Artykuły w czasopismach na temat „Vertically structured curriculum”
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Spain, Stephen. "An Alternative Australian Curriculum Model: Vertical Cubic Curriculum". Learning and Teaching 9, nr 1 (1.09.2020): 67–89. http://dx.doi.org/10.7459/lt/9.1.06.
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This paper proposes an alternative curriculum model to the current Australian Curriculum, which is underpinned by a Systems Thinking methodology (Capra & Luisi 2014). Entitled a Vertical Cubic Curriculum (VCC), this design takes advantage of intelligent design tools whilst drawing on principles from the Australian Vertical Modular Curriculum (Education Department of Victoria, Australia 1980) and the three-dimensional structure proposed by Wragg’s Cubic Curriculum (Wragg, 1997). The VCC proposes an age mixed, multidimensional curriculum space (Carey, 2016) that promotes student voice and student self-efficacy; enabling teachers and students to co-construct a ‘learning curriculum.’ The VCC employs a cubic structure both as a proposed National Framework and as an implemented Cubic Vertical modular design at school level. The VCC is a highly flexible model that fosters metacognitive learning and formative (diagnostic) assessment as a continuum of development.
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Poffo, Cíntia, Janaína Poffo Possamai i Viviane Clotilde Da Silva. "Trabalho Docente com Estatística nos Primeiros Anos de Escolarização: um Estudo de Caso". Jornal Internacional de Estudos em Educação Matemática 13, nr 2 (3.10.2020): 196–202. http://dx.doi.org/10.17921/2176-5634.2020v13n2p196-202.
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ResumoO letramento estatístico pode ser desenvolvido desde os primeiros anos de escolarização, envolvendo o contexto de brincadeira e de vida. Também, a análise e apresentação de dados que pode tomar como base a perspectiva de organização que as crianças já têm em mente. Nesse contexto, esse trabalho tem como objetivo analisar como é realizado o trabalho com estatística no pré-escolar e no primeiro ano do Ensino Fundamental em um município do interior de SC, com o intuito de, na continuação da pesquisa, desenvolver uma proposta de intervenção do no que se refere ao ensino de estatística, no primeiro ano do Ensino Fundamental. Esse é um estudo do tipo descritivo de análise qualitativa, sendo todos os professores da pré escola e do primeiro ano do ensino fundamental que atuam na rede municipal em questão, entrevistados por meio de um questionário semiestruturado. A análise das entrevistas indica que os professores identificam a necessidade de desenvolver um trabalho que tenha como ponto de partida temáticas de interesse e do cotidiano das crianças. Também evidencia a importância de se conhecer verticalmente o currículo da Educação Infantil e do Ensino Fundamental, de modo a resgatar os conhecimentos prévios e então construir novos, com base nas conexões que as crianças conseguem estabelecer.Palavras-chave: Letramento Estatístico. Prática Docente. Resolução de Problemas.AbstractStatistical literacy can be developed from the first years of schooling, involving the context of play and life, and,the analysis and presentation of data can be based on the organizational perspective that children already have in mind. In this context, this work aims to analyze how work with statistics is carried out in pre-school and in the first year of elementary school in a city in the interior of SC, with the intention of, in the continuation of the research, developing an intervention proposal regarding the teaching of statistics, in the first year of elementary school. This is a descriptive type study of qualitative analysis, with all pre-school and first-year elementary school teachers working in the municipal network in question, interviewed using a semi-structured questionnaire. The analysis of the interviews indicates that the teachers identify the need to develop a work that has as a starting point themes of interest and the daily lives of children. It also highlights the importance of vertically learning the curriculum for Early Childhood Education and Elementary Education, in order to rescue previous knowledge and then build new ideas based on the connections that children are able to establish.Keywords: Statistical Literacy. Teaching Practice. Problem Solving
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Arain, Shoukat Ali, Santosh Kumar, Ahmed Yaqinuddin i Sultan Ayoub Meo. "Vertical integration of head, neck, and special senses module in undergraduate medical curriculum". Advances in Physiology Education 44, nr 3 (1.09.2020): 344–49. http://dx.doi.org/10.1152/advan.00173.2019.
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Vertical integration is believed to increase motivation by providing context for the learning. In this quasi-experimental study, cohort I took two horizontally integrated modules: structure and function of head, neck, and special senses in the second year, and pathophysiology and clinical sciences in the third year. Cohort II took a combined, vertically integrated module in the second year. Data from the questionnaire and examination scores were compared. Response rate was 80.1% (125/156) for cohort I and 57.6% (98/170) for cohort II. Response to the statement that vertical integration provides context to basic sciences was mixed with a higher agreement in cohort II (51.5 vs. 37.2%; P = 0.04). Cohort II was least satisfied with the appropriateness of self-study time (52.0 vs. 34.7%; P = 0.01). However, cohort II felt that the basic sciences lectures (90.8 vs. 69.4%; P < 0.01) and the clinical skills sessions (85.7 vs. 62.1%; P < 0.01) were more effective. Cohort II was less satisfied with clinical lectures (80.6 vs. 56.1%; P < 0.01) and was less confident in achieving clinical learning objectives (72.8 vs. 40.8%; P < 0.01). Mean multiple-choice questions and problem-based learning scores were similar. However, the short-answer question score was higher for cohort I [82.48 (SD 14.9) vs. 70.74 (SD 17.9); P < 0.01]. Overall, the idea of early vertical integration had a mixed response. It improved the effectiveness of basic sciences lectures and clinical skills sessions. Achievement of clinical learning outcomes was compromised. A disparity in the module’s duration and curricular content, and students' ability to grasp clinical concepts and faculty’s expectations are the possible reasons. Increased duration and better communication with clinical faculty may improve early introduction of vertical integration.
