANGE ON THE QUALITY OF TEACHER TEACHING". Social, Humanities, and Educational Studies (SHEs): Conference Series 1, nr 2 (11.01.2019): 495. http://dx.doi.org/10.20961/shes.v1i2.26828.

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<p><em>Curriculum always develops following the current times. the change of curriculum implementation encountered many obstacles both from schools, teachers and students. . This research is a qualitative descriptive study. Data collection techniques used are questionnaires. this research aims to identify the problems of teachers in implementing the 2013 curricullum learning in elementary schools. this research is expected can give useful information about the 2013 curriculum problem on how the way the teacher teaches to improve the teaching learning qualityThe results of the study show that the problems of teachers come from the government, teachers, and students. The problems of the teacher include learning media, learning materials, learning methods, and the integration of the lessons learned in thematic learning. Students' problems are adaptation to thematic learning in the 2013 curriculum. The conclusion is that the implementation of the 2013 curriculum with good teacher quality can improve learning in school.</em></p>

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Kline, Madeleine C., Julia R. Malits, Natalie Baker, Hugh Shirley, Ben Grobman, William Éamon Callison, Stephen Pelletier, Kari Nadeau, David S. Jones i Gaurab Basu. "Climate Change, Environment, and Health: The implementation and initial evaluation of a longitudinal, integrated curricular theme and novel competency framework at Harvard Medical School". PLOS Climate 3, nr 5 (29.05.2024): e0000412. http://dx.doi.org/10.1371/journal.pclm.0000412.

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Climate change, air pollution, and ecological degradation impact health through numerous, complex mechanisms. To train future physicians to understand these impacts, medical schools can deliver longitudinal climate curricula in undergraduate medical education, but the field remains nascent. This report describes the development, implementation, and evaluation of the longitudinal, integrated Climate Change, Environment, and Health curricular theme and novel competency framework at Harvard Medical School (HMS). A group of HMS students collaborated with faculty to integrate climate content into the pre-clerkship curriculum. The team subsequently pursued institutional recognition as a formal HMS curricular theme and created a new competency framework that guided curriculum integration mapping and evaluation tool development. The competencies cover the impact of climate change, air pollution, and ecological degradation on health in the context of historical and structural inequities and explore the role of healthcare in contributing to both climate change and solutions. A retrospective, eight-item survey using a seven-point Likert scale and two open-ended questions was administered at the end of the pre-clerkship curriculum. HMS approved a required, four-year Climate Change, Environment, and Health curricular theme in January 2023. Survey data from 100/134 (74.6%) study participants showed that most students agreed (somewhat agree/agree/strongly agree) the curricular theme was valuable (76.0%) and improved their understanding of the health impacts of climate change (80.0%). Most students agreed that their abilities in the five competencies improved because of exposure to the curricular theme. Qualitative comments indicated that students found the curriculum valuable, and also provided constructive feedback. Efforts to expand the curriculum to all four years of medical school and conduct further evaluation continue. Further scholarship is needed to present different curricular approaches and competency frameworks, which can ultimately support effective training of future physicians to understand and respond to the impacts of climate change on health and health equity.

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Şentürk, Cihad, i Mevlüt AYDOĞMUŞ. "Comparison of Turkish Elementary School Science Curriculum: 2005-2013-2017". International Journal of Modern Education Studies 1, nr 1 (31.12.2017): 46. http://dx.doi.org/10.51383/ijonmes.2017.10.

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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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Mendis, Lalitha. "Why change a medical curriculum". Ceylon Journal of Medical Science 45, nr 1 (23.06.2002): 5. http://dx.doi.org/10.4038/cjms.v45i1.4856.

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Rentschler, Dorothy Devine, i Adele Mattinat Spegman. "Curriculum Revolution: Realities of Change". Journal of Nursing Education 35, nr 9 (grudzień 1996): 389–93. http://dx.doi.org/10.3928/0148-4834-19961201-04.

