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Artykuły w czasopismach na temat „Curriculum development”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 26 lipca 2024

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Adhikari, Surya Prasad. "Practice of Early Childhood Development Curriculum Preparation". Interdisciplinary Research in Education 4, nr 1 (20.09.2019): 43–52. http://dx.doi.org/10.3126/ire.v4i1.25709.

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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.

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Kranthi, K. "Curriculum Development". IOSR Journal of Humanities and Social Science 22, nr 02 (luty 2017): 01–05. http://dx.doi.org/10.9790/0837-2202030105.

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Foley, Kimberly P., Treah S. Haggerty i Natasha Harrison. "Curriculum development". International Journal of Psychiatry in Medicine 50, nr 1 (25.06.2015): 50–59. http://dx.doi.org/10.1177/0091217415592360.

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Betkerur, Jayadev. "Curriculum Development and Dermatology Training". Nepal Journal of Dermatology, Venereology & Leprology 15, nr 1 (16.08.2017): 5–11. http://dx.doi.org/10.3126/njdvl.v15i1.18044.

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Curriculum is an integral part of any educational cycle. Curriculum development is a systematic process involving designing, implementing , evaluating and redesigning. There are different types of curriculums being practiced by institutions. Subject based curriculum is a widely used but competency based curriculum is the best. There is an urgent need to have relook at the existing curriculum as it is beset with many problems. The faculty development (FD) is one factor affecting curriculum development. We need to identify the other issues and address them. Presently Dermatology postgraduate training is more concentrated in imparting more knowledge based learning. Acquiring and assessing skills not included in the program.The curriculum is decades old and does not address the present needs. The classification of diseases can be modified. Evaluation methods have to be structured to assess knowledge and skill. Dermatosurgery, dermatotherapeutics and cosmetic dermatology needs to be added to the curriculum. The teachers , institutions and regulatory authorities to plan strategies to bring about these changes to present to the society a knowledgeable, skillfull,sensitive and ethically correct.

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Song, Naree, i Dukjoo Jo. "A Study on the Development and Operation Model of Extracurricular Curriculum in University". Korean Association For Learner-Centered Curriculum And Instruction 24, nr 8 (30.04.2024): 467–84. http://dx.doi.org/10.22251/jlcci.2024.24.8.467.

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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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Walden, Joseph L. "Military Doctrine Development and Curriculum Development". Journal of Curriculum and Teaching 8, nr 2 (3.04.2019): 17. http://dx.doi.org/10.5430/jct.v8n2p17.

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One of the complaints about the development of military doctrine over the past several decades is that “we arealways preparing to fight the last war.” One of the complaints that surfaced during a four year long study into thedevelopment of a common framework for supply chain management curriculum development was that the text booksused in the curriculum development process were out of date. In other words, we are preparing students for the realworld by teaching them about the historical business world and not the emerging business world. While thisapproach may work in the liberal arts such as history, it is in the words of Freire, doing a disservice to the studentsand not adequately preparing them for the real world. This study looks at a methodology for developing businessschool curriculums in particular. The study reviewed syllabi, job announcements, and textbooks for the top ratedschools and for those not in the Top 25. The gap between what industry is asking for and what schools are teaching ismuch wider for the not-Top 25 schools than for the top ranked schools.

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Olson, Ardis L., Jerold Woodhead, Roger Berkow, Nancy M. Kaufman i Susan G. Marshall. "A National General Pediatric Clerkship Curriculum: The Process of Development and Implementation". Pediatrics 106, Supplement_1 (1.07.2000): 216–22. http://dx.doi.org/10.1542/peds.106.s1.216.

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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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Lee, AndrewG, i Ying Chen. "Structured curricula and curriculum development in ophthalmology residency". Middle East African Journal of Ophthalmology 21, nr 2 (2014): 103. http://dx.doi.org/10.4103/0974-9233.129744.

