Administration Of Curriculum Research Articles

Comparison of Online to In-Person Administration of a Medical Student Leadership Curriculum.

Comparison of Online to In-Person Administration of a Medical Student Leadership Curriculum.

About The Author

About The Author

Asian American Representation in US History Textbooks

The US history curriculum is an indispensable part of American education and taught throughout all high schools. Though educational resources have diversified over the years, the most important tool used to inform the curriculum remains to be the textbook. Debates about the content and administration of the US history curriculum and textbook have been continuing for decades; a particularly popular debate is the portrayal of minorities within US history textbooks. Though the deficiency of representation is well documented within Native Americans, African Americans, and Hispanic Americans history, the representation of Asian Americans is severely lacking. Our paper will examine two US history textbooks, both used widely across the country in public school curriculums, and identify the patterns of Asian American representation. Our results show that Asian American representation is quite limited and passive. Accomplishments are stated vaguely, and important historical Asian American figures are completely absent. Textbook authors and history teachers throughout the US should recognize these limitations and work to reform the curriculum to create a more inclusive US history class.

Quality of Education in Public and Daanish Schools at Secondary Level

Quality has been considered a major component of education. The said research paper was designed to compare the Quality of education between Daanish and Public High Schools. Furthermore, the Quality was checked by four factors; Quality of Administration, Infrastructure, Teaching Staff, and Quality of Curriculum. By nature, it was survey type research. The population of that quantitative study was all the male and female teachers of public high schools and Daanish schools & Center of Excellence in Division Dera Ghazi Khan. The study sample was 196 teachers from Daanish schools and 457 teachers from public high schools. Data were collected by a five-point Likert scale with 50 statements and analyzed through SPSS V23; a t-test was used to compare the Quality of education between Daanish and public schools. It was found that quality of education was better in Daanish schools than in Public High Schools; with this, Quality of administration was better in Daanish schools, Quality of infrastructure, Quality of teaching staff, and Quality of the curriculum better in Daanish schools. Danish schools should be taken as a modal to improve the Quality of education in public schools.

COVID-19 AND MEDICAL EDUCATION IN GHANA: ASSESSING THE IMPACT

<p>Medical education in Ghana has been affected in many ways by the onslaught of the COVID-19 pandemic. Though the pandemic has affected both preclinical and clinical segments of medical education, the effect has been felt more at the clinical stage. Medical students on vacation who started their clinical training abroad could not return to their destination of study to complete their programmes because of COVID-19 linked travel restrictions. This qualitative study examined how COVID-19 impacted on teaching and learning at a public higher education institution offering clinical medical education in Ghana for over 200 medical students. These medical students were from three different higher education institutions with varied curriculum outcomes. Thus, for them to be considered as a single group required innovativeness on the part of administrators. Open-ended interviews were held with administrators and the outcome indicated that salient aspects of the clinical training process had been impacted. These included administration of clinical education, curriculum, student learning, student assessment and code of practice. As a result of the pandemic, student learning shifted from traditional face to face interaction to online learning at the beginning. Some of the administrative challenges that ensued included the need for reduced number of students per tutor and introduction of afternoon sessions with a limited budget. The paper concludes that COVID-19 has been disruptive to traditional medical education in Ghana. However, the novel learning processes may provide opportunities to increase access to medical education using a phased system of learning. The findings from this study should have implications for policy and contribute to the discourse on blended learning in medical education in Ghana while ensuring that quality is maintained in all instances.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>

Texas Tech University Health Sciences Center School of Medicine, Lubbock.

Texas Tech University Health Sciences Center School of Medicine, Lubbock.

Pesantren Curriculum Management Based On Religious Moderation At Mahad Al Jamiah

This study attempts to provide light on the administration of a pesantren curriculum based on religious moderation at Mahad Al Jamiah, Kerinci State Islamic Institute, Jambi Province. This study is categorised as qualitative research using a case study methodology. Eight participants made up the informant group for this study, including Mudir Mahad, the teaching staff, and six Mahad students. Purposive sampling was used to choose the informants. The researcher himself serves as the study's instrument. This study used observation, interviews, and documentation studies as data collection methods. Observation of the development, carrying out, and evaluation of a curriculum in the form of a checklist sheet. Semi-structured interviews were the appropriate category for the user interviews. Data and papers that are linked to the research issue serve as documentation. Nvivo Plus version 11 software was utilised for all data entry, coding, exploration, visualisation, and presentation procedures in this investigation. Tests for credibility, dependability, and confirmability can be used to determine the authenticity of the data. The findings demonstrated that curriculum development was carefully planned, that curriculum implementation proceeded smoothly, and that curriculum evaluation was done in collaboration with the Quality Assurance Agency.

