Gotowe bibliografie tematyczne / Curriculum framework

Gotowa bibliografia na temat „Curriculum framework”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 10 lutego 2022

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Spis treści

Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Curriculum framework”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Artykuły w czasopismach na temat "Curriculum framework"

1

Sato, Irving S. "The C3 Model: Resolving Critical Curricular Issues Through Comprehensive Curriculum Coordination". Journal for the Education of the Gifted 11, nr 2 (styczeń 1988): 92–115. http://dx.doi.org/10.1177/016235328801100208.

Pełny tekst źródła
Streszczenie:
Three critical curricular issues currently hinder many gifted/talented programs: Fragmentation, or disjointed curricula; limited availability of truly appropriate or legitimate curricula for the gifted/talented either commercially or locally; lack of systematic planning to improve curricula for the gifted/talented. The C3 Model (Comprehensive Curriculum Coordination) is one way of resolving these issues on a long-range basis through developing five curriculum products in sequence: (1) Long-range curriculum development/improvement plan, (2) curriculum framework, (3) scopes and sequences, (4) course descriptions, and (5) skeletal unit plans.
Style APA, Harvard, Vancouver, ISO itp.
2

Thandlam Sudhindra, Shravya, i Lucienne T. M. Blessing. "A FRAMEWORK FOR DESIGN COMPETENCY ASSESSMENT". Proceedings of the Design Society 1 (27.07.2021): 91–100. http://dx.doi.org/10.1017/pds.2021.10.

Pełny tekst źródła
Streszczenie:
AbstractThe recognition of the value of design has resulted in an increased number of programs and courses that include design and evaluate design competencies. However, there is no common reference system to (1) identify and assess the design competency of learners and the level of design competency aimed for by a course or curriculum; (2) universally recognize design competencies and competency levels.Our research goal is to identify and define distinct levels of design competency and develop a framework to help instructors, design learners, institutes as well as employers assess and/or recognize competency. This paper introduces our DesCA (Design Competency Assessment) framework and places it in the context of other frameworks. We describe how DesCA helps: (1) identify and assess design competencies associated with different design activities planned for a course or curriculum; (2) formulate learning outcomes and select appropriate competency levels, methods and tools; (3) plan and develop the design content of courses and curricula; (4) ensure curricular consistency across courses.The vision is to make DesCA a digital platform that can serve as an international standard for design teaching, learning and curriculum development.
Style APA, Harvard, Vancouver, ISO itp.
3

Shively, Kate, i Jennifer Palilonis. "Curriculum Development: Preservice Teachers’ Perceptions of Design Thinking for Understanding Digital Literacy as a Curricular Framework". Journal of Education 198, nr 3 (październik 2018): 202–14. http://dx.doi.org/10.1177/0022057418811128.

Pełny tekst źródła
Streszczenie:
This study examines design thinking (DT) as a strategy to develop K-3 digital literacy curricula. This article chronicles first-year, preservice teachers’ (PSTs’) perceptions using DT to explore an often-misunderstood curricular framework, digital literacy. The participants employed DT as a strategy for developing digital literacy curriculum. Findings discussed in this article explored PSTs’ perceptions of DT and how the strategy helped or hindered their understanding of digital literacy as an elementary curricular framework. This study calls for further investigation regarding DT as a strategy for curriculum development early in teacher preparation.
Style APA, Harvard, Vancouver, ISO itp.
4

Dorji, Tshewang. "Gender Sensitivity in Textbooks in Secondary Education in Bhutan". International Journal of Asian Education 2, nr 3 (11.08.2021): 343–55. http://dx.doi.org/10.46966/ijae.v2i3.170.

Pełny tekst źródła
Streszczenie:
This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.
Style APA, Harvard, Vancouver, ISO itp.
5

Silversides, A. "Aboriginal curriculum framework developed". Canadian Medical Association Journal 178, nr 13 (17.06.2008): 1650. http://dx.doi.org/10.1503/cmaj.080803.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Cupper, Robert. "A revised curriculum framework". ACM Computing Surveys 28, nr 4es (grudzień 1996): 94. http://dx.doi.org/10.1145/242224.242347.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Vella, Yosanne. "History in Malta's New National Curriculum Framework". History Education Research Journal 11, nr 2 (1.05.2013): 125–35. http://dx.doi.org/10.18546/herj.11.2.10.