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Memon, Ismail. "Cadaver Dissection Is Obsolete in Medical Training! A Misinterpreted Notion". Medical Principles and Practice 27, nr 3 (2018): 201–10. http://dx.doi.org/10.1159/000488320.
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Cadaver dissection (CD) is considered a tool for studying the structural details of the human body. Lately, conflicting opinions regarding the utility of this modality in medical training have been published in medical literature. This review of the literature examines the status of anatomy teaching with CD in traditional, modern, and postgraduate medical training across the world. Literature published in the English language on topics related to CD in the past 3 decades was scrutinized using different search engines. About 200 full texts were reviewed. We describe how medical schools have continued to include CD in anatomy teaching in the traditional or modified form. Medical schools that stopped or decreased CD have learnt from their experiences, and have restarted it in modified forms by integrating it vertically with medical training. In addition, CD activities have increased in postgraduate anatomy courses, surgery training, and voluntary/optional CD programs. CD, when integrated vertically, still has a part to play in medical training in modified ways. This overview may help curriculum designers to place CD in medical curricula and training programs in a justified manner.
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Venskuvienė, Nadia. "THE RENEWAL OF GENERAL CURRICULUM FRAMEWORK: WHERE ARE WE MOVING TOWARDS?" ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 13, nr 1 (25.06.2021): 4–9. http://dx.doi.org/10.48127/spvk-epmq/21.13.04.
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The need to update the curriculum and the Curriculum framework of general education has been discussed for several years, as long as a year ago, the renewal work of primary and basic education curriculum began, and this year the renewal of the secondary and preschool education curriculum started. The curriculum of the general preschool education is described for one year, with the possibility for the child to study for the second year. The preschool education programme is not structured in separate subjects – the knowledge is acquired integrally, by developing seven competencies in all activities in which the child participates, in order to ensure the balance and coherence of all competencies in different content areas. Excluded content areas are given equal volume. It is being focused on the purpose and goals of preschool education, areas of achievement and intended achievements. The learning content is divided into five areas of learning content: • language education; • social education; • STEM education(natural science, mathematics and informatics, technological education); • health and physical education; • artistic education. The general curricula for pre-primary, primary, basic and secondary education must ensure vertical and horizontal coherence of content, possible interdisciplinary links, and indicate how they can be meaningfully disclosed including the interdisciplinary topics set out in the General curriculum framework updating guidelines: • personal power, • cultural identity and community spirit, • sustainable development. The volumes of primary, basic and secondary education curricula are presented distinguishing between compulsory subject content (about 70 per cent) and optional content (about 30 per cent), which is selected and modelled by the teacher himself, taking into account school, classroom context, student needs, achievements, possibilities and in coordination with other teachers as required. When implementing optional content, more time is devoted to the development of certain skills, values, and learning of subject topics. Project works can be organised, interdisciplinary themes can be developed, time can be allocated for cognitive, cultural, artistic, and creative activities. According to the concept of the Guidelines for the Renewal of the General Curriculum Framework, this distribution of the content ratio is focused on deeper learning, integration, topic development, competence development. Keywords: curriculum framework, general education, interdisciplinary topics, project works.
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McPhail, Graham. "From singular to over-crowded region: Curriculum change in senior secondary school music in New Zealand". British Journal of Music Education 29, nr 3 (2.04.2012): 317–30. http://dx.doi.org/10.1017/s0265051712000058.
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This paper discusses recent developments in the senior music curriculum in New Zealand. I suggest that school music is in transition from its clearly defined origins to its ‘regionalisation’ by new content and knowledge. The concepts of knowledge differentiation and verticality are considered in relation to the subject's now diverse range of curriculum segments, and I argue that the varied progression requirements of these segments combined with an ‘emptying out’ of significant aspects of knowledge within an outcomes-based curriculum presents significant challenges for curriculum construction and pedagogy. Also vying for space within the curriculum are elements of informal music learning. These challenges need to be carefully considered in light of recent social realist critiques which highlight the significance of the relationship between knowledge structures, curriculum, pedagogy and student access to powerful knowledge.
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Needham, Seamus, i Joy Papier. "Professional qualifications for the insurance industry: Dilemmas for articulation and progression". Journal of Vocational, Adult and Continuing Education and Training 1, nr 1 (13.11.2018): 52. http://dx.doi.org/10.14426/jovacet.v1i1.13.
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In South Africa, the lack of articulation between vocational college programmes and those ofuniversities has long been a source of frustration for college learners seeking vertical progressionpathways. The introduction of a National Qualifications Framework in 1995 appeared to offer hopeof bridging the divide between occupational, practically focused qualifications and traditionalacademic qualifications, but, some 20 years later, the stumbling blocks are still evident in spite ofconcerted national policy efforts. This article reflects on a project conducted over a five-yearperiod that intended to ‘create a progression pathway for TVET candidates into university’ in theinsurance industry and the lessons learned in that process. What at first glance might haveappeared to be simply a hostile environment for articulation and institutional intransigence, onfurther reflection revealed deep-seated curriculum issues associated with qualifications that wereunderstood to differ fundamentally in function and therefore in form. The article draws, inter alia,on Bernstein’s (1999) theorisation of practical and disciplinary learning to show how a curriculumhas an impact on pedagogies, assessment and quality assurance structures. After examining whycollege candidates who had succeeded in the first-level occupational qualification with its largeworkplace component struggled to complete subsequent university levels, the article concludesthat divergent curricula and pedagogies will need serious attention if aspirations for more seamlessarticulation and easier progression are to become reality.
