Gotowe bibliografie tematyczne / Curriculum construction

Gotowa bibliografia na temat „Curriculum construction”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Curriculum construction"

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Mo, Haiwen, i Fengjuan Luo. "A Study of the Construction of English Hidden Curriculums at Primary Schools in China". English Language Teaching 12, nr 9 (16.08.2019): 66. http://dx.doi.org/10.5539/elt.v12n9p66.

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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.
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Yue, Hongwei, Hanhui Lin, Yingying Jin, Hui Zhang i Ken Cai. "Opening Knowledge Graph Model Building of Artificial Intelligence Curriculum". International Journal of Emerging Technologies in Learning (iJET) 17, nr 14 (26.07.2022): 64–77. http://dx.doi.org/10.3991/ijet.v17i14.32613.

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The knowledge points setting of artificial intelligence curriculum has shortcomings in connection between theory and practices. To overcome the problem, this study designs an open knowledge point design model based on knowledge graph. Fist, to promote the construction of the knowledge graph (KG) of curriculums, associated teaching research was analyzed visually. Then the order and hierarchical structure of the knowledge points were defined, and the ontology structure of curriculum knowledge and the relationship between knowledge points and posts were designed as well. Moreover, an overall logic structure for the construction of the open KG of curriculums was proposed. Results demonstrated that high attention should be paid to the construction and concern of teaching teams for artificial intelligence algorithms and the KG of curriculum construction. Additionally, the opening model can strengthen the openness of the KG of curriculums to reinforce the close connections between classroom knowledge and practices. Research conclusions are conducive to understand the existing problems in the KG of curriculums and provide beneficial references to the integration of information technology and education.
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Chant, Richard H., Rachelle Moes i Melissa Ross. "Curriculum Construction and Teacher Empowerment". Journal of Invitational Theory and Practice 15 (15.02.2022): 55–68. http://dx.doi.org/10.26522/jitp.v15i.3800.

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This case study demonstrates how the Osborne-Parnes Creative Problem-solving Model (CPS) can be used to enhance teacher creativity through the collaborative and inviting processes found within Invitational Education, which counter the individualistic and product-oriented enterprises often associated with creative endeavors. Conclusions indicate that the model’s three stages guided, via sequenced divergent and convergent thinking strategies, teacher curricular decision-making and, ultimately, the learning opportunities provided to students. The CPS framework encouraged participants to engage in and experience optimism, trust, respect, care, and intentionality, which are the five value-based assumptions of Invitational Education.
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Wang, Mei-qian, i Xu-dong Zheng. "Embodied cognition and curriculum construction". Educational Philosophy and Theory 50, nr 3 (16.06.2017): 217–28. http://dx.doi.org/10.1080/00131857.2017.1339342.

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Menezes, Adriane, i Vânia Chiella. "PUBLIC POLICIES, THE BNCC AND THE CURRICULUM IN THE BILINGUAL SCHOOL FOR THE DEAF". Momento - Diálogos em Educação 31, nr 02 (28.07.2022): 350–73. http://dx.doi.org/10.14295/momento.v31i02.14500.

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This article presents the Brazilian context in which Bilingual Education for the Deaf is inserted. We understand that such a context of linguistic minorities in deaf communities requires, in addition to the linguistic right in education, the construction of a bilingual curriculum, a reference for the insertion of the Brazilian Sign Language (Libras) as a curricular component. Such elements are fundamental in the integral process of schooling of deaf children, and they are in agreement with the evidence of international and national research according to which sign language in the curriculum should promote the consolidation of linguistic competence and the mastery of metalinguistic awareness of Libras, in order to constitute competent meanings in the languages ​​​​that circulate in the school. In this paper, we aim to promote reflections on the context of implementing the Bilingual Education for the Deaf curriculum in line with the standardizing and guiding document for all Brazilian schools, the National Common Curricular Base. The focus is on this document, as an important ally for the construction of the curricula of bilingual schools for the deaf, in a perspective of guaranteeing the learning rights of these students.
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Čuřín, Michal, i Michala Mikolášíková. "Teacher Preferences of Literature Curricula at Higher Secondary Schools in the Czech Republic". European Journal of Social & Behavioural Sciences 30, nr 3 (31.08.2021): 306–16. http://dx.doi.org/10.15405/ejsbs.306.