Pełny tekst źródła
Streszczenie:
In February 2013 Malta's new national Curriculum, entitled 'A New National Framework for All' was launched. It was the end result of almost three years of meetings, debates, discussions, consolations and draft documents. This paper first gives a brief description of the historical background of Curricula in Malta, all of which eventually lead up to the present one, and then goes on to discuss specifically history in Maltese Curricula. Today it is no exaggeration to say that, of all school subjects history is the one which has undergone the most radical transformation as far as its pedagogy is concerned. History teaching in Malta now focuses on the learning of specific history skills and concepts, and analyses and interpretation of primary and secondary sources. However, history does not have a high status in the Maltese educational system and there were clear intentions in the initial stages of the creation of the new curriculum to eliminate the subject. This paper describes the advances in history pedagogy experienced in Malta in the past 20 years and the endeavours of the writer to retain history as a separate academic subject in the new curriculum.
Style APA, Harvard, Vancouver, ISO itp.
8

Mutula, Stephen M. "A Framework for Integrating Information Ethics (IE) in the Curricula for Africa". International Review of Information Ethics 14 (1.12.2010): 29–38. http://dx.doi.org/10.29173/irie360.

Pełny tekst źródła
Streszczenie:
The debate about embedding information ethics (IE) in the curriculum in Africa is gaining momentum as scholars from developed and developing world engage on the subject. Some research publications are starting to emerge on information ethics in Africa but so far they have been confined to addressing the extent to which information ethics is necessary, who should offer information ethics and why, who should be taught and at what levels, the duration of offering the course/program and the content that should be included in the curriculum. Little attention has been placed on the theoretical framework that should underpin IE curriculum for Africa as well as the sources of IE content for the curriculum. This paper therefore addresses the following issues: rationale for integrating information ethics in the curricula in Africa; theoretical and institutional framework for IE curriculum; potential sources of content for information ethics curricula, challenges of integrating information ethics into the curricula in Africa and prospects for integrating IE into the curricula in Africa.
Style APA, Harvard, Vancouver, ISO itp.
9

Hegde, Rupamanjari. "Curriculum under Siege". Contemporary Education Dialogue 15, nr 2 (lipiec 2018): 217–26. http://dx.doi.org/10.1177/0973184918781218.

Pełny tekst źródła
Streszczenie:
Citizenship education being central to the process of nation-building, changing political regimes promote a re-imagination of the ‘ideal’ citizen. A perusal of the successive national curriculum frameworks introduced by the NCERT (1975–2005) shows how curricula and textbooks have been repeatedly re-designed to suit the requirements of changing political regimes, throwing up contesting visions of citizenship and nationhood. While this explains the seemingly inevitable state-curricular linkage, the announcement made by the current political dispensation regarding an urgent need for drastic reduction of the curricular load at the school level raises serious concerns. It is widely speculated that the current ruling dispensation supported by its ideological mentor, the Rashtriya Swayamsevak Sangh (RSS), is going to introduce curricular reforms aimed at reshaping the national identity in accordance with its ideological framework. As during the previous NDA regime (1998–2004), this would not only severely damage the multicultural narrative of India’s past and present, but would also pose a serious challenge to the very idea of India.
Style APA, Harvard, Vancouver, ISO itp.
10

Christmals, Christmal Dela, i Susan J. Armstrong. "Curriculum framework for advanced practice nursing in sub-Saharan Africa: a multimethod study". BMJ Open 10, nr 6 (czerwiec 2020): e035580. http://dx.doi.org/10.1136/bmjopen-2019-035580.

Pełny tekst źródła
Streszczenie:
ObjectivesThe implementation of advanced practice nursing (APN) programmes in sub-Saharan Africa (SSA) has been difficult due to lack of SSA-specific curriculum frameworks or benchmarks to guide institutions in developing and implementing APN programmes. A few APN programmes in SSA were benchmarked on western philosophy and materials, making local ownership and sustainability challenging. This paper presents an SSA-specific concept-based APN (Child Health Nurse Practitioner, CHNP) curriculum framework developed to guide institutions in developing relevant and responsive APN curricula in order to qualify CHNP and contribute to a decreased incidence of preventable deaths of children in the SSA region.DesignA sequential multimethod study design consisting of a scoping review, Delphi study, development of a framework by a curriculum team, and evaluation of the curriculum framework by faculty from 15 universities in SSA.SettingThis study included universities from East, West, Central and Southern Africa.ParticipantsThe study included international multidisciplinary health professionals and curriculum development experts from 15 universities in 10 SSA countries.ResultsA concept-based Advanced CHNP curriculum framework was developed. The faculty who evaluated the curriculum framework for applicability within their institutions and the SSA context unanimously stated that the framework is detailed, evidenced-based and could be adapted for other APN specialty areas.ConclusionThe Child Health Nurse Practitioner curriculum framework is comprehensive, context-specific and has the potential to respond to the special child healthcare needs of SSA. It is adaptable for other APN specialty programmes in SSA. Nursing leaders should lobby for funding and advocate for the introduction of the CHNP programme as a collaborative process between government, clinical services, communities and educational institutions.
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Rozprawy doktorskie na temat "Curriculum framework"