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García Hernández, Héctor, i Guadalupe Alvear Galindo. "Violencia en la formación médica". Revista de la Facultad de Medicina 63, nr 2 (10.03.2020): 46–55. http://dx.doi.org/10.22201/fm.24484865e.2020.63.2.07.
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The purpose of this work is to provide elements to understand, in a broad way, the violence within medical training, since most of the work on the subject focuses on its consequences: for example, the physical and psychological conditions of violent acts in the medical training. The article begins with the concept of violence proposed by Galtung, that points out direct violence, structural violence and cultural violence. Then, it describes the hegemonic medical model as a sculptor of medical culture and its effect on medical practice and medical education. Afterwards, it describes the medical habitus and the hidden curriculum, two elements of the medical culture. The first one refers to how the medical personnel justifies the use of violence, the second one refers to what is taught about the structure, organization and function of the health institutions. Then, the article reviews the characteristics of the health institutions as spaces where an organized medical practice is crystallized in a rigid, hierarchical and vertical manner. We then focus on the worker/student conflict. These conditions are necessary for the appearance of direct violence in the medical training. Key words: Cultural violence; structural violence; direct violence; medical training; hegemonic medical model.
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Osadchii, O. E. "Integrated curriculum: a contemporary innovation strategy in medical education". Kuban Scientific Medical Bulletin 27, nr 4 (14.08.2020): 51–61. http://dx.doi.org/10.25207/1608-6228-2020-27-4-51-61.
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In its traditional form, medical education begins with learning basic science disciplines, with subsequent transition to clinical training. The basic sciences are taught as a series of separate academic courses, with no coordination applied at the inter-disciplinary level. During past decades, the integrated curriculum has become increasingly popular as a novel instructional strategy that promotes contextual learning in medical practice. The curriculum breaks down the barriers between basic and clinical sciences (vertical integration), interconnects teaching of various basic science disciplines (horizontal integration) and facilitates the acquisition of critical thinking, problem-solving and team-working skills through collaborative learning. The vertical integration is encouraged with training in clinical and communication skills starting in the first semester, teaching basic sciences at the interface with medical problems and involving clinicians in giving lectures on applied anatomy and clinical physiology. In order to facilitate the horizontal integration, basic science disciplines are taught concurrently within interdisciplinary units aligned around the body organ systems. This contributes to a better understanding of complex interrelations between structure and function and stimulates wider insights into mechanisms of the disease. The integrated curriculum supports conceptual learning rather than simple memorisation of fragmented factual knowledge. As such, it relieves the information overload imposed on students due to a rapid growth of medical knowledge in the contemporary world. With the integrated curriculum, the main emphasis is placed on problem-oriented learning guided by an experienced tutor in a small group of students. In this setting, a realistic medical case is used as a trigger for discussion aimed at linking basic science concepts with the clinical problem. Through collaborative problem-solving, students develop a clinical reasoning and team-working skills. Overall, problem-based learning puts forward a student-centred approach in a sense that students themselves are primarily responsible for identifying relevant learning objectives and self-guided acquisition of medical knowledge. This raises their motivation in learning basic sciences and markedly improves the perception of learning environment. In summary, the integrated curriculum offers a number of benefits to medical students and appears to provide an effective instrument in developing professional competencies required in clinical work.
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Sussman, Jonathan, Mary L. McBride, Jeffrey Sisler, Grace Kim, Laura Game, Emmanuel Ozokwelu, Joel Roger Gingerich, Stefanie De Rossi i Maria Grant. "Integrating primary care and cancer care in survivorship: A collaborative approach." Journal of Clinical Oncology 34, nr 3_suppl (20.01.2016): 103. http://dx.doi.org/10.1200/jco.2016.34.3_suppl.103.
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103 Background: Primary care providers (PCPs) have an important role in the provision of survivorship care. While there is evidence to support the feasibility and safety of PCP-led survivorship care, there are gaps in knowledge about how to best integrate providers to support transitions, enhance quality of care, increase system efficiencies, and improve patient and provider satisfaction. Methods: A pan-Canadian study comprised of three projects has been initiated to address three key aspects of care integration, based on a previously described system performance framework. Functional integration will be studied through the evaluation of electronic survivorship care plans using a prospective cohort of breast and colorectal cancer patients with pre and post measures of knowledge, care coordination, and satisfaction. Vertical integration will be evaluated through a series of descriptive case studies to document structures and processes that are currently in place to support PCP re-referral to regional cancer centres. Clinical integration will be studied through the development and evaluation of an interspecialty survivorship training curriculum for oncology and family medicine trainees. Results: Functional integration: Development of an electronic platform for care plan outputs is complete. Two sites in Ontario (ON) and one in British Columbia (BC) have been selected to study the impact on 200 patients and their providers. Vertical integration: Using a study-specific interview guide, 48 semi-structured key informant interviews have been successfully conducted in ON; 15 interviews are planned for Manitoba (MB) and 15 for BC. Clinical Integration: a National Advisory Committee was established and needs assessments were performed with postgraduate program directors, cancer survivors, and trainees using online surveys and focus groups. A blended learning curriculum is being piloted in MB, ON, and BC in 2015. Conclusions: Integrating primary care and cancer care in survivorship requires a collaborative approach that begins in residency, supports PCPs with clear mechanisms for re-entry, and optimizes communication. This study will inform approaches to enhancing provider integration and survivorship care.