教育政策と学校現場 : 東京都の教育行政における「教育課程の管理」を巡る諸問題(III 2007年教育三法をめぐる教育政策の分析)

教育政策と学校現場 : 東京都の教育行政における「教育課程の管理」を巡る諸問題(III 2007年教育三法をめぐる教育政策の分析)

Investigational Overview of Supervised Clinical Practice Experiences.

While the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) provides standards, there is variation allowed in design and implementation of supervised clinical practice experiences (SCPEs). Limited research has assessed for a correlation between SCPE design and program outcomes, including PANCE "First-Time Taker Pass Rate." The objective of this research is to evaluate for trends and best practices in clinical education design, as well as any correlation to PANCE pass rate. Data were gathered through an online survey with 14 multiple-choice questions referring to "core" clinical rotations and then anonymously tabulated. Participants were identified by ARC-PA's listing of PA programs as of May 2014, excluding those programs with "Accreditation-Provisional" or "Accreditation-Probation" statuses. Contact was initiated with one faculty member at each program. A post hoc analysis was performed to evaluate for correlations between SCPE design and PANCE pass rates. Our research quantifies variation in many aspects of the administration and design of the clinical education curriculum. During post hoc analysis, the groups were divided into "above average" and "average or below" in relation to PANCE pass rates compared with the national average, with several significant differences identified. These differences include the average length of rotation, programs that require a minimum end-of-rotation passing score, and programs that require a minimum score on the preceptor evaluation. This research demonstrated many viable options and approaches to various components of clinical education, as well as some correlations between supervised clinical practice experience (SCPE) design and PANCE first-time taker pass rates.

Use of Fellow as Clinical Teacher (FACT) Curriculum for Teaching During Consultation: Effect on Subspecialty Fellow Teaching Skills.

Subspecialty consultation in inpatient care is increasing. Teaching by subspecialty fellows in a consultation setting may be an important source of work-based learning for students and residents. However, teaching and evaluation of learners in this context may be challenging due to personal and systems-based barriers. We developed and evaluated a framework designed to overcome barriers to teaching and to improve fellow teaching skills during inpatient consultation. The PARTNER (Partner with resident, Assess the learner, Reinforce positives, Teaching objectives, New knowledge, Execute recommendations, Review) framework was delivered to rheumatology and pulmonary and critical care medicine fellows at 3 academic medical centers as part of a 2-session Fellow as Clinical Teacher (FACT) curriculum. Fellows' teaching skills were evaluated using an objective structured teaching exercise (OSTE) pre- and postcurriculum, and at the end of the academic year. Self-assessment surveys were used to evaluate fellows' self-perception of teaching skills. Twelve of 16 eligible fellows (75%) participated in the program and completed 73 OSTE cases. Teaching skills measured by OSTEs and self-assessment surveys improved after administration of the FACT curriculum. There was no significant skill decay at the end-of-year evaluation. The curriculum was rated highly, and 73% (8 of 11) of fellows stated they would teach more frequently as a result of the intervention. The FACT curriculum was practical and feasible, and significantly improved fellows' teaching skills teaching during inpatient consultation.

Principals’ leadership in school administration: A study of principal effectiveness in Turkish public schools

The purpose of this study was to investigate the opinions of teachers about the administrative behaviour of all the principals working in Pazaryeri, one of the towns in the city of Bilecik, Turkey. The sufficiency of principals have been investigated in terms of administration of instructional processes and curriculum, assesment of students and instructional processes, motivation and improvement of teachers, creation of teaching-learning climate. Administration of schools and achieving the goals in a democratic and transparent society requires effective leadership that is greatly transformed according to the in and out of the school. It is understood that administrative style in the schools are mostly based on rules and structure instead of values, meanings, symbols and expectation. Key words: Administration, principal, efectiveness, teacher.