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Sayer, John. "Managing curriculum development". School Organisation 6, nr 1 (styczeń 1986): 149–54. http://dx.doi.org/10.1080/0260136860060119.

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McKay, Sandra Lee. "Eil Curriculum Development". RELC Journal 34, nr 1 (kwiecień 2003): 31–47. http://dx.doi.org/10.1177/003368820303400103.

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PETTY, EVAN R. "Materials Curriculum Development". European Journal of Engineering Education 12, nr 1 (styczeń 1987): 93–98. http://dx.doi.org/10.1080/03043798708939344.

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CREUZOT, C. "EBO curriculum development". Acta Ophthalmologica 87 (wrzesień 2009): 0. http://dx.doi.org/10.1111/j.1755-3768.2009.2474.x.

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Cabello, Maria M., i William K. Mygdal. "Geriatrics Curriculum Development:". Gerontology & Geriatrics Education 12, nr 4 (9.12.1992): 79–84. http://dx.doi.org/10.1300/j021v12n04_07.

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Rovi'i, Abdul, Nur Ahid, Muhammad Arif Musafak i Yanwar Kurniadi. "Madrasah curriculum development". Educenter : Jurnal Ilmiah Pendidikan 2, nr 2 (25.05.2023): 242–51. http://dx.doi.org/10.55904/educenter.v2i2.768.

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The development of madrasah curriculum in Indonesia has undergone various transformations since the colonial period until now. The purpose of this research is to find out the development of madrasah curriculum in Indonesia. The research method used by researchers is library research. Based on the analysis, it can be concluded that the development of madrasah curriculum in Indonesia has undergone significant changes, especially after Indonesia's independence. The Indonesian government issued various policies to advance education in Indonesia, including Islamic religious education and madrasah. One of the policies issued is the integration between the general education curriculum and Islamic religious education in madrasas. The government can provide adequate financial support and experts for madrasah curriculum development. The community can support through active participation in educational activities, such as providing educational facilities and infrastructure. The industrial world can provide support in the form of internship programs and cooperation with madrasah to improve student skills. In the development of madrasah curriculum in Indonesia, there have been significant changes and developments since the establishment of Madrasah Aliyah in 1945. The currently implemented madrasah curriculum, the 2013 curriculum, has integrated general and religious education in a more balanced manner.

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Tamir, Pinchas. "Integrating Research and Curriculum Development: Curriculum Development Dissertations in Israel". Studies in Science Education 20, nr 1 (styczeń 1992): 183–88. http://dx.doi.org/10.1080/03057269208560008.

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Diniarty puluhulawa, Sri Yuliyani Monoarfa, Nurul Waliya Uno, Aulia Mahmud, Sri Yanti Ali, Nur Fazria Tangahu, Siti Mutia Albakir, Dennis Angelina i Nursia Dulman. "Primary Curriculum Development History of Elementary Curriculum Development in Indonesia". International Journal of Advanced Technology and Social Sciences 1, nr 4 (28.12.2023): 309–18. http://dx.doi.org/10.59890/ijatss.v1i4.1114.

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Education continues to develop over time, aiming to improve the quality of education itself. This article was created so that readers better understand the development of the curriculum in Indonesia from time to time which underwent changes starting from the 1947 1952 1964 1966 1998 1975 1984 1994 1999 2004-2006 2003 curriculum until independence of learning. In this article we use several methods to search for material that will be included in the article, namely data collection methods which include collecting data from several books, articles and journals as well as collecting data from the internet

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Lai, Steven, Bradley M. Buchheit, Kellie Kitamura, Mackenzie R. Cook, Lalena M. Yarris, Grace Chen, Amy Kwon i Jaime Jordan. "Five Key Articles on Curriculum Development for Graduate Medical Educators". Journal of Graduate Medical Education 16, nr 1 (1.02.2024): 75–79. http://dx.doi.org/10.4300/jgme-d-23-00208.1.