1

Brooks, Clare. "The EVE curriculum framework : the third instalment". Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6591/.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Palko, Steffen E. "An epistemological framework for curriculum and instruction". [Fort Worth, Tex.] : Texas Christian University, 2009. http://etd.tcu.edu/etdfiles/available/etd-03162010-154844/unrestricted/Palko.pdf.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Stefan, Daniela Cristina. "Developing a framework for an undergraduate haematology curriculum in a Faculty of Health Sciences". Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/3187.

Pełny tekst źródła
Streszczenie:
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: The Faculty of Health Sciences at Stellenbosch University adopted a new set of guidelines for curriculum design in 1997, emphasising an orientation towards the requirements of the public sector general practice, a holistic approach and exposure to community lifestyle and disease patterns specific to various communities. In order to ensure the anchoring in the realities of the general practice, a family medical practitioner, appointed by the Academy of Family Practice, was included in the curriculum control structure of the faculty. It was further recommended that a family medical practitioner should be included in the curriculum committee of each discipline, where appropriate. The present research, starting from the assumption that the opinion of a single family practitioner is insufficient to determine the adequacy of the curriculum for general medical practice, aimed to conduct a comprehensive needs analysis of all stakeholders in the undergraduate haematology training programme at the Faculty of Health, Stellenbosch University, and to compare the findings with the existing curriculum. To this purpose, the opinions of five adult medicine haematologists, ten paediatric haematologists, four laboratory haematologists, ten interns, fourteen students and twenty general practitioners were surveyed. An open-ended questionnaire on the usefulness of the haematology module for hospital and independent general practice was analysed, using the “coding technique” method. On this basis, a list of subjects was drawn and, using a Delphi method, the participants in the study were asked to rate their importance for practice. The answers to the open-ended questionnaires revealed a few overarching concepts, the most important being the need to structure the material taught in the form of “approaches”, supporting the differential diagnosis, which is the most frequent task of a general practitioner. Among the outcomes identified in the panellists‟ answers, the need to adequately detect and assess the “red flag” signs for haematological cancers was proposed for consideration as an outcome in the next curriculum. The Delphi survey indicated a group of subjects which were rated as most important for practice and another group designated as devoid of utility. The remaining subjects, rated as of moderate importance, could be further classified as diseases usually managed by the general practitioner and pathology which would be referred to a specialist for management. These iv findings were compared with the existing curriculum and the discrepancies were analysed, resulting in a set of proposals towards a framework for a new undergraduate haematology curriculum. For the first time in the literature, as far as can be determined, this research presents outcomes and content for an undergraduate haematology course which were defined and rated for importance by consensus of the curriculum developers, specialists in the field and graduates of the course. The methods tested in this process and some of the trends revealed might be useful for curriculum development in other medical disciplines.
AFRIKAANSE OPSOMMING: Die Fakulteit van Gesondheidswetenskappe by die Universiteit Stellenbosch het in 1997 nuwe riglyne vir kurrikulumontwerp aanvaar. Hierdie riglyne beklemtoon `n bewustheid van die behoeftes van algemene praktyk in die openbare sektor, `n omvattende benadering tot en blootstelling aan die gemeenskapslewenstyl, asook aan siektepatrone eie aan verskillende gemeenskappe. Om te verseker dat die kurrikulum in die werklikhede van algemene praktyk geanker bly, is `n algemene praktisyn, aangestel deur die Akademie van Huisartskunde, ingesluit in die kurrikulum beheerstruktuur van die fakulteit. Dit is verder ook aanbeveel dat, waar van toepassing, `n huisarts in die kurrikulumkomitee van elke dissipline ingesluit moet word. Hierdie navorsing, wat van die veronderstelling gespruit het dat die opinie van `n enkele huisarts onvoldoende is om die toepaslikheid van `n kurrikulum vir algemene praktyk te verseker, het ten doel gestel om `n omvattende analise van behoeftes van alle belanghebbendes in die voorgraadse hematologie-opleidingsprogram by die Fakulteit van Gesondheidswetenskappe, Universiteit van Stellenbosch, te doen en om die bevindings met die bestaande kurrikulum te vergelyk. Die menings van vyf volwasse medisyne hematoloë, tien pediatriese hematoloë, vier laboratorium hematoloë, tien huisdokters, veertien studente en twintig algemene praktisyns is verkry. `n Oop-einde vraelys oor die bruikbaarheid van die hematologie-module vir hospitaal- en onafhanklike algemene praktyk is m.b.v die gekodeerde tegniek ontleed. Op grond hiervan is `n lys onderwerpe gekies en studiedeelnemers is deur van die Delphi-metode gebruik te maak, gevra om die graad van belangrikheid van elkeen aan te dui. Die antwoorde op die oop-einde vraelys het `n paar oorkoepelende konsepte uitgelig. Die belangrikste hiervan was om die materiaal wat gedoseer word te struktureer in die vorm van „benaderings‟, wat die vorming van `n differensiële diagnose ondersteun. Lg. is die algemeenste taak van die algemene praktisyn. Een van die uitkomste wat deur die studiedeelnemers geïdentifiseer is, nl. die vermoë om die `rooi vlag` tekens van hematologiese kankers korrek te bespeur en te assesseer, is voorgestel vir oorweging vir insluiting as `n uitkoms in die volgende kurrikulum.
Style APA, Harvard, Vancouver, ISO itp.
4