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Bajaj, Akhilesh, i Wade Bick. "The Rise of NoSQL Systems". Journal of Database Management 31, nr 3 (lipiec 2020): 67–82. http://dx.doi.org/10.4018/jdm.2020070104.
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Transaction processing systems are primarily based on the relational model of data and offer the advantages of decades of research and experience in enforcing data quality through integrity constraints, allowing concurrent access and supporting recoverability. From a performance standpoint, they offer joins-based query optimization and data structures to promote fast reads and writes, but are usually vertically scalable from a hardware standpoint. NoSQL (Not Only SQL) systems follow different data representation formats than relations, such as key-value pairs, graphs, documents or column-families. They offer a flexible data representation format as well as horizontal hardware scalability so that Big Data can be processed in real time. In this review article, we review recent research on each type of system, and then discuss how teaching of NoSQL may be incorporated into traditional undergraduate database courses in information systems curricula.
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Seif, Ansam Aly, Hayam M. Eldamanhoury, Khaled Darahim, Dina N. K. Boulos, Nevine Bahaa, Ciraj A M, Saleena Ummer Velladath i M. Ganesh Kamath. "EE-6S: an integrated approach for introducing early clinical exposure in the new Egyptian medical curriculum". Advances in Physiology Education 45, nr 1 (1.03.2021): 109–20. http://dx.doi.org/10.1152/advan.00166.2020.
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The electrocardiogram (ECG) is the primary diagnostic tool in cardiovascular diseases. Hence its interpretation is a core competency in medicine, where obvious deficiencies have been reported among learners. The aim of this study was to introduce the fundamentals of ECG knowledge and interpretation through early clinical exposure (ECE) based on a six-step approach for preclinical students ( n = 110) and to study its influence on their knowledge and interpretation skills thereafter. The first step employed a blended learning format using didactic lectures on normal and pathological ECGs, each preceded by preinstructional videos. The second step focused on psychomotor skills and utilized laboratory exercises for ECG recording and interpretation. The third step focused on vertical integration, where the clinical relevance of the procedure was established with integrated lectures. The fourth step used the Moodle platform, where opportunities for peer interactions and clarifications by clinical faculty were made available. The fifth step incorporated clinical and diagnostic reasoning through cardiology ward visits and interpretation of patient ECGs. The sixth step was designed for critical thinking and problem solving through case-based discussions with peers and faculty. Students were assessed with multiple-choice questions and objective structured practical examination. Learner perceptions of the approach were evaluated with a feedback questionnaire and focus group discussion. Statistical analysis showed that ECE through a six-step approach significantly enhanced knowledge and interpretation of ECG as evidenced by the pre- and posttest scores. Analysis of the focus group data revealed that learner engagement and skills of critical thinking were enhanced along with diagnostic and clinical reasoning.
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Petrusic, Nevena, i Dragica Vujadinovic. "From gender blind to gender inclusive higher education in Serbia: Gender mainstreaming action plans". Sociologija 60, nr 1 (2018): 313–29. http://dx.doi.org/10.2298/soc1801313p.
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Subject of this analysis is the higher education in Serbia, in which the dialectic of patriarchy and emancipation exists in a specific manner. The mentioned dialectic has represented a general locus of gender relations in contemporary time, but, however, has had different manifestations in different societies and various spheres of societal life in each society and globally. The background presupposition is that this dialectic has also been on agenda generally in contemporary higher education, but, again, with significant differences depending on historical-political-cultural specificities of particular educational modalities. Focus will be on the higher education in Serbia, which still has been significantly determined within all its dimensions with a patriarchal matrix. In spite of vivid emancipatory shifts in Serbian higher education, there has obviously still existed horizontal and vertical gender segregation, gender imbalance in governmental structures, gender blind curricula and textbooks for knowledge production. Strategic aims and paths of gender mainstreaming in Serbian higher education are considered in this article. Starting from the statement that this process presuppose all-encompassing structural changes, these authors offer the model of gender action plan (GEP), which could serve as the basis for creating policies of the higher education gender mainstreaming in Serbia. This model is based on action plans which have been developed in projects of European Commission (EC) and European Institute for Gender Equality (EIGE), and which imply - structural changes from ?above?, which then could initiate changes from ?below? for the purpose of gender mainstreaming and essential advancement of the quality of higher education.
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Mylenkova, Rimma. "NON-FORMAL CIVIC EDUCATION OF YOUTH THROUGH PARTICIPATIVE ART PRACTICES". Physical and Mathematical Education 29, nr 3 (23.06.2021): 13–17. http://dx.doi.org/10.31110/2413-1571-2021-029-3-002.