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Background Curriculum development is an essential domain for medical educators, yet specific training in this area is inconsistent. With competing demands for educators’ time, a succinct resource for best practice is needed. Objective To create a curated list of the most essential articles on curriculum development to guide education scholars in graduate medical education. Methods We used a modified Delphi method, a systematic consensus strategy to increase content validity, to achieve consensus on the most essential curriculum development articles. We convened a panel of 8 experts from the United States in curricular development, with diverse career stages, institutions, gender, and specialty. We conducted a literature search across PubMed and Google Scholar with keywords, such as “curriculum development” and “curricular design,” to identify relevant articles focusing on a general overview or approach to curriculum development. Articles were reviewed across 3 iterative Delphi rounds to narrow down those that should be included in a list of the most essential articles on curriculum development. Results Our literature search yielded 1708 articles, 90 of which were selected for full-text review, and 26 of which were identified as appropriate for the modified Delphi process. We had a 100% response rate for each Delphi round. The panelists narrowed the articles to a final list of 5 articles, with 4 focusing on the development of new curriculum and 1 on curriculum renewal. Conclusions We developed a curated list of 5 essential articles on curriculum development that is broadly applicable to graduate medical educators.

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Cindy Durtschi, Cindy Durtschi, i Tawei (David) Wang Cindy Durtschi. "The Development of Accounting Data Analytics Curriculum". International Journal of Computer Auditing 2, nr 1 (grudzień 2020): 001–4. http://dx.doi.org/10.53106/256299802020120201001.

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<p>Accounting programs are now being encouraged to incorporate data analytics into their programs. This article will provide suggestions on how to set up a data analytics program in a school of accountancy, answer why it is important to incorporate data analytics within accounting programs, and nally how to create a well-integrated curriculum.</p> <p> </p>

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Roure, Bastien, Chirjiv Anand, Véronique Bisaillon i Ben Amor. "Systematic curriculum integration of sustainable development using life cycle approaches". International Journal of Sustainability in Higher Education 19, nr 3 (5.03.2018): 589–607. http://dx.doi.org/10.1108/ijshe-07-2017-0111.

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Purpose The purpose of this paper is to provide a consistent and systematic integration framework of sustainable development (SD) in a civil engineering (CE) curriculum, given the connection between the two. Curriculum integration is a challenging project and requires the development of certain protocols to ensure success. Design/methodology/approach This paper thus proposes a framework for the systematic integration of SD through the lenses of life cycle approach and associated tools to attain effective curriculum integration. The proposed framework suggests the following five steps: mapping the curriculum, setting learning targets, developing an action plan for the assessed program, implementing the action plan and assessing the final performance. Findings This framework was applied to the CE curriculum at Sherbrooke University. To assess its success, a student satisfaction survey was conducted, and teachers’ feedback was obtained; the results showed 85 per cent positive responses. The authors show how this study allowed the CE curriculum to be properly updated and brought in line with today’s engineering profession requirements with regard to SD. Originality/value The integration focuses on the application of life cycle approaches and tools such as environmental life cycle assessment and life cycle costing on CE content. Additionally, the presented approach can be easily adapted to other engineering curriculums and, to a certain extent, to other non-engineering curriculums.

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Veryawan, Veryawan, Rabitah Hanum Hasibuan, Anisaturrahmi Anisaturrahmi, Rosmiati Rosmiati, Dewi Fitriani, Abdul Hafiz i 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, nr 2 (31.12.2023): 81–95. http://dx.doi.org/10.32505/atfaluna.v6i2.6517.

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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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Hasriadi, Siswanto i Ahmad Muktamar. "Islamic Religious Education Curriculum Development Model". ETDC: Indonesian Journal of Research and Educational Review 2, nr 4 (27.09.2023): 55–69. http://dx.doi.org/10.51574/ijrer.v2i4.936.