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The current revision of national curricula documents in the Czech Republic is motivated by the increasing digitalization of society as well as the need to prepare students for future challenges linked with economic restructuring. The revision includes the reduction of teaching content as well as the establishment of a new range of student learning outcomes. This paper focuses on identifying teacher preferences with regard to the literature curriculum in terms of the curricular content and scope at higher secondary schools. Based on a thorough content analysis of current school curricula documents and textbooks, a so-called model maximum curriculum of literature was established as a basis for the construction of a questionnaire for teachers to express their preferred content. 20 secondary school teachers were selected according to their gender, type of school and duration of working experience as the sample for this study. The analysis found that teachers are satisfied with the current curriculum in terms of content and scope. However, two common tendencies were observed. Firstly, the majority of respondents agreed on the reduction of the curricular content devoted to older literature. Secondly, the reduction of curricular content was consistent in rejecting foreign thematic blocks and minor national literatures. The analysis also confirmed the teachers' lack of interest in including Asian, African, and Central and South American literature in the curriculum.
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Xu, Qun, i Xiaofang Yao. "Research on Construction and Implementation of Kindergarten Vitality Curriculum". Science Insights Education Frontiers 10, S1 (13.09.2021): 10. http://dx.doi.org/10.15354/sief.21.s1.ab040.

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The research is based on the construction concept of “teaching with life, teaching for life” and was designed from “clearing curriculum goals” and “constructing curriculum content”. Also, it focuses on improving the implementation level of teachers’ courses in the theme review, enhancing the children’s vitality in project forwarding, and promoting children’s viability at play, which realized the practical vitality enhancement of children. As a result, children will be fond of learning, knowing how to play, becoming more self-independent, and more active participating. The teachers’ professional development has been highlighted, which manifested in the transformation of teaching curriculum perspective and the achievement; the initial scale of curriculum construction preliminary expressed the environment and system of life education.
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WANG, Yilei, i Jun LI. "Curriculum Construction of Computational Chemistry Experiments". University Chemistry 33, nr 10 (2018): 25–32. http://dx.doi.org/10.3866/pku.dxhx201805020.

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Feng, Xue Dong, Yan Fei Ma i Jia Di Liu. "Curriculum Construction Research of Environmental Engineering". Advanced Materials Research 282-283 (lipiec 2011): 51–54. http://dx.doi.org/10.4028/www.scientific.net/amr.282-283.51.

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With the changes of domestic environmental policy, the curriculum provision of environmental engineering should be continuous improved. This paper analyzes the current teaching situation of environmental engineering and brings up rationalization proposals. According to the found problems of theory course, experimental course and practical training, it is very necessary to adjust the training program and curriculum system of environmental engineering. The specific measures are adding some new courses to teaching system, and changing the assessment methods. There are different characteristics among theory course, experimental course and different courses, so the teaching methods and assessment methods are different, too.
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Chen, Jianwen, i Jianbing Yang. "Development and Application of Workbook Teaching Materials – Taking the Curriculum Construction of Pharmacy and Traditional Chinese Medicine Pharmacy in Higher Vocational Colleges of Pharmaceutical Specialty Group as an Example". Education Reform and Development 3, nr 1 (30.06.2021): 5–9. http://dx.doi.org/10.26689/erd.v3i1.2612.

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In higher vocational colleges, professional construction is the core, curriculum construction is the basis of professional construction, and textbook construction is the support for curriculum construction. The quality of textbooks directly affects the quality of curriculum construction. Curriculum construction and professional construction are linked. In this article, the three major courses of drug operation and management are reconstructed, the content structure is reorganized, the ability points guided by work tasks are screened, and the development of loose leaf work manual teaching materials is explored in order to ensure that curriculum construction would serve professional construction as well as achieve the real goal of cultivating compound talents with technical skills and innovation in higher vocational colleges.
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Rozprawy doktorskie na temat "Curriculum construction"

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Bennett, Sandra. "An investigation into curriculum alignment in building construction curricula". Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09052005-100444/.

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Ivinson, Gabrielle Mary. "The construction of the curriculum". Thesis, University of Cambridge, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624996.