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Lumby, Jacky. "Curriculum Change in Further Education". Journal of Vocational Education & Training 48, nr 4 (styczeń 1996): 333–48. http://dx.doi.org/10.1080/1363682960480402.

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Elgström, Ole, i Mats Hellstenius. "Curriculum debate and policy change". Journal of Curriculum Studies 43, nr 6 (grudzień 2011): 717–38. http://dx.doi.org/10.1080/00220272.2011.584562.

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Tobin, P. "New technology and curriculum change". Teaching Mathematics and its Applications 17, nr 3 (1.09.1998): 97–105. http://dx.doi.org/10.1093/teamat/17.3.97.

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Rudduck, Jean. "Curriculum change: management or meaning?" School Organisation 6, nr 1 (styczeń 1986): 107–14. http://dx.doi.org/10.1080/0260136860060114.

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Posch, Peter. "Curriculum Change and School Development". Environmental Education Research 2, nr 3 (październik 1996): 347–62. http://dx.doi.org/10.1080/1350462960020307.

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Lowry, S. "Strategies for implementing curriculum change." BMJ 305, nr 6867 (12.12.1992): 1482–85. http://dx.doi.org/10.1136/bmj.305.6867.1482.

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Alkahtani, Aishah. "Curriculum change management and workload". Improving Schools 20, nr 3 (5.06.2017): 209–21. http://dx.doi.org/10.1177/1365480217706789.

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This study examines the ways in which Saudi teachers have responded or are responding to the challenges posed by a new curriculum. It also deals with issues relating to workload demands which affect teachers’ performance when they apply a new curriculum in a Saudi Arabian secondary school. In addition, problems such as scheduling and sharing space require committee negotiations between head teachers, teachers, and higher level management in the project. The results show the importance of open communication, and a bottom-up as well as a top-down flow of decision-making. Communication and decisions flow down to the middle managers, and the reactions and opinions of those at the bottom may or may not flow back up to the decision-makers at the top.

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Westbury, Ian, Jessica Aspfors, Anna-Verena Fries, Sven-Erik Hansén, Frank Ohlhaver, Moritz Rosenmund i Kirsten Sivesind. "Organizing curriculum change: an introduction*". Journal of Curriculum Studies 48, nr 6 (listopad 2016): 729–43. http://dx.doi.org/10.1080/00220272.2016.1186736.

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Pautler, Albert J. "CURRICULUM LEADERSHIP, INNOVATION, AND CHANGE". Community Junior College Research Quarterly of Research and Practice 16, nr 2 (styczeń 1992): 133–40. http://dx.doi.org/10.1080/0361697920160202.

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Newman, A. "Additional dividends of curriculum change". Academic Medicine 69, nr 2 (luty 1994): 127. http://dx.doi.org/10.1097/00001888-199402000-00013.

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W. D. Shoup. "Effects of Curriculum Name Change". Applied Engineering in Agriculture 5, nr 3 (1989): 412–14. http://dx.doi.org/10.13031/2013.26536.

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McCahan, J. F. "Turf wars and curriculum change". Academic Medicine 73, nr 3 (marzec 1998): 221. http://dx.doi.org/10.1097/00001888-199803000-00001.

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Ullman, Richard, i Robert Turk. "Side Effects To Curriculum Change". NASSP Bulletin 72, nr 509 (wrzesień 1988): 123–25. http://dx.doi.org/10.1177/019263658807250920.

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Peter, Margaret. "Progress Reports on Curriculum Change". British Journal of Special Education 18, nr 4 (31.05.2007): 162. http://dx.doi.org/10.1111/j.1467-8578.1991.tb00865.x.

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Louden, William. "Collegiality, curriculum and educational change". Curriculum Journal 2, nr 3 (wrzesień 1991): 361–73. http://dx.doi.org/10.1080/0958517910020309.

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Greenbowe, T. J., i Kathy A. Burke. "Distance education and curriculum change". TechTrends 40, nr 5 (październik 1995): 23–25. http://dx.doi.org/10.1007/bf02818829.