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The field of education is ever-evolving and always changing in the direction of perfection, both in terms of future readiness and adaptability to the environment and time in which it exists. In essence, the curriculum serves as a roadmap for carrying out the educational process in both schools and even colleges. There is no denying that curriculum implementation in the millennial era requires curriculum to change to meet the demands of the times. Islam itself strongly encourages movements for constructive development and change, believing that these are the keys to advancement and improvement. This problem served as the foundation for the formation of the research problem, which is the idea and framework for creating an Islamic religious education curriculum. Reference-based research—that is, observation centered on books, journals, or other publications—is the methodology employed. The study's findings demonstrate the curriculum's function in a number of areas that are important to educational activities, such as a) the school in question; b) schools or madrasas above it; and c) the community, which uses graduates. An eclectic method, or selecting the best of the four techniques listed below, can be used to build an Islamic religious education curriculum that fits its unique features. These methods include the following: a) subject-based methods; b) humanistic methods; c) technology methods; and d) social reconstruction methods. In the meantime, the Islamic education curriculum development model provides two alternatives for madrasas, including a competency-based and life skills-based curriculum development model and an Islamic Religious Universities competency-based curriculum development model.

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Ariwidodo, Eko. "An Educational Philosophy Perspective On Teaching in Contemporary Curriculum Development". Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan 11, nr 1 (29.06.2023): 57–76. http://dx.doi.org/10.36052/andragogi.v11i1.325.

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Current research supports the significance of critical consciousness development in the educational process. The research on reflective participatory learning and critical consciousness to foster critical consciousness in higher education may be far superior, notwithstanding a few shortcomings. More research is needed to determine the nature of critical consciousness in the higher education curriculum's philosophy of education and the best ways to support these students' vital development of consciousness. The critical consciousness technique was used in this investigation, and critical consciousness as a theoretical paradigm in education philosophy seeks to address multi-systemic oppression. All educational initiatives, including curricular decisions are grounded on philosophy. Critical consciousness encourages educators and students to consider other identities' viewpoints when reading and evaluating texts. It extends the goal of education to a more excellent social environment; this content critique and analysis method humanizes the learning process. Philosophy looks for and makes visible the good that all people should pursue and focus their deliberate education toward. In philosophy, the curriculum is prescriptive since it specifies the broad guidelines, courses, and disciplines that should be completed to earn a particular grade or standard. Like philosophy, the curriculum is normative and has guiding ideas and theories. Philosophy becomes a benchmark by which to evaluate the objectives, curriculum choices, and education delivery methods. Curriculum must be understood that they are constantly faced with making decisions about curricula and that philosophy plays a significant role in the decision-making process.

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Daud, Darmawan, Muhammad Nasir i 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, nr 4 (14.06.2024): 20732–47. http://dx.doi.org/10.31004/joe.v6i4.6187.

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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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Marques, Aline Rabelo. "Collapse in the foundations of the curricular development process for brazilian basic education". OBSERVATÓRIO DE LA ECONOMÍA LATINOAMERICANA 22, nr 2 (16.02.2024): e3242. http://dx.doi.org/10.55905/oelv22n2-097.

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This text presents analyzes of the ideological discourse that fueled the collapse in the intentionality of selection and distribution of knowledge considered valid. Specifically, problematizing as curricular documents proposed after the reform of the curriculum in the 1990s, they presented, discursively, questions related to knowledge. It is assumed that the links established with the market, from the neoliberal perspective, caused a collapse in the fundamentals of curriculum development, directly affecting the process of construction of the curriculum and/or curriculum documents. In this context, it is relevant to present the analyzes arising from the questioning of Curricular Documents, as practice of distinct and multireferenced meanings, conceived from a process that admits a logic of deconstruction of the discourses. In conclusion, the collapse did not occur in the context of curricular development, but of its "new" constitutive foundations.

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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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Viirpalu, Piret, Edgar Krull i Rain Mikser. "Investigating Estonian Teachers’ Expectations for the General Education Curriculum". Journal of Teacher Education for Sustainability 16, nr 2 (1.12.2014): 54–70. http://dx.doi.org/10.2478/jtes-2014-0011.