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Fallace, Thomas D. "The construction of the American holocaust curriculum /". Ann Arbor, MI : University Microfilms, 2003. http://wwwlib.umi.com/dissertations/preview/3120800.

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Dundas, Katherine Dawn. "The construction of school curriculum and music education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq25836.pdf.

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Clucas, Scott Richard. "Construction as a Curriculum Organizer for Technology Education". Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30772.

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This dissertation was the result of an investigation into the relative importance of construction as a curriculum organizer for the field of technology education. In particular, it concentrated on the relationship between construction technology and the principles of general education and technological literacy. The review of literature focused on the historic roles and meanings of this curriculum organizer and these principles as the discipline evolved from the industrial arts into technology education. Operational definitions were synthesized and the linkages between them was clearly identified. To address technology education's contribution to general education, or the full development of the human personality, the spheres of human/technology interaction model was developed. The model is based on the idea that people interact with technology and evaluate those interactions from three fundamental perspectives. Those perspectives were identified as the civic-life sphere, the personal-life sphere, and the work-life sphere. One hundred and forty-eight faculty members of technology teacher education programs in colleges and universities throughout the United States were surveyed. A 77% return rate was obtained. The survey included four major sections in addition to requesting limited information about the respondents and their programs. The four major sections asked the respondents to: 1) Evaluate potential goals for a K-12 technology education program. 2) Determine the relative importance of 10 study areas or curriculum organizers as they related to each of the three spheres of interaction. 3) Determine the percentage of the technology education curriculum that should be allocated to each of the three spheres of human/technology interaction. 4) Provide selected information about the way construction is offered and taught in technology teacher education programs. Medoid cluster analysis was used to evaluate the data derived from the goals of technology education portion of the survey. Using this information, three clusters were formed and initial respondent membership for each cluster was established. Subsequently, discriminant analysis was used to accomplish three goals: 1) Refine the initial assignment of respondents to the clusters. 2) Identify those variables that offered a significant level of discrimination between clusters. 3) Determine the accuracy of assignment to the clusters or groups. The canonical correlation 2, calculated by the discriminant analysis program, indicated that 66.3% of the variance was explained by the variables that were significant at a .05 level. After comparing the mean scores of the discriminating variables across the three clusters, one cluster was identified as favoring technological literacy, one favored industrial technology education, and one was ambivalent. T-tests were used to determine if any significant difference existed between clusters or groups. It was of particular interest to this research that no significant difference was found related to the relative importance of construction. All groups concluded that construction should comprise approximately 10% of the technology education curriculum. Finally, a schedule was established which allocated various percentages of the curriculum to each of the 10 study areas or curriculum organizers as they relate to the three spheres of human/technology interaction. This schedule was based on the relative importance assigned by the technological literacy cluster. The technological literacy cluster offered the most balanced allocation of the technology education curriculum across the three spheres of human/technology interaction.
Ph. D.
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Lamb, Darren Hayes. "Project based learning in an applied construction curriculum". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2188.

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This project addresses the integration of a career and technical (vocational) construction curriculum with academic curriculum. Career and technical (vocational) curriculum in the past has been developed to address specific content. This construction curriculum inegrates inherent academic aspects.
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Crawford, Keith. "The social construction of curriculum : economic and industrial understanding as a cross-curricular theme". Thesis, London Metropolitan University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302443.

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Landrum, David. "Re-thinking the curriculum : the social construction of citizenship education in the national curriculum". Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397047.

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Patrick, Katharine Anne. "Teaching and learning : the construction of an object of study /". Connect to thesis, 1998. http://eprints.unimelb.edu.au/archive/00000293.

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Mutch, Carol Anne, i n/a. "Context, Complexity and Contestation in Curriculum Construction: Developing Social Studies in the New Zealand Curriculum". Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040514.104836.

