Analysis Of Syllabi Research Articles

Justice, Equity, Diversity, and Inclusion (JEDI) in Introductory Technical and Professional Communication (TPC) Courses Across Institutions

ABSTRACT The social justice turn of the last two decades has spurred significant scholarship, but much remains to be done to gauge the impact of social justice scholarship on programmatic and curricular efforts. Programmatic and curricular development provides the primary, most important platform and “nurturing ground for promoting and enacting social justice” (p. 39), and that should engage our attention. This article is one such attempt, even if small, at contributing to this work by investigating justice, equity, diversity, and inclusion (JEDI) initiatives in introductory TPC classes across institutions in TPC programs nationwide. It reports the results of a survey of instructors of introductory TPC courses across US institutions as well as an analysis of syllabi used by those instructors. Noting a multiplicity of macro- and micro-level challenges to JEDI work, the authors call for increased and targeted curricular discussion of JEDI as well as focused support and training for instructors at the institutional and programmatic levels.

Black Lives Matter and the Changing Sociological Canon: An Analysis of Syllabi from 2012 to 2023

This article analyzes 764 syllabi spanning 2012 to 2023 to illustrate how, why, and when the sociological canon evolves. It is shown that in terms of frequency of assignment, W. E. B. Du Bois has clearly entered the sociological canon, overtaking both Weber and Durkheim. The timing of these changes also suggests that Du Bois’s addition to the canon, and the increased assignment of scholars of color in general, is largely a reaction to the various iterations of the Black Lives Matter movement. Potential pedagogical implications of this change are discussed.

Learning biodiversity care in everyday life: teacher education in contrasting biocultural contexts

Earth’s biodiversity decline poses critical biocultural challenges, including food sovereignty and climate change adaptation. Teacher education can play a pivotal role in addressing biodiversity care. This study explores how preservice teachers learn about biodiversity care in teacher education programs, focusing on local biocultural contexts to ensure inclusive and equitable quality education pertinent to local communities. Conducted across three diverse Education Faculties in Chile, qualitative methods such as questionnaires, syllabi analysis, and interviews were employed. Findings reveal that preservice teachers primarily acquire biodiversity knowledge through natural sciences courses, albeit with variations across Faculties. The study highlights the importance of situated perception in connecting biodiversity education to the everyday experiences of preservice teachers. It also underscores the ethical and political dimensions of biodiversity education, including participation, interdependence, social commitment, and integration into daily life. Recommendations include fostering collective responsibility, contextualizing teaching methods, incorporating hands-on projects, and modeling responsible biodiversity stewardship in teacher education.

Indigenously Promoting Acquisition of Basic Reading Skills in Preprimary Grades in Zambezi Region, Namibia

Objective. Through the lens of Lev Vygotsky’s sociocultural theory of how children develop literacy skills, this paper explores how indigenous knowledge (IK) promotes the acquisition of basic reading skills in preprimary grades in Zambezi Region, Namibia. We consider this to be critical as children’s background knowledge plays a pivotal role in the acquisition of new skills, and children’s basic reading skill is not an exception. Therefore, learning contents and children’s potential learning abilities are based on and are informed by their (children’s) environmental knowledge herein understood as societal and environmental motivating learning factors. Materials and Methods. The data were generated by interviewing three preprimary teachers face-to-face, observing their lessons to see how they incorporated elements of IK in their reading lessons, as well as analyzing the preprimary syllabus for segments of IK as an illustration of its (IK) significance in promoting acquisition of reading among learners in preprimary grades in Zambezi region of Namibia. Results. The key question was: How does indigenous knowledge promote the acquisition of reading in preprimary grades in Zambezi region in Namibia? This key question was explored and answered through the following subquestions: How does IK help to promote the basic reading skills of preprimary learners in Zambezi Region of Namibia? What is the importance of IK inclusion in the preprimary literacy curriculum? Conclusions. The study found that teachers understood the concept of IK and how it promotes the acquisition of preprimary learners’ reading skills though this could not be figured out in their lessons, resulting in a huge inconsistency between interview data, lesson observation data and data from preprimary syllabus analysis.