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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.

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Effendi, Silma Mazia. "Various Approaches in Islamic Religious Education Curriculum Development". Jurnal Ar Ro'is Mandalika (Armada) 3, nr 3 (12.03.2024): 131–40. http://dx.doi.org/10.59613/armada.v3i3.2832.

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The curriculum encompasses learning plans in schools or conferences, with a modern interpretation emphasizing a holistic understanding of objectives, teaching methods, and content. However, challenges related to the alignment of the Islamic Religious Education (PAI) curriculum with modern demands necessitate continuous efforts to adapt to the evolving times, integrate technology, and ensure the curriculum's relevance and quality. The role of the PAI curriculum in Indonesia is to guide behavior and commercial activities in line with Islamic values, fostering harmony among people of different faiths. The curriculum should reflect the moral and religious values of Islam, and its implementation involves teachers shaping understanding, beliefs, and appreciation of these values. The development of the PAI curriculum aligns with the concept of shaping a perfect human (al-Kamil) according to Islamic teachings. To achieve this goal, collaboration among educators, stakeholders, and the government is crucial to enhance and maintain the quality of Islamic curricula in Indonesia to remain relevant and effective

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Holycross, Jennifer. "Curriculum Mapping—An Essential Tool for Curriculum Development". Journal of Physician Assistant Education 17, nr 4 (2006): 61–64. http://dx.doi.org/10.1097/01367895-200617040-00036.

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Frey, Karl, Alfons Frei i Rolf Langeheine. "Do curriculum development models really influence the curriculum?" Journal of Curriculum Studies 21, nr 6 (listopad 1989): 553–59. http://dx.doi.org/10.1080/0022027890210606.

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KONNO, Yoshikiyo. "Special Issue: Curriculum School Curriculum Development in Japan". Comparative Education 1989, nr 15 (1989): 62–78. http://dx.doi.org/10.5998/jces1988.1989.15_62.

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Nafisah, Nisa'atun. "ISLAMIC EDUCATION CURRICULUM DEVELOPMENT MODEL 2013 CURRICULUM VERSION". Journal on Research and Review of Educational Innovation 1, nr 1 (31.01.2023): 25–33. http://dx.doi.org/10.47668/jrrei.v1i1.722.

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Position Islamic Religious Education Curriculum (PAI) as the center in the whole process of education, as direction for all activity education to achieve the purpose. Because of that to reach something successful curriculum it is necessary a nice system that loads components of the best curriculum and is supported by the structure of the best curriculum. The Aim of PAI curriculum is to Upgrade productive, creative, innovative, and effective operating faith and piety, for Upgrade what ever studied participants educate about religion as well as life practice every day. The method used in the study is with method search references or studies literature. Research results show that component curriculum at least must consist of four components that are purpose, content, process, and assessment. because the discussion previously about PAI learning then special for PAI curriculum in it must load values Islamic teachings on each component of the course must each other related. The criticism writer needs he added mark religious and collaborative for maximizing the PAI curriculum in implement inside the school.

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Shawer, Saad F. "Classroom-level curriculum development: EFL teachers as curriculum-developers, curriculum-makers and curriculum-transmitters". Teaching and Teacher Education 26, nr 2 (luty 2010): 173–84. http://dx.doi.org/10.1016/j.tate.2009.03.015.

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Waiyawak, Pennapa. "Development of the Online Nora Dance Training Curriculum". Parichart Journal, Thaksin University 36, nr 1 (5.01.2023): 198–212. http://dx.doi.org/10.55164/pactj.v36i1.259317.