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In the 1990s, New Zealand's curriculum for the compulsory schooling sector was to undergo complete revision following the administrative reforms of the 1980s. The development of each new curriculum document followed a business model in which the Ministry of Education put the development process out for competitive tender. The successful bidders were to complete their tasks to strict Ministry guidelines and under the scrutiny of the Ministry's Curriculum Review Committee and the Minister's Policy Advisory Group. After the completion of a draft version, public consultation and school trials, a final curriculum document would be prepared and mandated as the legal curriculum requirements for New Zealand government-funded schools. The process that the fifth document, Social Studies in the New Zealand Curriculum, was to undergo proved to be elongated and controversial. As such, it provides a case study through which to examine, critique and theorise the nature of curriculum construction at a macro-level, in this case, at a national level. This study of the development of Social Studies in the New Zealand Curriculum illuminates three broad themes in curriculum construction - context, complexity and contestation. These themes arise from the literature and are reinforced by the study's findings. The study set out to: provide detailed description and analysis of an example of curriculum construction; use the selected case study to demonstrate the importance of the broader contexts within which curriculum construction occurs; problematise the notion of curriculum construction by highlighting the complexities in and around the process; articulate the contested nature of selecting and presenting curriculum contents; and provide insights into the personal and affective side of involvement in a macrolevel curriculum construction process. There are three main sources of data - the process itself, the products (three versions of Social Studies in the New Zealand Curriculum) and the people involved. A range of data gathering methods is used from primarily historical and ethnographic research within a qualitative framework. The main data gathering tools are archival research, document analysis and open-ended interviewing. As the data are mainly textual--either as original documents or created texts, as in interview transcripts-analytic strategies include content, thematic, semiotic and discourse analysis. Social constructionism (Burr, 1995) provides a unifying theoretical approach to frame the research design and analysis. In this dissertation, the background to the study, the findings and the discussion are interwoven and presented through three story strands - institutional, contextual and personal. The institutional strand aims to tell "what happened". The contextual strand aims to explain "why things happened as they did", "in what circumstances" and "why this might be important". The personal strand aims to give more prominence to the role of individuals in such a process, that is, "who was involved, how did individuals impact upon curriculum construction and how did the process impact upon them?" The layout of the dissertation also highlights the interwoven and complex nature of the ideas being explored. It is necessary to push the boundaries of a more traditional format to keep the notions of complexity and contestation to the fore. This manifests itself in the way that the chapter headings are based around the three story strands, the literature is integrated throughout the study and multi-layered stories and multiple interpretations are given. Within this framework, the usual features of a conventional research report - background, context, literature, theoretical underpinnings, methodological choices, findings and discussion - are still to be found but some liberty is taken to "open up the complications that [would] have been smoothed over" (Stronach & MacLure, 1997, p. 5) in more traditional dissertations. The findings are analysed and presented in a variety of ways - as a chronology and a set of critical incidents to outline the process, as textual and visual analysis to examine the products, and through personal stories to illuminate the experiences of the people involved. Theorising from the data is problematised by using a range of theoretical explanations before proffering a synthesised model of curriculum construction as a multidimensional process. The findings from this study form two clusters - those that relate to the specific case study (the development of Social Studies in the New Zealand Curriculum) and those that provide deeper understanding of the broader nature of curriculum construction. The two sets of findings also demonstrate the interrelated nature of the three data sources - the process, the products and the people. In relation to the specific case study, there is clear evidence of the acceptance of social studies as a curriculum area in New Zealand with its own identity and integrity. The study also documents the historical development of social studies as a curriculum area and provides a detailed account of the contested nature of the development of the current social studies curriculum statement Social Studies in the New Zealand Curriculum. The other finding, relating specifically to the New Zealand context but which should give heart to practitioners everywhere, is the resilience of committed educators when faced with opposing ideological forces determined to undermine their position. This is exemplified in this case study by the social studies community's ability to reclaim control over the contents of the curriculum despite strong opposition from the Business Roundtable and other neo-liberal and neo-conservative forces. What is also revealed is that in order to achieve an acceptable outcome, a curriculum construction process needs both consultation and critique. Social Studies in the New Zealand Curriculum is all the stronger as a product because of the depth of the surrounding debate and this, in turn, strengthened the credibility of both the curriculum area and its supporters. The findings that relate to broader notions of curriculum construction either confirm key themes from the literature, expand upon some that are less explicit or offer new insights. The three touchstones of this study - context, complexity and contestation - were constantly reinforced through the gathering and analysis of the data, and confirmed by the findings. That curriculum construction is subject to a range of contextual factors - historical, social, cultural, political, economic and/or educational; that the process is complex and multi-layered; that the process is highly political and contested; and that the process and products are influenced by powerful individuals and groups both inside and outside the process, are all strongly confirmed by, and even consolidated in, this study. Notions alluded to in the literature that find stronger expression in this study relate to the nature of contestation throughout the process of curriculum construction. A model using Bourdieu's notions of field, capital and habitus (after Bourdieu and Passeron, 1977) allows stronger articulation of features such as polarisation, factionalisation, the forging of alliances and the fluid status of participants. The data reveal the curriculum construction process in a constant state of flux and subject to much serendipity. The findings also strengthen the notion that the products of a curriculum construction process are not ends in themselves but reveal much about the nature of the contestation and, indeed, lay the groundwork for future contested interpretations. New insights that arise from this study include an articulation of the strategies, such as compromise, contingency and expediency, that participants use to achieve their ends. These are often at the expense of participants' underpinning principles or adherence to particular curriculum development models. Significant insights come from the in-depth investigation of the emotional side of curriculum construction. The data reveal that the struggle for control over curriculum contents is an emotionally-charged process; that participants in the process wrestle with the differences between their own personal platforms, their ideological influences, the groups they represent and the requirements of the task; that contestation occurs between those setting and those completing the task, especially in relationship to professional decision-making and intellectual ownership; and that no consideration is given to the emotional cost of involvement in such large-scale curriculum construction processes. In summary, context shapes the unique nature of curriculum construction processes and products. If an understanding of these factors is tempered with an awareness of the complex and multi-dimensional nature of curriculum construction this will strengthen the process and could lessen the negative effects of ideologically-motivated or emotionally-charged involvement in the process. Finally, as contestation in curriculum construction is unavoidable in such high-stakes processes, consultation and critique should be seen as opportunities (rather than threats), to enhance the credibility of the final product.
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Książki na temat "Curriculum construction"