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Ritchie, JB. "Management strategies for curriculum change". Journal of Dental Education 50, nr 2 (luty 1986): 97–101. http://dx.doi.org/10.1002/j.0022-0337.1986.50.2.tb01975.x.

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Kuske, Terrence T. "Curriculum Change in the 1980s". JAMA 254, nr 19 (15.11.1985): 2783. http://dx.doi.org/10.1001/jama.1985.03360190089030.

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Et.al, Romarzila Omar. "Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, nr 3 (10.04.2021): 37–44. http://dx.doi.org/10.17762/turcomat.v12i3.463.

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This article reports the results of a study on the Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations. The implementation of curricular innovations is a complex process. Studies on curricular changes have shown that teachers play a pivotal role in the success or the failure of implementation projects. The study focuses on teachers’ perceptions and attitudes toward the implementation of the newly introduced National Preschool Curriculum Standards (NPCS) in Malayisan preschools. The study uses the survey method involving preschool teachers set to explore the teachers’ level of knowledge about the curricular innovations, the teachers’ level of skill in implementing the curricular innovations, and the teachers attitudes towards the change. Data was gathered using questionnaires that captured teachers knowledge, skills and attitudes towards NPCS. Findings showed that teachers had high mean score on knowledge of NPCS and positive attitudes towards the curricular innovations. However the low to moderate mean score on teachers’ skills in implementing curricular changes indicate that they are notready and lack in proficiencies to implement the changes as required. The results suggest that teachers need professional development promoted by personal learning and understanding, support and guidance as well as planned intervention programs in order to equip them with the necessary skills to ensure the grounded change in curriculum can be successfully initiated and the NPCS is a reality.

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McDonald, Jordan A., Alejandra Rincón, Rosny Daniel, Patricia S. O’Sullivan i Karen E. Hauer. "“It’s Time to Do It, to Make It a Major Part of Medicine”: Faculty Experience With a Shift Toward an Antioppressive Medical School Curriculum". Academic Medicine 99, nr 5 (28.12.2023): 558–66. http://dx.doi.org/10.1097/acm.0000000000005616.

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Abstract Purpose Health inequities compel medical educators to transform curricula to prepare physicians to improve the health of diverse populations. This mandate requires curricular focus on antioppression, which is a change for faculty who learned and taught under a different paradigm. This study used the Concerns-Based Adoption Model (CBAM) to explore faculty perceptions of and experiences with a shift to a curriculum that prioritizes antioppressive content and process. Method In this qualitative study, authors interviewed faculty course directors and teachers at the University of California, San Francisco School of Medicine from March 2021 to January 2022. Questions addressed faculty experience and understanding regarding the curriculum shift toward antioppression, perceptions of facilitators and barriers to change, and their interactions with colleagues and learners about this change. Using the CBAM components as sensitizing concepts, the authors conducted thematic analysis. Results Sixteen faculty participated. Their perceptions of their experience with the first year of an antioppression curriculum initiative were characterized by 3 broad themes: (1) impetus for change, (2) personal experience with antioppressive curricular topics, and (3) strategies necessary to accomplish the change. Faculty described 3 driving forces for the shift toward antioppressive curricula: moral imperative, response to national and local events, and evolving culture of medicine. Despite broad alignment with the change, faculty expressed uncertainties on 3 subthemes: uncertainty about what is an antioppressive curriculum, the scientific perspective, and fear. Faculty also reflected on primary facilitators and barriers to accomplishing the change. Conclusions The shift to an antioppressive curriculum compels faculty to increase their knowledge and skills and adopt a critical, self-reflective lens on the interplay of medicine and oppression. This study’s findings can inform faculty development efforts and highlight curricular leadership and resources needed to support faculty through this type of curricular change.

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Khandaghi, Maghsoud Amin, i Ali Baraei. "Studying the Compatibility of Iran's New Primary School Curriculum with the Curriculum Change Principles". Modern Applied Science 11, nr 7 (14.05.2017): 13. http://dx.doi.org/10.5539/mas.v11n7p13.