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Development of the Online Nora Dance Curriculum is a developmental study aimed to investigate and promote an online Nora dance curriculum for youths and interested individuals. The curriculum was grounded on Hilden Taba’s concept of curricular development and coordinated in the development process by academics, local artists, experts in art and culture, and Nora dance performance. The study results suggested that the development of the online Nora Dance curriculum comprised 7 steps. The online Dance curriculum consisted of 4 underlined courses namely 1) Nora Dance Course featuring 9 lessons, 2) Nora Music Course featuring 5 lessons, 3) Nora Vocal Performance Course featuring 5 lessons, and 4) Pran Nora (a hunter figure in Nora) Course featuring 5 lessons. The curriculum puts a strong emphasis on self-paced learning to raise awareness and perception about Nora performance among youths and interested individuals. The effort shall solidify the exchange of knowledge, and establishment of cooperation and networks between the university, communities, and schools. This also serves as a process of disseminating and conserving art and culture and adjusting approaches to the promotion of art and culture in compliance with changes in the digital era.

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Geleto, Lemecha. "Technical Vocational Education Training Institute Curriculum Development in Ethiopia". Journal of Education and Vocational Research 8, nr 3 (7.01.2018): 16–28. http://dx.doi.org/10.22610/jevr.v8i3.1989.

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Ethiopian TVET curriculum development process follows similar procedures with different competency based TVET curriculum development processes in some countries. Ethiopia mainly adopted its current TVET curriculum experiences from countries such as Australia and Philippines. Depending on the trends of these countries, the new Ethiopian TVET strategy has decentralized the preparation of curricular materials to the institutions that deliver training. The problem may limit the current competency based TVET curriculum in Ethiopia is lack of knowledge and experience to develop the curriculum at the local level in this decentralized responsibility to develop the curriculum at TVET institutions. In addition to the problem of decentralization, the continuous change made in the occupational standards is another challenge in the effective implementation of the reformed TVET approach. While TVET institutions have set themselves and started to provide training in certain occupational standards disseminated, the Ministry of Education in the mean time updates or replaces those occupational standards with the new ones. This has created resource wastage and grievance at institutions, management instructors and students.

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Tabin, Nathalie, Carine Pannetier i Daiana Stolz. "Methodology of curriculum development". Journal of Thoracic Disease 13, nr 3 (marzec 2021): 2035–37. http://dx.doi.org/10.21037/jtd.2019.01.89.

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Văn Cường, Nguyễn. "Competency-oriented Curriculum Development". Journal of Science, Educational Science 61, nr 3 (2016): 3–9. http://dx.doi.org/10.18173/2354-1075.2016-0021.

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Strom, Robert, Shirley Strom, Pat Collinsworth, Paris Strom i Dianne Griswold. "Black Grandparents: Curriculum Development". International Journal of Aging and Human Development 43, nr 2 (1.01.1996): 119–34. http://dx.doi.org/10.2190/j1wa-wh8g-h6n2-dpqa.

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The performance of Black grandparents was examined to determine the most suitable content for an educational program intended to assist them in their role. A sample of 626 non-consanguineous subjects included 204 grandparents, 128 parents, and 294 grandchildren. Each generation group completed a separate version of the Grandparent Strengths and Needs Inventory to identify the favorable qualities of grandparents and aspects of their relationships in which further growth was necessary. A combination of multivariate analysis of variance procedures, univariate analysis of variance tests, and t-tests were used to analyze scores, confirm results, and assist with interpretation of data. All groups described aspects of grandparents success and made known specific realms of learning that grandparents should acquire in order to become more effective. Analysis of the responses revealed significant main effects for generation, gender of grandchild, age of grandchild, and amount of time that grandparent and grandchild spent together. Considerations were identified for improving grandparent influence and guiding the development of grandparent education programs.

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Bryant, Lara M. P. "Geospatial Technology Curriculum Development". International Journal of Applied Geospatial Research 5, nr 1 (styczeń 2014): 60–69. http://dx.doi.org/10.4018/ijagr.2014010104.