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Brady, Laurie. Curriculum construction. Wyd. 4. Frenchs Forest, N.S.W: Pearson Australia, 2010.

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Bhatt, B. D. Principles of curriculum construction. Delhi: Kanishka Pub. House, 1992.

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Prasad, Janardan. Advanced curriculum construction. New Delhi: Kanishka Publishers, Distributors, 1997.

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Alistair, Ross. Curriculum: Construction and critique. London: Falmer Press, 2000.

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Goodson, Ivor F. The changing curriculum: Studies in social construction. New York: P. Lang, 1997.

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The changing curriculum: Studies in social construction. New York: P. Lang, 1997.

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Loveless, Douglas J. Academic knowledge construction and multimodal curriculum development. Hershey: Information Science Reference, 2014.

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Children under construction: Critical essays on play as curriculum. New York: Peter Lang, 2010.

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Chappell, Drew. Children under construction: Critical essays on play as curriculum. New York: Peter Lang, 2010.

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Sperry, Chris. Media construction of war: A critical reading of history : curriculum kit. Ithaca: Project Look Sharp, 2003.

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Części książek na temat "Curriculum construction"

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Wang, Jinquan, Fuchun Fan, Wei Zu i Dongdong Wang. "Research on Network Curriculum Construction and Applications". W Communications in Computer and Information Science, 129–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21402-8_21.

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Du, Shenhui, i Zheng Li. "Discussion of “Sensors and Detection Technology” Curriculum Construction". W Advances in Intelligent and Soft Computing, 61–66. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30223-7_11.

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Sattler, Sabrina. "Reconceptualizing the Multilingual Child: Curriculum Construction in Luxembourg". W Curriculum Challenges and Opportunities in a Changing World, 253–68. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61667-0_15.

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Min, Tu, Song Zhiyong i Cui Hong. "Construction of Ecological Curriculum Resource System for “Biology Pedagogy”". W Advances in Intelligent and Soft Computing, 51–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27948-5_8.

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Qi, Zhuang, Yuqing Wang, Zitan Chen, Ran Wang, Xiangxu Meng i Lei Meng. "Clustering-based Curriculum Construction for Sample-Balanced Federated Learning". W Artificial Intelligence, 155–66. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-20503-3_13.

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Chappell, Philip. "Building Field Knowledge through Collective Thinking and the Joint Construction of Knowledge". W Group Work in the English Language Curriculum, 80–110. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137008787_4.