Assessment patterns in teacher education programmes: content analysis of course syllabi

Given the crucial role that teacher education programmes play in developing teacher-students’ assessment literacy, this study investigates all the course syllabi (n = 278) in primary and secondary-school teacher education programmes offered by three universities in Norway. This study aimed at identifying: 1) the assessment patterns, 2) the relationship between coursework and examination assessment within the course syllabi, and 3) the similarities (or differences) of assessment in teacher education programmes. The results showed a large variation in assessment patterns, especially in the two categories of coursework and examinations. A large percentage of the course syllabi required a form of written, and to a lesser degree, oral assessment. The results did not show a statistically significant relationship between the two modes of assessment in the course syllabi, i.e. coursework and examination assessments. Further, the course syllabi in the three universities were not similar in many assessment-related categories. Our study reveals that formative assessment patterns are rare, and approaches to train teacher-students in developing assessment literacy for future school practices might be missing.

Analysis of Library School Syllabi Reveals Poor Design and Limited Content about Disability and Accessibility

A Review of:Pionke, J. (2023). What are library graduate students learning about disability and accessibility? A syllabus analysis. Urban Library Journal, 29(1). https://academicworks.cuny.edu/ulj/vol29/iss1/2/ Objective – To analyze the disability and accessibility content of library sciences courses. As well as to determine the importance of teaching students about this topic throughout programs covered in the study. Design – Qualitative study involving the data analysis of syllabi. Setting – Selected library graduate school curriculum programs in the United States. Subjects – In total, 77 syllabi drawn from 49 institutions taken from the American Library Association listing of accredited library school graduate programs. Methods – The author used keyword searches to identify courses offered between 2017–2020 that contained content on disability and accessibility. Syllabi were available for 77 of the 145 identified courses. The author analyzed the sample set (n=77) for both content and structure. Main Results – Poor citation structure, disability accommodation statements, assessment, and a focus on digital accessibility were among the main findings highlighted. The author identified four major categories to explain and understand the content found on the syllabi; these descriptors were further broken down into sub-categories to explain the findings of each topic content area. Highlights of the results are: disability and accessibility topics and all related terms were ranked according to number of times they appeared, e.g. digital content, usability, web/internet, coding (22); instruction and information literacy (16); and specific demographics etc. (10); the organization and sequencing of when course content was presented - at the beginning, middle and end of the semester; citation currency– Two hundred syllabi were analyzed. One hundred and forty-one syllabi had fairly current citation dates falling between 2009-2018. Forty-eight had no dates and eleven had dates that were outdated (2008 or earlier); assignments – which measured the learning outcome of the said topic were reported in the following way: nothing assigned (67); 1 or more assignments (11); undetermined (3). Conclusion –The study underlies that a well-crafted syllabus effectively communicates the goals of the course – the importance of the topic structure about disability and accessibility in library schools’ curricula. The author identified numerous design flaws that impact how the content relays information about the course’s pedagogy. The data suggest the need for the following improvements on the syllabi: professional topic presentation, variety of formats in texts and materials and their access, citation currency and poor structure, assignments and organization sequencing of course content, a number of assessment focused observations on vague assignments or lack of examples provided, and the inclusion of disability statements. Some of the higher order concerns were: the ableist language contained, outdated language, and the lack of stated university-related disability resources for students. All of the aforementioned present an accessibility barrier for disabled students and may affect the general perception about the topic. The author recommends that stronger guidelines for LIS educators would be advantageous to students, encourage disability awareness and the best DEI practices. Further to this, libraries should implement and adapt a strategic plan that would help overcome accessibility barriers for patron delivery services. There must be an increased emphasis on teaching about accessibility that expands beyond forms of digital media. Providing equitable library services in all areas for the disabled populations in the physical library spaces is needed.