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Some principles are key to any change process and considering them in practice make the change process effective. The advocators for "down-up" change believe that the thoughts and ideas of individuals with practical and direct experience of the situation are more effective for making change. As main actors of curriculum, teachers have beneficial views on change plans. This survey aimed to investigate the primary school teachers' viewpoints on the compatibility between Iran's Primary School Curriculum changes and the 12 Curriculum Change Principles. Finding showed that in Iran's primary school curriculum, the principles relating to learning as an agent needed for change (principle 1), intervention for making change (principle 5), district and school-based leadership as an essential elements of long-term change success (principle 7), systematic view on change (principle 11), considering the school as the primary organizational unit for change (principle 3) and focus on objectives (principle 12) are highly considered. However, organizational and individual roles in making change (principle 4) and appropriate intervention role in reducing resistance to change (principle 4) are less considered by the subjects. Some differences were significant based on other background variables, too.

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Cooper, Trudi. "Curriculum Renewal: Barriers to Successful Curriculum Change and Suggestions for Improvement". Journal of Education and Training Studies 5, nr 11 (25.10.2017): 115. http://dx.doi.org/10.11114/jets.v5i11.2737.

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This article examines the practical difficulties encountered when a renewed curriculum is implemented in higher education. Attention has been given in the literature to the importance of coherent curriculum and approaches to curriculum design. Less attention has been paid to whether the renewed curriculum can be faithfully implemented within a given university context and how constraints to implementation change the curriculum design. Practical barriers to implementation arose from several sources. These included: how to ensure that all staff understood and supported the new approaches, in the context of a casualized academic workforce; the need for academics to find sufficient time to engage with the renewal process and complete the necessary work to implement the new curriculum, in the context of intensification of academic work; how to support academic staff to gain an understanding of curriculum design changes in a context where few staff have formally studied education; and, the tension between explicit curriculum philosophies that inform alternative curriculum designs and tacit curriculum philosophies embedded in university systems. The project used an action-learning approach and situated the learning in the context of literature on curriculum, academic work and contemporary university practices, to draw conclusions about how universities can better support successful implementation of curriculum change. The article concludes that successful realisation of curriculum change requires on-going support from management and a flexible environment to ensure that planned changes can be implemented effectively. This has implications for many university systems including, academic support, professional development, academic workloads, and university reporting systems.

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Bunaya i Firman Ashari. "History and Development of the Education Curriculum before the Reformation". Beginner: Journal of Teaching and Education Management 2, nr 1 (25.06.2024): 40–50. http://dx.doi.org/10.61166/bgn.v2i1.43.

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The curriculum is the most important element in developing educational performance, because basically education that does not adhere to the curriculum will be difficult to systematize in its implementation. The curriculum before the reformation has undergone several changes including starting from the old order in 1947 where the curriculum was known as Rantjana Pelajaran then followed in 1952, so that the curriculum changed to Rentjana Terurai. Then the third change in 1964, this curriculum was named the education plan which focused on moral development, emotional intelligence, skills and physical (pancawardhana). And different during the new order period, during this period the curriculum underwent changes starting in 1968, this curriculum was named the 1968 curriculum from the results of the evaluation of pancawardhana which was refined into panca jiwa pancasila, then the second change began in 1975 which focused on the development of instructional systems (PPSI). The third turn was in 1984 and was named the 1984 curriculum which focused on skill development with a model called CBSA (how to learn active students), while the fourth turn was in 1994 which is known as the 1994 curriculum. In essence, all curricula that are applied must undergo changes, which can thus adapt to the development and needs of society in the future.

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Olkishoo, Reuben Sitonik, Francis Maina Gichuru, Christopher Khayeka-Wandabwa, Methody Florian Owaki, Stephen Wamalwa, Pamela A. Marinda i Tianxi Xu. "Preschool Teachers in Bottom-top Curriculum Change-Invigoration and Implementation". Educational Process: International Journal 8, nr 4 (15.12.2019): 222–32. http://dx.doi.org/10.22521/edupij.2019.84.2.

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