Brooks, Clare. "The EVE curriculum framework : developments on the second phase". Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6612/.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Hicks, June, i n/a. "An implementation of a curriculum framework : a case study". University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060721.154651.

Pełny tekst źródła
Streszczenie:
A Home Economics Curriculum Framework was developed in 1984 in the A.C.T and implementation commenced in 1985. The purpose of this study was to examine the implementation process in order to identify areas of concern and difficulties encountered. The study is set in the context of the establishment of School Based Curriculum Development in the A.C.T Education System and the program of Curriculum Review and Renewal set up in 1983. The initiation and development of the Home Economics Curriculum Framework within this context was explored. A case study was undertaken covering the period 1985-1987 involving six A.C.T High Schools which first implemented the Home Economics Framework. Fullan's model of implementation was used as a focus for the study and both qualitative and quantitative data techniques were applied.
Style APA, Harvard, Vancouver, ISO itp.
6

Casanas, Magi. "Towards a new framework of modern language curriculum development". Thesis, University of Edinburgh, 1991. http://hdl.handle.net/1842/19613.

Pełny tekst źródła
Streszczenie:
The purpose of this thesis is to contribute to our understanding of instructed language learning among adolescents. It addresses the educational question of how adolescent classroom learners can best develop the ability to use a foreign language (in this case English) for their individual purposes. The empirical data for the study derive from the record of a pedagogical experiment carried out with two groups of 38 secondary school learners in Catalunya. The purpose of the experiment was not only to improve their proficiency in the target language but also their attitude towards language learning. In line with contemporary curriculum theory, and on the basis of the set of procedures followed during the experiment and the views and attitudes expressed by the participants, the author proposes an alternative to the traditional framework of modern language curriculum development. The new framework, which is centred on the notion of learner autonomy, is devised to achieve a more successful learning outcome as a result of a more suitable learning environment. In this study two major hypotheses are explored: 1. Instructed language learning is the result of multiple interaction between individual learners and the constraints imposed by the learning/teaching environment.2. As far as adolescents are concerned, successful language learning is closely related to personal involvement in the process of the negotiation of meaning; and this, in turn, is directly linked to their perception of learning activity as personally meaningful and relevant to their perceived needs and interests. The description, evaluation and interpretation of the experiment provide evidence of the positive effects of the alternative framework proposed in a specific classroom context and the two hypotheses are supported. Nevertheless, language learning is a complex phenomenon and the author is aware of the need to replicate the experiment and contrast it with further research before any wider claims can be made about adolescent modern language learning.
Style APA, Harvard, Vancouver, ISO itp.
7

Jooste, Susina M. "A curriculum framework for continuing professional development in culinary studies". Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/645.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Blyth, Andrew, i mikewood@deakin edu au. "Using the Victorian curriculum and standards framework in music education". Deakin University. School of Social and Cultural Studies in Education, 2004. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.114322.