Syllabus Analysis of English for Hotel Receptionist Program with SKKNI in Kartu Prakerja by Mobile English

Hotel receptionists who work as frontline in the hospitality industry are supposed to be able to perform their duties no matter where the guests come from. In handling foreigners, English can be used as a medium to communicate and serve guests. To achieve a certain level of communication in English; the employee could take training programs and courses to upskill their language level in ESP. This study intends to analyze a syllabus of the ESP. By conducting this study, the researcher tries to find out the competencies being taught in the program and the suitability of the SKKNI as the standard reference. The method used in this study was qualitative research with a content analysis approach. The subject of this study was a syllabus developed by Mobile English as a learning institution that partners with the Kartu Prakerja Program. The instrument used to examine the study was a form of table. The study's results examined only five competencies taught in the program out of 14 competencies that should be acquired based on the SKKNI. The finding implies that future improvements in the syllabus and the program are needed to help the student be competent in their role as hotel receptionists

A critical analysis of course syllabi in teacher preparation: a systems-based approach

ABSTRACT This theoretical paper utilises qualitative research methods to investigate the communication of anti-racist pedagogy in required teacher preparation coursework. Using the two-pronged theoretical framework of Critical Race Theory and White Teacher Identity Studies, the researcher analyses enactments of race-visible pedagogy on course syllabi. The findings report two courses that most clearly communicate anti-racist pedagogical enactments centred on critical thinking about race and power. The discussion evaluates the consistency with which courses across the focus department engage anti-racist instruction, as communicated on curricular materials. The researcher analyses these documents in relation to the focus college’s diversity and inclusion statement and university’s anti-racism statement, exploring critically how anti-racist institutional goals are transformed into substantive action and communicated on course curricula. The researcher argues for a systems-based approach to anti-racist curriculum and offers a critique of course documents as vehicles for reproducing, rather than disrupting, Whiteness in teacher preparation.

Anti-racist, anti-oppressive curriculum development: a different entry point into work on racism and bias in higher education

ABSTRACTI argue that curriculum as an entry point into anti-racist, anti-oppressive practice in higher education has the potential to foster transformation more quickly and with less resistance than ‘business as usual’ approaches that focus on individual and system-level bias. This paper describes a novel approach to anti-racist curriculum development: a syllabus analysis rubric and its underlying principles. Over the past two-and-a-half years, faculty and instructors have participated in seminars and workshops using the rubric I developed to support reflection on, evaluation of, and revision of syllabi with the goal of decolonizing curriculum to be more anti-racist. Syllabus analysis and revision involves changing practices in ways that have real potential to change beliefs and pedagogy, something that has been the focus of huge amounts of time, resources, and energy, with mixed results.

The problematisation of ethnic and cultural diversity in physical education teacher education (PETE): an analysis of PETE course syllabi from Norway, Aotearoa/New Zealand and Canada

ABSTRACT An increasing number of studies have focused on policies in physical education and physical education teacher education (PETE). Policies are important because they prescribe behaviours or a course of action, and they legitimise some knowledge and perspectives while discrediting others. In the field of physical education (PE), a white, male-centric, middle-class, heteronormative and able-bodied understanding of bodies and sports has been the frame of reference for a long time, which can lead to the marginalisation, exclusion and alienation of pupils, students and faculty. In this paper, I investigate how ethnic and cultural diversity are represented in three PETE programmes in Norway, Aotearoa/New Zealand and Canada, respectively. Carol Bacchi’s ‘What’s the Problem Represented to Be?’ (WPR) approach for analysing policy was used to analyse course syllabi from the three selected PETE programmes. The findings suggest that ethnic and cultural diversity are represented in different ways, however, the course syllabi from all three countries were underpinned by liberal and critical approaches to multicultural education. This study has several implications. Teacher educators are reminded to pay attention to how the problematisation of ethnic and cultural diversity in course syllabi can allow or constrain different ways to think about these issues, and that policies can create certain types of ‘problems’ and ‘subjects’, which can lead to real-life consequences. Furthermore, they are reminded that these problematisations can be resisted and challenged.

Evidence-based practice in undergraduate physiotherapy programs in Brazil: A cross-sectional document analysis study.