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The final project for students enrolled in Geospatial Technologies for the K-12 Classroom (GEOG 321) is the development of a lesson for their future classroom. An obstacle to implementing geospatial technologies in public classrooms is lack of relevant curriculum and data. After reviewing the limited existing curriculum, students design age-appropriate lessons for possible publication on the New Hampshire Geographic Alliance website. The objectives for this final project were: 1) students will determine age-appropriate skills that utilize geospatial technologies to support instruction in their intended discipline, 2) students will demonstrate the appropriate skills needed to design feasible lessons for the K-12 classroom, 3) students can integrate geospatial technology skills into a variety of disciplines and age levels, and 4) students can employ the geographic inquiry method in their lessons. Students presented their lessons to peers and outside reviewers to receive feedback. The students had the option to submit their lessons to the New Hampshire Geographic Alliance for pilot testing and dissemination to help fill the need for relevant curriculum and data.

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Tribe, John. "Curriculum, Development and Conflict". Journal of Teaching in Travel & Tourism 3, nr 1 (styczeń 2003): 25–45. http://dx.doi.org/10.1300/j172v03n01_03.

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Gregory, Kenneth J. "Curriculum development in geomorphology". Journal of Geography in Higher Education 12, nr 1 (kwiecień 1988): 21–30. http://dx.doi.org/10.1080/03098268808709022.

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SHAPIRO, DANIEL F. "Facilitating Holistic Curriculum Development". Assessment & Evaluation in Higher Education 28, nr 4 (sierpień 2003): 423–34. http://dx.doi.org/10.1080/0260293032000066245.

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Alsagoff, Lubna, i Ee-Ling Low. "Challenges in Curriculum Development". RELC Journal 38, nr 2 (sierpień 2007): 229–46. http://dx.doi.org/10.1177/0033688207079707.

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Bennett, Stuart, i Tina Overton. "Evidentially-based curriculum development". Chemistry Education Research and Practice 11, nr 2 (2010): 73. http://dx.doi.org/10.1039/c005348c.

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Chu, Bei-Tseng (Bill), Venu Dasigi, John Gorgone i David Spooner. "Information technology curriculum development". ACM SIGCSE Bulletin 33, nr 1 (marzec 2001): 400–401. http://dx.doi.org/10.1145/366413.364760.

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Bricker, Kelly S., Ercan Sirakaya i Tracy Berno. "Sustainable Tourism Curriculum Development". Annals of Tourism Research 29, nr 2 (kwiecień 2002): 562–64. http://dx.doi.org/10.1016/s0160-7383(01)00045-7.

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LEE, Kicheon, i Seungjae KIM. "The Holistic Development Curriculum". Japanese Journal of Sport Education Studies 24, nr 2 (2004): 139–44. http://dx.doi.org/10.7219/jjses.24.139.

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Rosy, M. Marie. "Research in Curriculum Development". Asian Journal of Nursing Education and Research 5, nr 3 (2015): 431. http://dx.doi.org/10.5958/2349-2996.2015.00086.5.

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Crouch, Rosemary. "Curriculum Development in Tanzania". World Federation of Occupational Therapists Bulletin 35, nr 1 (styczeń 1997): 33–36. http://dx.doi.org/10.1080/14473828.1997.11785346.

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Mohanasundaram, K. "Curriculum Design and Development". Journal of Applied and Advanced Research 3, S1 (10.05.2018): 4. http://dx.doi.org/10.21839/jaar.2018.v3is1.156.

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A curriculum development team is recommended in order to bring both subject matter and educational methods expertise to the project. Revisions and rewrites, based on feedback from these groups, must be completed before editing begins. Professional editing will assure proper language usage, readability, appropriate flow, and consistency. Professional design and layout of the curriculum, often with the editor and designer working together will assure both accuracy and a professional look. Once designed, the product is printed and/or posted online. When posting online, it is important to include accessibility features during the design phase. Once the curriculum is made generally available it should be evaluated from time to time to assure that it is of value to the users and remains current.

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Batt, Mark E., i Michael Cullen. "Specialty and curriculum development". British Journal of Hospital Medicine 70, nr 11 (listopad 2009): 627–29. http://dx.doi.org/10.12968/hmed.2009.70.11.45050.

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