Pełny tekst źródła
Streszczenie:
This research examines the usefulness of the Curriculum and Standards Framework as the basis for school music education in Victoria. The thesis consists of a folio of four short research tasks and a Dissertation that examine the question in different ways. The first of the short research tasks uses document and discourse analysis to examine and critique the philosophies of music education and aesthetic education that inform the Curriculum and Standards Framework. The same techniques are used in the second research task to trace the adoption and dissemination of the philosophy of music education as aesthetic education in a range of curriculum documents from around Australia. These two tasks show how centralised curriculum development often produces abstract and impractical goals and strategies. Research tasks three and four use interview and participant observation with teachers based in one Melbourne secondary school to illuminate the highly contextual nature of teaching practice. The theoretical formulations of learning presented in Victorian curriculum materials and policy documents is contrasted with the practical approaches that teachers take in developing educational programmes. These tasks show how school education is always developed in relation to students and resources and not according to abstract standards. The Dissertation reports on a major research project with thirty-two experienced music teachers working in the northern metropolitan region of Melbourne. Interviews with both primary and secondary teachers sought to determine the extent to which the Curriculum and Standards Framework had impacted upon their classroom teaching practice. The research was guided by Grounded Theory (Glaser and Strauss 1967) principles and it showed that the Framework and the associated process of centralising curriculum production failed to deliver any measurable gains or changes in music education in schools.
Style APA, Harvard, Vancouver, ISO itp.
9

Langford, Kenneth V. "Developing a more effective agricultural graduate a curriculum conceptual framework /". View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/18804.

Pełny tekst źródła
Streszczenie:
Thesis (Ph.D.)--University of Western Sydney, 2007.
A thesis submitted to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliography.
Style APA, Harvard, Vancouver, ISO itp.
10

Smith, Ann C. "An investigation into early childhood science within an emergent curriculum framework". Connect to thesis, 1997. http://repository.unimelb.edu.au/10187/2392.

Pełny tekst źródła
Streszczenie:
A considerable interest in the concept of emergent curriculum has been generated by the early childhood centres of Reggio Emilia in Italy. This study traces the progress of a science project on spiders in an Australian early childhood centre which purports to have an emergent curriculum. In particular, this study sought to answer the question: What form does a science learning project take in an early childhood class that purports to have an emergent curriculum philosophy? What are the processes involved? What are the roles of the main players? Was this curriculum truly an emergent one? How did it fit with the different perspectives being taken to emergent curriculum in the literature? Did science learning take place? How did this learning fit with current views on science learning in the literature? Using a participant observation approach, this study looks at factors that characterise the processes and the players in this project and considers these in the context of current views on emergent curriculum and early childhood science. Results indicate that while the curriculum in this centre was clearly ‘emergent’, it differed in some minor aspects from both the Reggio Emilia model and the American model of emergent curriculum. The approach used was consistent with the social constructivist approach to science teaching and was clearly conductive to the children's science learning. The study shows that emergent curriculum is a very appropriate approach for science learning.
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Książki na temat "Curriculum framework"

1

Education, Michigan Dept of. Michigan curriculum framework. Lansing, Mich: The Dept., 1996.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Physiotherapy, Chartered Society of. The curriculum framework. [London: The Society], 1996.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Education, Massachusetts Dept of. Massachusetts Comprehensive Health curriculum framework. Malden, MA: The Department, 1999.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Oxnard Union High School District. Curriculum framework for agriculture. [Oxnard, CA]: The District, 1985.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

National Council of Educational Research and Training (India). National curriculum framework 2005. New Delhi: National Council of Educational Research and Training, 2005.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Education, Palau Ministry of. Social studies curriculum framework. Koror, Palau: Ministry of Education, 2009.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Education, Massachusetts Dept of. Massachusetts mathematics curriculum framework. Malden, Mass: Massachusetts Department of Education, 2000.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Faye, Ong, McLean John i California. Department of Education, red. California preschool curriculum framework. Sacramento: California Dept. of Education, 2010.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Calif.) Japanese American National Museum (Los Angeles. Japanese American curriculum framework. Los Angeles, Calif. (369 E. First St., Los Angeles 90012): The Museum, 1999.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