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Formulation of the problem. Due to the relevance of civic education for young people, in particular high school students, an integrated course of Civic Education was included in the main curriculum. However, there is a problem of lack of a holistic approach, a system of motivation to study the subject, and formal education’s limited resources. There is currently a need to intensify civic education through the involvement of the students in practice. The performance of the course and the level of civic education will increase significantly if it is implemented in addition to formal education, in a non-formal one. The article answers the question of how to make the process of training an active citizen more integral and more efficient. Materials and methods. The experience of Ukrainian public organizations in the implementation of civic education projects through participatory artistic practices is used. The analysis of pedagogical, sociological, and scientific-methodological literature on the education of civic position of youth in the system of formal and non-formal education is applied. Results. The model of participatory artistic practices is described as a modern tool of civic education and civic action in terms of their multi-agent structure, which includes the cooperation of students, educators, artists, school administration, local government representatives, the general community. The methods and approaches to civic education programs are presented. The organizational algorithm of the participatory art practice with elements of civic education is specified. Conclusions. The existing integrated curriculum for Civic Education, implemented in the tenth grade, needs practical support through the field of non-formal education. This possibility is provided by the algorithms of civic education projects through participatory artistic practices that are implemented in extracurricular time. The introduced cases show the high efficiency of such practices in ensuring the civic competencies of young people. Participation in such practices provides students with the formation of cross-cutting competencies, which are revealed through social activity, social responsibility, tolerance, the ability to advocate their thoughts and positions, the ability to interact both horizontally and vertically.
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Fonseca, Marcos Lucena da. "REFLEXÃO ACERCA DA CONTRIBUIÇÃO DO PSICÓLOGO ESCOLAR E O CURRÍCULO". InterEspaço: Revista de Geografia e Interdisciplinaridade 3, nr 10 (30.12.2017): 343. http://dx.doi.org/10.18764/2446-6549.v3n11p343-360.
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REFLECTION ON THE CONTRIBUTION OF THE SCHOOL PSYCHOLOGIST AND THE CURRICULUMREFLEXIÓN ACERCA DE LA CONTRIBUCIÓN DEL PSICÓLOGO ESCOLAR Y EL CURRÍCULOEste artigo tem como escopo refletir e problematizar acerca da contribuição do psicólogo escolar para o currículo, e vice-versa, analisando a importância da interação entre eles e compreendendo os contextos que compõem o ciclo contínuo e não verticalizado da produção do currículo. Reflete-se se o psicólogo escolar deve ser um agente de mudança no processo de ensino-aprendizagem estando atento às questões dos currículos. De abordagem qualitativa, trata-se de um estudo de caso, com aplicação de entrevista semiestruturada, em que ficou evidenciado que o psicólogo escolar, em seu papel, deve colaborar para que educadores entendam que formam subjetividades de educandos. Por isso, não deve buscar alternativa, mas alternativas, ancorado numa ação interventiva-preventiva, diante de problemas relacionados a aspectos que tangem à Psicologia e ao Currículo, dentro da escola, buscando tanto promover saúde e bem-estar pessoal e social como uma Educação integradora a partir de uma visão de homem enquanto unidade indivisível.Palavras-chave: Psicólogo; Currículo; Interdisciplinaridade.ABSTRACTThis article aims to reflect and problematize the contribution of the school psychologist to the curriculum, and vice versa, analyzing the importance of the interaction between them and understanding the contexts that make up the continuous and non-vertical cycle of curriculum production. It is a question of whether the school psychologist should be an agent of change in the teaching-learning process by being attentive to curriculum issues. From a qualitative approach, it is a case study, with semi-structured interview application, in which it was evidenced that the school psychologist, in his role, should collaborate so that educators understand that they form subjectivities of learners. Therefore, it should not seek alternatives, but alternatives, anchored in an intervention-preventive action, in the face of problems related to Psychology and Curriculum, within the school, seeking both to promote health and personal and social well-being as an Education integrative from a view of man as an indivisible unit.Keywords: Psychologist; Curriculum; Interdisciplinarity.RESUMENEste artículo tiene como objetivo reflexionar y problematizar acerca de la contribución del psicólogo escolar al currículo, y viceversa, analizando la importancia de la interacción entre ellos y comprendiendo los contextos que componen el ciclo continuo y no verticalizado de la producción del currículo. Se refleja si el psicólogo escolar debe ser un agente de cambio en el proceso de enseñanza-aprendizaje estando atento a las cuestiones de los currículos. De abordaje cualitativo, se trata de un estudio de caso, con aplicación de entrevista semiestructurada, en que quedó evidenciado que el psicólogo escolar, en su papel, debe colaborar para que educadores entiendan que forman subjetividades de educandos. Por eso, no debe buscar alternativa, sino alternativas, anclado en una acción interventiva-preventiva, frente a problemas relacionados a aspectos que tangen a la Psicología y al Currículo, dentro de la escuela, buscando tanto promover salud y bienestar personal y social como una Educación integradora a partir de una visión de hombre como unidad indivisible.Palabras clave: Psicólogo; Plan de Estudios; Interdisciplinariedad.
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Emielu, Austin. "Some issues in formal music education in Nigeria: A case study of Kwara State". British Journal of Music Education 28, nr 3 (14.10.2011): 353–70. http://dx.doi.org/10.1017/s0265051711000246.
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Every educational system has its goals and objectives, curricula and modes of implementation. There is however the need for periodic assessment and evaluation. Specifically, this research paper sets out to evaluate the success or otherwise of the music education delivery system in Kwara state of Nigeria and its implications for the goals of music education in Nigeria. Data were gathered primarily from field situations using empirical and deductive methodologies and secondarily from government publications and other publications related to the subject matter. The paper observes that the noble idea of bi-musicality, a concept that stresses musical literacy in both one's own culture and that of the West is hampered by lopsidedness, crisis of perspectives and inadequate resource materials and persons. There is also a structural defect in the vertical relationship between the various levels of music education in the state. The paper further identifies public perception of music as a Christian subject as one of the obstacles to an effective music education delivery system in Nigeria. The paper concludes that until significant musical theories and conceptual approaches emerge from extensive fieldwork into Nigeria's diverse musical cultures, it will be difficult to develop and sustain an authentic and functional music education framework in Nigeria.