Physiotherapists worldwide are encouraged to integrate evidence-based practice (EBP) to provide safer and effective services. However, for professionals to consolidate this practice, the contact with EBP must begin at the university. In this study, we aimed to map and analyze the distribution of EBP courses and their characteristics in undergraduate physiotherapy programs in Brazil. This web-based document analysis study analyzed the current curricula of undergraduate physiotherapy programs in Brazil according to their availability on university sites. The identification of curricular components and analysis of EBP course syllabi used evidence-based descriptive terms. A descriptive analysis was used to verify the frequency and the regional distribution of EBP courses. Of 1033 accredited programs in Brazil, 809 curricula were analyzed. Only 9.4% (76/809) of the analyzed curricula presented EBP courses; the mean duration of courses was 44.3 (SD 13.5) hours. Southeast region had the greatest number of undergraduate programs (46.5%, 376/809), and the north region had a proportionally greater number of EBP courses (24%, 12/50). In addition, 15.6% (10/64) and 8.9% (66/739) of the curricula of public and private institutions, respectively, provided EBP content. Critical appraisal was the most mentioned step among 15 undergraduate programs with complete EBP syllabi. Most undergraduate physiotherapy programs in Brazil did not offer an EBP course. Also, an unbalanced emphasis on the critical appraisal step was observed. The lack of EBP content and skills in the curricula of Brazilian undergraduate physiotherapy programs may negatively influence the training, decision-making, and clinical practice of physiotherapists. A re-evaluating of the current undergraduate programs and curricula for EBP-based education is needed.

Cultural competence in social work education: a content analysis of MSW practice syllabi

ABSTRACT As an ethical and professional standard in social work education and practice, cultural competence must go beyond educating social work students about White privilege to promoting cultural consciousness and anti-racism. Using an anti-racist framework as a construct of cultural competence, this study examined the language in the course syllabi of graduate social work programs. Findings suggest that many graduate social work programs need to integrate more inclusive language in course syllabi and that further examination of anti-racism in course syllabi is needed. These findings have implications for including populations who have historically been marginalized in social work education.

The Similarities and Differences between Humanities and Social Sciences in Taiwan’s Initiative to Embrace Educational Digitization: Issues, Delivery, and Tools

This comprehensive study delves into technology integration competencies within humanities and social sciences (H&SS) education, using the Technological Pedagogical Content Knowledge (TPACK) framework as its guiding lens. Through a careful analysis of course syllabi from higher education institutions in Taiwan, this research reveals distinctive patterns of emphasis across seven key TPACK knowledge domains. While both humanities and social sciences educators acknowledge the importance of integrating technology into their teaching and subject matter, subtle differences emerge. Humanities instructors tend to prioritize Pedagogical Content Knowledge (PCK), aligning this choice with their primary goal of conveying narratives and preserving cultural heritage. Conversely, their counterparts in social sciences lean more toward highlighting Technological Pedagogical Knowledge (TPK), reflecting the importance of understanding social phenomena in their field. This study underscores the pressing need for the development of tailored professional development initiatives and a revamp of pre-service teacher education programs, both of which should prioritize domain-specific TPACK competencies. This study highlights the critical importance of grounding training within authentic design tasks to effectively nurture TPACK. It points toward promising future research avenues, including investigations into the practical translation of TPACK understanding into classroom implementation and subsequent student outcomes. By shedding light on these distinctions, this research provides valuable insights for enhancing digital literacy and delivering technology-enriched learning experiences in the realm of H&SS education.

An Instructional Binary: Analyzing How Accessibility Is Taught in Graduate‐Level Library and Information Science Programs

ABSTRACTWhile accessibility is a core value of the American Library Association (ALA) and represents an important factor in striving for diversity, equity, inclusion, accessibility, and social justice (DEIASJ), coverage of accessibility varies widely in programs intended to equip future LIS professionals to serve patrons with disabilities. This poster presents preliminary findings from a larger research project examining library and information science curricula at 77 North American colleges and universities. Through thematic analysis of course descriptions and syllabi, the researchers found that digital topics in accessibility are addressed more frequently than physical ones. Further, LIS curricula largely overlook the needs of disabled patrons when covering accessibility. These factors present challenges for future LIS professionals serving patrons with disabilities.