National Council of Educational Research and Training (India). National curriculum framework, 2005. New Delhi: National Council of Educational Research and Training, 2006.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Części książek na temat "Curriculum framework"

1

Avery, Linda D., i Joyce VanTassel-Baska. "Curriculum Framework". W Changing Tomorrow 3 Grades 9-12, 11–12. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233626-3.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

VanTassel-Baska, Joyce, i Linda D. Avery. "Curriculum Framework:". W Changing Tomorrow 1 Grade 4-5, 9–10. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233602-3.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

VanTassel-Baska, Joyce, i Linda D. Avery. "Curriculum Framework:". W Changing Tomorrow 2 Grades 6-8, 9–10. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233619-3.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Wiktorski, Tomasz, Yuri Demchenko i Juan J. Cuadrado-Gallego. "Data Science Curriculum". W The Data Science Framework, 75–108. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51023-7_4.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Majdalawieh, Munir, i Adam Marks. "A Reference Framework for Enterprise Computing Curriculum". W Advances in Intelligent Systems and Computing, 872–86. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56538-5_87.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Zhu, Yan. "Theoretical Framework of the Study". W Language Curriculum Innovation in a Chinese Secondary School, 23–47. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-7239-0_2.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Stambaugh, Tamra. "Curriculum and Instruction Within a Talent Development Framework". W Talent Development as a Framework for Gifted Education, 95–127. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238454-6.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Doğanay, Ahmet. "A Curriculum Framework for Active Democratic Citizenship Education". W Schools, Curriculum and Civic Education for Building Democratic Citizens, 19–39. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-167-2_3.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Remillard, Janine T., i Ok-Kyeong Kim. "A Framework for Analyzing Elementary Mathematics Curriculum Materials". W Research in Mathematics Education, 1–25. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38588-0_1.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Stobbs, Nicola, Janet Harvell i Michael Reed. "Developing Pedagogical Documentation Within the EYFS Curriculum Framework". W Pedagogical Documentation in Early Years Practice: Seeing Through Multiple Perspectives, 41–54. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526401540.n4.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.

Streszczenia konferencji na temat "Curriculum framework"

1

Hilburn, Thomas B., Andrew Kornecki, Jean-Marc Thiriet, Wojciech Grega i Miroslav Sveda. "An RSIC-SE2004 curriculum framework". W 2008 International Multiconference on Computer Science and Information Technology (IMCSIT). IEEE, 2008. http://dx.doi.org/10.1109/imcsit.2008.4747310.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

McDaniel, Elizabeth, Brenda Roth i Michael Miller. "Concept Mapping as a Tool for Curriculum Quality". W InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2898.

Pełny tekst źródła
Streszczenie:
Concept mapping is typically used as a classroom tool for students to construct their own learning by illustrating the relationships and linkages among complicated concepts and their component parts. This paper reports on the application of concept mapping to create curricular schematics for academic programs that must be aligned to specific competencies. The competencies are mapped and represented in a visual framework to give administrators and faculty, as well as students, a better understanding of main ideas and how key concepts are integrated. Mapped representation of curriculum can be used to validate complicated curricula content and to assess student learning.
Style APA, Harvard, Vancouver, ISO itp.
3

"KNOWLEDGE REPRESENTATION FRAMEWORK FOR CURRICULUM DEVELOPMENT". W International Conference on Knowledge Engineering and Ontology Development. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0003052303270330.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Hu, Wei, Jing Wu, Fang Liu, Guo Hong i Min Jiang. "Integrated Curriculum Framework Design for Embedded Systems". W 2020 IEEE 2nd International Conference on Computer Science and Educational Informatization (CSEI). IEEE, 2020. http://dx.doi.org/10.1109/csei50228.2020.9142528.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Wolz, Ursula, Gail Carmichael i Anne Marie Webber. "A Framework for Designing Contextualized Computing Curriculum". W 2020 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2020. http://dx.doi.org/10.1109/respect49803.2020.9272497.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Furman, Crystal, Adam Cannon, Elizabeth Johnson i Paul Tymann. "CS Principles Curriculum Framework Updates for 2020". W SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3366985.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Tripon, Cristina. "Four Key Skills - Reference Framework For Integrated Curriculum". W Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.64.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Miller, Michele, i Anastasia M. Rynearson. "The Development of a Framework for Curriculum Integration". W 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658527.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Perković, Ljubomir, Amber Settle, Sungsoon Hwang i Joshua Jones. "A framework for computational thinking across the curriculum". W the fifteenth annual conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1822090.1822126.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Ayre, Nicola, Ian McChesney i Roy Sterritt. "EMBEDDING EMPLOYABILITY IN THE CURRICULUM - THE AWARE FRAMEWORK". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1554.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.