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Lambini, Cosmas Kombat, Angelina Goeschl, Max Wäsch i Martin Wittau. "Achieving the Sustainable Development Goals through Company Staff Vocational Training—The Case of the Federal Institute for Vocational Education and Training (BIBB) INEBB Project". Education Sciences 11, nr 4 (11.04.2021): 179. http://dx.doi.org/10.3390/educsci11040179.
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Education for sustainable development (ESD) plays a significant role in achieving the 17 Sustainable Development Goals (SDGs) and simultaneously tackling the current global ecological challenges. Integration of ESD in Vocational Education and Training (VET) offers opportunities for private sector actors to contribute to reaching these global goals. The dual structure of business-integrated training in Germany further exemplifies a business case and the numerous opportunities available to private companies for engaging with the SDG framework. This briefing paper highlighted available evidence from the ESD literature on VET skills development in advancing the SDGs. Outcomes from best practices were based on the tried-and-tested länder—federal states—piloted vocational training of the Federal Institute for Vocational Education and Training (BIBB) INEBB1 project (INEBB), demonstrating the conditions necessary for vocational education training in sustainability and plausible transfer mechanism within companies. These conditions included (1) the application of deductive concepts, (2) the establishment of blended-learning platforms (place-based and digital), and (3) the adaptation of the criteria and contents from the German Sustainability Codex (DNK) in curriculums designed for the training. This innovative vocational course and certification as specialist training for sustainable development was a model case in bringing the SDGs closer to German companies’ vocational education. INEBB2 sought to upscale applicable and task-based instructions from the experimented model project INEBB1 within different companies through regional, lateral, and vertical transfer strands. The INEBB project model in the review suggested there was a need for further empirical work and policy discourse on educational transfer research in the framework of VET for sustainable development. The INEBB project model integrated the new standard occupational profile items of the environmental protection and the sustainability and digitalised world of work across occupational competencies in the German dual system of vocational education and training that will come into force in August 2021 for all 326 dual training professions.
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Wijnen-Meijer, Marjo, Sjoukje van den Broek, Franciska Koens i Olle ten Cate. "Vertical integration in medical education: the broader perspective". BMC Medical Education 20, nr 1 (grudzień 2020). http://dx.doi.org/10.1186/s12909-020-02433-6.
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AbstractCurricular integration represents collaborations between disciplines to establish a coherent curriculum and has become the dominant recommendation for medical education in the second half of the twentieth century. Vertical integration specifically is the integration between the clinical and basic science parts throughout the program. Vertically integrated curricula present basic sciences imbedded in a clinical context from the start of medical school.The authors briefly discuss vertical integration in relationship with context theory, motivation theory, professional identity formation, transition to practice and the continuum of education and practice. They conclude that vertical integration, rather than horizontal integration, extends far beyond curriculum structure. They consider vertical integration a philosophy of education, with impact on students’ maturation and engagement with the profession, and which applies not only to undergraduate education but to the lifelong learning of professionals. The definition of vertical integration as “an educational approach that fosters a gradual increase of learner participation in the professional community through a stepwise increase of knowledge-based engagement in practice with graduated responsibilities in patient care” is more comprehensive than its older conceptualization.
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Kumar, Anup, Santosh Kumar Shrivastav i Sarbjit Singh Oberoi. "Application of Analytics in Supply Chain Management from Industry and Academic Perspective". FIIB Business Review, 6.09.2021, 231971452110280. http://dx.doi.org/10.1177/23197145211028041.
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Information and communication technology (ICT) has been the backbone of businesses for some time now. ICT adoption has rendered data availability in vertically connected organizations. In recent times, the rise of analytics has paved the way to rethink the structure and working of vertically connected firms within a supply chain. Big data analytics (BDA) for instance, has become a prominent tool to analyse unstructured data. This study explores the application and benefit of various types of analytics such as descriptive analytics, predictive analytics and prescriptive analytics in the process of supply chain management (SCM). Additionally, the study also looks at ways by which analytics could integrally be included within the SCM curriculum in higher education to prepare future supply chain analyst. Notably, the article is positioned for bridging the gap between the use of analytics in SCM, both from academia and the industry perspective.
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Hidayati, Umul. "PERMASALAHAN MADRASAH ERA OTONOMI DAERAH". EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan 5, nr 1 (15.05.2017). http://dx.doi.org/10.32729/edukasi.v5i1.278.
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AbstractA fundamental problem faced by madrasahs in the era of global economy is with the position of madrasah in the governmental structure. Structurally, madrasash is a vertical agency without being autonomous-structured but operationally madrasah is within the office of local government (city/regency). Such a condition has implications to the policy of local government that unlikely to favor madrasah. The policies of local government concerning empowering madrasahs can be clasified into four attitudes: 1) in favor of madrasah that meant local goverment has proportionally paid attention to and cared for the madrasah; 2) lack of supporting madradah taht meant though local government has paid attention to the madrasah, such an sttention was discriminative in character among the madrasahs and schools; 3) doubt in character that meant local government has had a willingness to pay their attention to the madrasah, but they were afraid of violating rules; and 4) not in favor of madrasah that meant were no any attentions and treatments at all given by local government to madrasah wheter in form of finance, staff, facility and infrastructure of curriculum.