Social Justice and Multiculturalism in Consultation Training: An Analysis of Syllabi from School Psychology Programs

ABSTRACT Training in school-based consultation may encompass instruction on various consultation models, aims, and work with various partners. However, it is unclear how trainers currently structure coursework and the extent to which social justice is embedded in class. Therefore, we conducted a systematic replication of Hazel et al. (2010) analyses of consultation training syllabi. We analyzed 63 syllabi from 55 school psychology programs. We found many course instructors grounded training in problem-solving models. Trainers assigned at least one reading or assignment related to multicultural considerations or social justice, but social justice was rarely centered as a training goal. As compared to the Hazel et al. previous findings, we noted more syllabi incorporating topics on teleconsultation and self-reflection, which may be critical to advancing social justice in consultation. Limitations and implications of findings are discussed, including the need to more comprehensively incorporate social justice themes in all aspects of school consultation training.

Puzzle identification in action research in initial teacher education

ABSTRACT The identification of suitable topics in action research can be challenging due to the complex nature of the educational context and the diverse factors that influence problem identification processes. This qualitative multi-case study explores problem identification among pre-service teachers involved in action research (AR). Twenty-nine participants (pre-service teachers, university-based supervisors, and school mentors) from two South American (Colombia and Chile) initial Foreign Language Teacher Education programs were interviewed on problem identification origins and influential factors. The study also used document analysis of program curricula, course programs, syllabi, and standards for the foreign language teaching profession across contexts. Thematic analysis suggests that problem identification has both bottom-up and top-down sources, and it is influenced by the prescriptive and facilitative roles of mentors and supervisors, the pre-service teachers’ research competences, and a series of contextual factors. We discuss the results along with integrated data, point out several critical issues for action research in initial L2 teacher education and introduce a set of considerations to facilitate processes of problem identification.

Need Analysis in Developing TBLT-Based Digital Storybook for 7th Grade Students

Language teaching needs to use media and models that help student learning activities. And task-based learning is a learning model that has been widely applied in schools but does not yet have the appropriate criteria for this model in facilitating literacy activities. The role of creative and innovative learning media is also very important in increasing student motivation in literacy activities based on TBLT. This research aims to analyze the needs of students as initial stage to develop a TBLT-based digital story book to promote student literacy activities in 7th grade students. This study uses the Design & Development model by Richey & Klein as a research methodology. There are four stages in this method carried out by researchers namely, Analysis, Design, Development, and Evaluation. In collecting data, several instruments used were syllabus analysis, interview guides, observations, questionnaires, blueprints, and assessment rubrics. The results show that TBLT-based digital storybooks help teachers and students in the learning process and literacy activities as innovative media and provide motivation to be interested in literacy.

The use of an ontology to evaluate the suitability of using Design Thinking in teaching based on the syllabus

Constant changes in the forms of classes cause various reactions among students, which may oblige those leading to the search for new teaching methods. One of the currently popular methods is Design Thinking. Design Thinking is a method of designing innovative solutions that focuses on understanding users' needs. Article aims to indicate the use of an ontology to assess the legitimacy of using Design Thinking in conducting classes at universities using syllabus analysis. Among the research methods used by the authors of this article were computer simulations and usage scenarios in the Protégé editor. The decision criteria constructed by the authors were based on the fields in the subject syllabus. Among the important criteria of the decision, the authors distinguish the form of conducting classes, teaching methods, or the number of hours allocated to implementing the subject. As a result of the research, the authors constructed an ontology allowing managers of faculties and people conducting subjects to assess the appropriateness of using Design Thinking during didactic classes. In further work, the authors plan to develop the ontology with additional criteria regarding the subject's characteristics and other creative problem-solving methods.

Mapping lifestyle medicine in undergraduate medical education: a lever for enhancing the curriculum