From History to Library and Information Science: A Case Study of Archival Education at Wayne State University

This article provides a case study of the development of archival education at Wayne State University in Detroit, Michigan. The study investigates the emergence of an archival concentration within the Department of History and the transition of that concentration to a jointly run interdisciplinary program more closely aligned with the School of Library and Information Science. This progression demonstrates both the challenges and the benefits that the lack of an independent institutional home had on the development of archival education, particularly in regard to curriculum development and administration. It argues that the transition has been especially difficult because different groups involved with the administration and growth of the archival curriculum had varying notions of the primary purpose of archival education.

Administration of a Literacy-Based Curriculum by Teacher and SLP Teams

Abstract A literacy-based language curriculum for Native American and Hispanic American children was jointly administered by four speech-language pathologist (SLP) and teacher teams. Analyses indicated that teachers, when trained and provided with structured lessons, were able to co-administer a curriculum designed to improve language and literacy skills in the classroom.

The addition of an upper-extremity curriculum in medical school education and its assessment

This study assessed the impact of changes made to address the inadequate upper-extremity education through preclinical medical school curriculum reform. After the administration of a new upper-extremity curriculum, which also increased the time devoted to three preclinical medical school courses from 7.25 to 21.25 hours, second-year medical students were evaluated for mastery of these concepts through a national validated objective examination, and attitude and skill through clinical confidence and subjective surveys. After implementation of the new upper-extremity curriculum, students had significantly greater confidence in their ability to perform a physical examination but not in identifying differential diagnoses of the upper-extremity. Students were more satisfied with the amount of time spent on the musculoskeletal system but their performance in the national examination did not change.

The Organization and Administration of a Deficit Curriculum: The Dominant Operating Core Curriculum of a Hispanic Serving Educational System

The demographic face of the United States is quickly changing as the Hispanic population approachesmajority minority status. The changing demography brings with it many implications as far as thegeneral condition and functionality of society is concerned. Especially important are educationalpractices and the construction of public education policies as the public schools are traditionally reliedupon as an institution of socialization, as a common denominator toAmericanize the young, the poor, the marginal, and the immigrant populations (Tyack and Cuban,1995). These categorical descriptions, one could say, largely characterize the Hispanic population,which in fact represents the youngest members in American society, with the highest per capita birthrate, the poorest household conditions, and a large immigrant population (U.S. Census 2000).

Reliability and validity of an objective structured teaching examination for generalist resident teachers.

Reliability and validity of an objective structured teaching examination for generalist resident teachers.

Learning from PISA. Reasons and remedies for student under-performance in reading, maths and science.

The great competition is over, the judges have given their marks and the chalk dust has settled over the arena. A few hurt prides pick themselves up off the floor, and set about the painful task of finding out what went wrong and why they did not fare as well as they expected. This is not the aftermath of the winter Olympics, rather the results of the PISA study, the Programme for International Student Assessment. The largest world‐wide test of student performance ever conducted, it provides a much needed assessment of how well various countries educate their children. And PISA served up a can of worms to some diners who can afford to pay for duck a l'orange, while other less wealthy guests came away substantially more satisfied. Many of the fatter countries had quietly been intellectually malnourishing their most important resource: school children. Investment in basic requirements is important, but what PISA revealed is that money is certainly not everything in education. It is other important factors, notably student motivation, teacher training, the role of parents and a well‐established infrastructure, that have put countries such as Finland and (South) Korea at the top of the list. For other countries, many of whom spend more money per student, PISA has been a rude awakening to the urgent need for change. In Germany it has stirred an intense debate—aside from the mutual finger‐pointing that usually follows bad results—as to how to achieve a long overdue and radical overhaul of the country's education system. Barely a day passes without a press release concerning ‘reforms’, ‘improvements’ and ‘opportunities’ in education. > PISA served up a can of worms to some diners who can afford to pay for duck a l'orange To appreciate the significance of PISA, it pays to know how the study was …

Rush Medical College.

Rush Medical College.

Religious education, 1960-1993: an annotated bibliography

Foreword by G. E. Gorman Preface and Acknowledgments Introduction Recent Religious Education: A Critical Survey Foundations of Religious Education Educational Theory Administration of Religious Education Program, Curriculum, and Method Religion and the School Religion and Higher Education Reference Works Name Index Subject Index Title Index