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Deng, Wenxin, i Fang Lu. "Web-Based Collaborative Construction of Curriculum Texts in Higher Education". W Advances in Intelligent and Soft Computing, 89–98. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27334-6_11.

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Cong, Wei, i Jing Liu. "Practice of University Curriculum Construction Under the Background of Informationization". W Application of Intelligent Systems in Multi-modal Information Analytics, 566–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51556-0_82.

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Zhang, Wei, i Shouhui Chen. "Research and Practice on Curriculum Construction of the Nonwoven Technology". W Advances in Computer Science, Environment, Ecoinformatics, and Education, 581–84. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23357-9_104.

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Collins, Alan, i Geoff Bunn. "The Shackles of Practice: History of Psychology, Research Assessment, and the Curriculum". W Centrality of History for Theory Construction in Psychology, 91–109. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42760-7_5.

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Streszczenia konferencji na temat "Curriculum construction"

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Demsetz, Laura, i Ronie Navon. "Curriculum Development in Construction Automation". W 7th International Symposium on Automation and Robotics in Construction. International Association for Automation and Robotics in Construction (IAARC), 1990. http://dx.doi.org/10.22260/isarc1990/0004.

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Shane, Jennifer S., Aliye Karabulut-Ilgu i Charles T. Jahren. "Assessing ABET Outcomes in Construction Engineering Curriculum". W Construction Research Congress 2018. Reston, VA: American Society of Civil Engineers, 2018. http://dx.doi.org/10.1061/9780784481301.012.

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Tayeh, Ralph, Fopefoluwa Bademosi i Raja R. A. Issa. "Information Systems Curriculum for Construction Management Education". W Construction Research Congress 2020. Reston, VA: American Society of Civil Engineers, 2020. http://dx.doi.org/10.1061/9780784482872.087.

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Pocock, James B., S. Rod Jenkins, Ronald B. Meade, Zane W. Mitchell i Patrick D. Zuraski. "Integrating Construction into a Civil and Environmental Engineering Curriculum". W Construction Congress VI. Reston, VA: American Society of Civil Engineers, 2000. http://dx.doi.org/10.1061/40475(278)28.

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Wandahl, Søren, i Lene Faber Ussing. "Facilitating Industrial Placement in the Construction Engineering Curriculum". W Construction Research Congress 2016. Reston, VA: American Society of Civil Engineers, 2016. http://dx.doi.org/10.1061/9780784479827.007.

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Jiang, Pengfei, i Xiaoyu Chen. "Competency-oriented Curriculum Group Construction: A Case Study of Marketing Curriculum Group Construction in Beijing Union University". W Proceedings of the 3rd International Seminar on Education Innovation and Economic Management (SEIEM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/seiem-18.2019.55.

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Farnsworth, Clifton B., Mohammed Hashem Mehany i Evan Bingham. "Assessing the Need for Infrastructure Education within Construction Related Curriculum". W Construction Research Congress 2020. Reston, VA: American Society of Civil Engineers, 2020. http://dx.doi.org/10.1061/9780784482872.075.

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Wang, Zhanquan, Haijian Chen, Xinxiu Wen i Chunhua Gu. "Research of Database Curriculum Construction in MOOCs". W 2018 13th International Conference on Computer Science & Education (ICCSE). IEEE, 2018. http://dx.doi.org/10.1109/iccse.2018.8468857.

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Ge, Qianqian, Cuncun Wei i Chang Xu. "Exploration of programming practice project curriculum construction". W 2012 7th International Conference on Computer Science & Education (ICCSE 2012). IEEE, 2012. http://dx.doi.org/10.1109/iccse.2012.6295329.

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Ogden, Mitchell, i John Killingsworth. "Composition and construction: Piloting an integrated curriculum". W 2016 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2016. http://dx.doi.org/10.1109/isecon.2016.7457551.

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Raporty organizacyjne na temat "Curriculum construction"

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Tinjum, James. A Continuing Education Short Course and Engineering Curriculum to Accelerate Workforce Development in Wind Power Plant Design, Construction, and Operations. Office of Scientific and Technical Information (OSTI), listopad 2012. http://dx.doi.org/10.2172/1345827.

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