BackgroundIn 2017, the Bipartisan Policy Center called for inclusion of lifestyle medicine (LM) in undergraduate medical education. Recognizing the requirement that lifestyle medicine should be an integral and integrated part of the curriculum, we undertook an in-depth mapping process to determine the extent of LM teaching at our Faculty, staff perceptions and the impact on medical students.MethodsThe study utilized mixed methodology. In Phase 1 (Mapping) structured analysis of course syllabi were conducted followed by observation of teaching sessions throughout the pre-clinical and clinical years, recording content, the degree of coverage, and time allocated to LM Medicine. In Phase 2 (Impact and perceptions), students’ attitudes and confidence in LM counselling were ascertained by questionnaire (scale 1–4) on completion of second and fourth year of studies. Interviews were conducted with course coordinators.ResultsPhase 1: Students received 58 hours of LM teaching, 49 hours pre-clinical and 9 clinical; 42 hours were dedicated to theoretical knowledge and 16 hours to teaching practical skills related to lifestyle behavior change. Nutrition received the most attention (18 hours), alcohol, sleep, smoking and sexuality the least. On completion of the internal medicine rotation, students (n = 48) agreed that LM guidance should be part of the physician’s role and that patients expected their physicians to be role models (mean ± sd; 3.4 ± 0.7). Students were fairly confident about providing general LM counselling (3.3 ± 1.1); but less so for exercise (3.0 ± 1.2), nutrition (2.7 ± 1.1), stress (2.5 ± 1.0), sleep (2.2 ± 1.2), and sexuality (2.1 ± 1.2). Staff recognized the importance of LM but reported time limitations and the need to bring in external experts to teach LM as challenges.ConclusionsReal-time mapping of teaching is a valuable way to ascertain teaching in practice. Based on our mapping process, redesign of curricula is needed to integrate more competency-based, experiential teaching, particularly in the clinical years.

An Analysis of the Current Situation of the "Chinese Phonology and Speech" Course in Elementary School Teacher Training

<p>對教師而言，口語是傳達教學內容的重要媒介。在臺灣的國小師資培育課程中，與教師口語表達緊密相關的重要課程為「國音及說話」，其亦為師資生「教學基本學科課程」與各科教材教法的先修課程，足見此課程之重要性。本文研究目的在瞭解「國音及說話」課程內容與實施，故以課程大綱與授課教師為研究對象，探討此課程的課程目標、課程內容、授課方法與評量方式。首先由教育部大學校院課程資源網查詢106到110年，共計五個學年度、294門「國音及說話」課程，刪去重覆教師與課程大綱不完整者，共計44門。研究採取內容分析法分析課綱，並根據文獻探討與課程大綱分析結果做為擬定訪談題綱的基礎，而後訪談8位授課教師，最後比對與分析所得資料並提出結論。研究結果有四，一是課程目標兼顧國音理論與說話實務；二是課程內容重國音理論、輕說話實務；三是授課方法多採取教師講授國音理論、師資生練習說話實務的方式進行，但因修課人數過多、授課時數不足之故，導致實務練習不足；四是在評量方式上，多以紙筆測驗來評量國音理論知識，以口語練習或測試來評量說話能力，但口試未有相關標準與方式。研究者將針對此研究結果提出相關建議，並希望此研究能提供國小師資培育大學開設「國音及說話」課程的參考。</p> <p> </p><p>For teachers, oral language is an important medium for conveying teaching content. In Taiwan’s elementary school teacher training courses, the compulsory course closely related to teachers’ oral expression is "Chinese Phonology and Speech". This study aimed to understand the content and implementation of the "Chinese Phonology and Speech" course in such training and took. the curriculum syllabus and teachers as the research objects to discusses the curriculum objectives, content, teaching methods and evaluation methods. First, the Ministry of Education’s "University and College Course Information website" investigated the "Chinese Phonology and Speech" courses for five academic years from 2017 to2021. In total, forty-four courses, with repeated teachers and incomplete syllabus, were deleted. This research adopted the content analysis method to analyze the syllabus. Based on the literature discussion and syllabus analysis results for setting up the interview questions, it then conducted interviews with eight teachers. There were four research results. First, the curriculum objectives took into account both the theory of the national accent and the practice of speaking. Second, the course content emphasizes the theory of the national accent and neglects the practice of speaking. Third, students practice speaking in a practical way, but because the number of students in a class i too large and the number of teaching hours was insufficient, they still feel that the practical practice i insufficient. Fourth, in terms of assessment methods, paper and pencil tests were often used to evaluate teachers and students’ national pronunciation theoretical knowledge, while the speaking abilities of teachers and students were assessed by oral practice or tests. There were no relevant standards and methods for the oral tests. This study puts forward relevant suggestions based on the results herein so as to provide a reference for the "Chinese Phonology and Speech" courses offered by elementary school teacher training universities.</p> <p> </p>