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Niati, Masoud. "Integration of Bourdieu’s Habitus into Bernstein’s Code". Open Science Journal 3, nr 1 (13.03.2018). http://dx.doi.org/10.23954/osj.v3i1.1281.
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This paper aims to sketch dialectically two great sociologists’ views, those of Bernstein and Bourdieu on one canvas so as to increase the transparency in three specialized aspects of education. First, Bernsteinian sociolinguistic dimension of habitus and its relation to cultural reproduction is delineated; second, the educational knowledge and its transmission in accordance with habitus is provided; finally, providing a draft to an interdisciplinary curriculum regarding Bernstein’s verticality and Bourdieu’s subjectivity of knowledge is given. The answer to why it is possible to juxtapose Bernsteinian pedagogy and habitus in one plateau is that while habitus provides a lens for understanding practice and knowledge within the social milieu (Costa and Stahl, 2015), Bernstein explains how this knowledge is classified, and transmitted (1977). Although habitus is a social subjectivity, the integrated curriculum, and not the collected one, provided by Bernstein can supposedly pave the way for this subjectivity to develop in the social milieu of school. Bernstein holds that his work is “complementary” to that of Bourdieu, seeing Bourdieu’s work as an explanation of the “structure of reproduction” and his as the “process of transmission” (1977, p. 14). Complementarily, habitus allows for the study of individual and collective dispositions and also shows how individuals’ perspectives, values, actions, conceptions of hierarchies and social positions are formed (Costa, 2015). Habitus folds and unfolds itself outside and inside school. Accordingly, both these views put an effort to analyse pedagogic pupil.
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Kingsley, Karl, Susan O'Malley, Tanis Stewart i Katherine M. Howard. "Research enrichment: evaluation of structured research in the curriculum for dental medicine students as part of the vertical and horizontal integration of biomedical training and discovery". BMC Medical Education 8, nr 1 (19.02.2008). http://dx.doi.org/10.1186/1472-6920-8-9.
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Czekanski, Aleksander, Maher Al-Dojayli i Tom Lee. "CHALLENGES IN ENGINEERING DESIGN EDUCATION: VERTICAL AND LATERAL LEARNING". Proceedings of the Canadian Engineering Education Association (CEEA), 7.08.2015. http://dx.doi.org/10.24908/pceea.v0i0.5850.
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Engineering practice and design in particular have gone through several changes during the last two decades whether due to scientific achievements including the evolution in novel engineering materials, computational advancements, globalization and economic constraints as well as the strategic needs which are the drive for innovative engineering. All these factors have impacted and shaped to certain extent the educational system in North America and Canada in particular. Currently, high percentage of the engineering graduates would require extensive training in industry to be able to conduct reliable complex engineering designs supported by scientific verification and validation, understand the complete design stages and phases, and identify the economic and cultural impact on such designs. This task, however, faces great challenges without educational support in such vastly changing economy.Lots of attention has been devoted to engineering design education in the recent years to incorporate engineering design courses supported by team design projects and capstone projects. Nevertheless, the lack of integrated education system towards engineering design programs can undermine the benefits of such efforts. In this paper, observations and analysis of the challenges in engineering design are presented from both academic and industrial points of view. Furthermore, a proposed vertical and lateral engineering education program is discussed. This program is structured to cover every year of the engineering education curricula, which emphasizes on innovative thinking, design strategies, support from and integration with other technical engineering courses, the use of advanced analysis tools, team collaboration, management and leadership, multidisciplinary education and industrial involvement. Its courses have just commenced for freshmen engineering students at the newly launched Mechanical Engineering Department at the Lassonde School of Engineering, York University.
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Corson, Timothy W., Shannon M. Hawkins, Elmer Sanders, Jessica Byram, Leigh-Ann Cruz, Jacob Olson, Emily Speidell i in. "Building a virtual summer research experience in cancer for high school and early undergraduate students: lessons from the COVID-19 pandemic". BMC Medical Education 21, nr 1 (9.08.2021). http://dx.doi.org/10.1186/s12909-021-02861-y.
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Abstract Background The COVID-19 pandemic posed a unique challenge for summer research programs in 2020, particularly for programs aimed at hands-on experience for younger trainees. The Indiana University Melvin and Bren Simon Comprehensive Cancer Center supports two pipeline programs, which traditionally immerse high school juniors, seniors, and early undergraduate students from underrepresented populations in science in hands-on projects in cancer biology labs. However, due to social distancing policies during the pandemic and reduction of research operations, these students were not physically allowed on campus. Thus, the authors set out to strategically pivot to a wholly virtual curriculum and evaluate the Virtual Summer Research Experience in Cancer outcomes. Methods The virtual program included four components: 1. a core science and professional development curriculum led by high school teachers and senior undergraduates; 2. faculty-delivered didactic sessions on cancer science; 3. mentored, virtual research projects with research faculty; and 4. online networking events to encourage vertical mentoring. Outcomes data were measured using a locally created 11-item Research Preparation Scale, daily electronic feedback, and weekly structured evaluation and feedback via Zoom. Results Outcome data suggested high self-reported satisfaction with the virtual program. Outcome data also revealed the importance of coordination between multiple entities for seamless program implementation. This includes the active recruitment and participation of high school teachers and further investment in information technology capabilities of institutions. Conclusions Findings reveal a path to educate and train high school and early undergraduate students in cancer research when hands-on, in-person training is not feasible. Virtual research experiences are not only useful to engage students during public health crises but can provide an avenue for cancer centers to expand their cancer education footprints to remotely located schools and universities with limited resources to provide such experiences to their students.