Raporty organizacyjne na temat "Curriculum framework"

1

Wankhade, Kavita, Gautam Bhan, Aromar Revi, Anokhi Parikh, Amlanjyoti Goswami, Krishnachandran Balakrishnan, Jayaraj Sundaresan i Sudhira H. S. The Masters of Urban Practice: Curriculum Framework. Indian Institute for Human Settlements, 2013. http://dx.doi.org/10.24943/tmupcf06.2013.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Balakrishnan, Krishnachandran, Gautam Bhan, Anokhi Parikh, Amlanjyoti Goswami, Jayaraj Sundaresan, Aromar Revi i Kavita Wankhade. The Masters of Urban Practice: Curriculum Framework Version 4.0. Indian Institute for Human Settlements, 2010. http://dx.doi.org/10.24943/mupv4.2010.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Wankhade, Kavita. The Masters of Urban Practice: Curriculum Framework Version 2.0. Indian Institute for Human Settlements, 2009. http://dx.doi.org/10.24943/mupv2.2009.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Fleisch, Brahm Fleisch, Felix Maringe Maringe, John Gultig Gultig i Stephanie Allais Allais. Curriculum Reform, Assessment and National Qualifications Frameworks. Toronto, Ontario Canada: Mastercard Foundation, luty 2019. http://dx.doi.org/10.15868/socialsector.35774.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

McGee, Steven, Jennifer Kirby, Geneva Haertel i Angela Haydel DeBarger. Taking students on a journey to El Yunque: An examination of cognitive apprenticeship. The Learning Partnership, kwiecień 2006. http://dx.doi.org/10.51420/conf.2006.1.

Pełny tekst źródła
Streszczenie:
The Journey to El Yunque program was designed using the cognitive apprenticeship model. Students analyze the same data that scientists in the rainforest use for their research, while at the same time, covering all of the national middle school ecology standards. In this study we seek to build a framework that integrates design-based research methods with traditional evaluation. The resulting enactment of the curriculum provides formative feedback about the curriculum as well as about the design model itself. An ecology assessment was developed using publicly released state assessment items. A quasiexperimental design study was used to evaluate the effectiveness of the beta version of the program. The results show that Journey to El Yunque was more effective at helping students learn population dynamics, while the traditional ecology curriculum was more effective at helping students understand energy flow definitions. This difference in performance is consistent with the underlying design based on the cognitive apprenticeship model.
Style APA, Harvard, Vancouver, ISO itp.
6

Burri, Margaret, Joshua Everett, Heidi Herr i Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, lipiec 2021. http://dx.doi.org/10.29242/brief.jhu2021.

Pełny tekst źródła
Streszczenie:
This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.
Style APA, Harvard, Vancouver, ISO itp.
7

Provider core competencies for improved Mental health care of the nation. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2019/0067.

Pełny tekst źródła
Streszczenie:
This report is a comprehensive document reviewing current training programmes for various cadres of service providers who provide (or could provide) care for people with mental, neurological and substance use (MNS) disorders in South Africa. The review used national mental health and disability policies to develop a vision of contextually-appropriate services using a task-shifting disability-inclusive approach as a framework for the review. The report consists of the following sections: • An introductory section including the executive summary, background to, and methodology of the study. • The body of the report consists of separate chapters for each category of service provider, with a detailed examination of current curricula measured against the core competencies identified by the researchers. Key findings are highlighted at the start of each chapter, as well in the concluding section of the report. • The concluding section of the report summarises key findings, discusses limitations of the study and makes recommendations regarding the use of the report as well as for further research.
Style APA, Harvard, Vancouver, ISO itp.
8

African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

Pełny tekst źródła
Streszczenie:
This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
Style APA, Harvard, Vancouver, ISO itp.
Możesz być także zainteresowany rozszerzonymi bibliografiami na temat „Curriculum framework” dla poszczególnych typów źródeł:
Artykuły w czasopismach Rozprawy doktorskie Książki
Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!

Do bibliografii