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Barnard, Peter Alexander. "Multi-age organisation, complexity theory and secondary school reform". International Journal of Educational Management ahead-of-print, ahead-of-print (29.04.2021). http://dx.doi.org/10.1108/ijem-06-2020-0303.
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PurposeAt a time when many education systems are grappling with the issue of school reform, there is a concern that traditional UK secondary schools are organised in a way that makes them unable to respond to increasingly complex environmental demands. This research-based paper uses complexity theory to gauge the organisational differences between (1) the traditional model of schooling based on same-age organisation and (2) a form of organisation based on multi-age tutor groups, one that schools call a vertical tutoring (VT) system. The intention is to highlight the organisational changes made by schools that choose to transition from their same-age iteration to the VT system, and expose organisational assumptions in the dominant same-age structure that may account for the failure of reform.Design/methodology/approachThe author's consultancy and research work spans two decades, and includes around 200 UK secondary schools, and others in China, Japan, South Africa, Australia, Qatar, Germany and Colombia. This conceptual paper draws on the recorded discourse and critical reflections of leadership teams during programmes of transformative learning, the process involved in the transition from one system to another. Using descriptions of school organisation abstracted from the complexity literature, differences in the two models not otherwise apparent, come into sharp focus. These not only reveal a substantive connection between organisation, complexity, and individual and organisational learning, but offer insights into the challenge of school reform.FindingsSame-age organisations act in ways that regulate and restrict the agency of participating actors (staff, students and parents). The effect is to reduce a school’s learning capacity and ability to absorb the value demand on its system. Such a system is closed and non-complex. VT schools construct an open and fluid learning system from the base, deregulating agency. By unfreezing their structure, they intervene in processes of power, necessitating the distribution of leadership to the organisational edge, a process of complexification. The form of organisation chosen by a school explains the failure of reform.Originality/valueInsights from VT schools cast considerable doubt on the viability of traditional same-age structures to serve complex societies and communities, while highlighting the critical role played by complexity theory in organisational praxis. If correct, the current emphasis on teacher “will and skill”, curricular editing, pedagogy and the “what works agenda” will be insufficient to bring about reformational change and more likely to contribute to systemic stasis.
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Frediani, Jennifer K., Jianheng Li i Felipe Lobelo. "Abstract P381: Diabetes Prevention Program Football Club: A 6-month Intervention Among Latino Men". Circulation 141, Suppl_1 (3.03.2020). http://dx.doi.org/10.1161/circ.141.suppl_1.p381.
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Purpose: One third of the U.S. adult population is estimated to have prediabetes. Hispanics have a 50% higher type 2 diabetes (T2DM) death rate compared to non-Hispanic whites, yet low participation in lifestyle change programs, making this subgroup an important target for prevention efforts. The purpose of this study was to determine the effects of an intervention implementing the Center for Disease Control and Prevention (CDC) National Diabetes Prevention Program (NDPP) plus recreational soccer (RS) in Hispanic men. Methods: Overweight and obese Hispanic men, aged 30-57 years with prediabetes at screening were recruited from the community. Enrolled participants were divided into three cohorts. Trained soccer coaches led 30-minute facilitated discussion of the NDPP modules after each RS session, with two sessions per week for 3 months and once per week for the following 3 months. The 1-hour RS sessions followed the Football Fitness curriculum structure. Standardized study assessments included body mass index, waist circumference, multi-frequency bioelectrical impedance analysis (InBody 270), blood pressure, hemoglobin A1c, and validated field physical fitness tests (figure of 8 run, handgrip strength, vertical jump, modified sit-ups, dynamic push-ups, one leg stand and Yo-Yo intermittent sprint test). Mixed models assessed the outcomes as a function of time and cohort and incorporated an unstructured covariance structure to examine the difference between baseline and 6 months. All analyses were conducted as intent-to-treat and generated using SAS v 9.4. Results: Hispanic males (n=41; mean age 41.7 [0.1] years) were obese at baseline (mean BMI 32.7, standard error [0.7], mean weight 93.9 [2.2] kg). After 6 months of the NDPP+RS intervention, there were significant changes in systolic and diastolic blood pressure (-6.6 [2.4]; p=0.01 and -6.1 [1.7] mmHg; p<0.001, respectively), HbA1c -0.2 [0.1]; p=0.005, figure of 8-agility run (-0.5 [0.1] sec; p<0.0001), number of modified push-ups in 40 seconds (3.9 [0.6]; p<0.0001), dynamic sit-ups (1.9 [0.4]; p<0.0001), and predicted VO 2 (ml/kg/min) (0.4 [0.2]; p=0.04. Despite significant reductions in weight (-3.8 kg [0.7]; p<0.0001), waist circumference (-6.6 [0.7] cm; p<0.0001), body fat % (-1.9 kg [0.5]; p=0.0002), lean body mass was mostly preserved [-0.9 [0.3]; p=0.009]. Conclusion: Among middle-aged Latino men, broad-ranging significant improvements in body composition, physical fitness, HbA1c and blood pressure were observed after 6 months of participating in lifestyle education plus RS.