Areas Of Curriculum Research Articles

Mathematical Thinking and the VESS Model: A Descriptive Study

Critical, creative, and flexible thinking is one of the educational priorities in the 21st Century, at a time in which the world is showing its most ephemeral and uncertain side. In this sense, visible thinking is a fundamental tool for achieving more significant and meaningful learning. The VESS (Meaningful Life with Balance and Wisdom) model, considering how we learn, provides different tools, such as the aforementioned, which facilitate learning. Thus, thinking, and, more specifically, the development of mathematical thinking through the VESS model, provides an open door towards the development of basic cognitive skills, such as attention, metacognition, and memory, and has a direct effect on the three areas of the early childhood education curriculum. The aim of the present work is to discover, in a descriptive manner, how the learning of the VESS model influences future teachers. In the present article, a series of descriptive, correlational, and survey-based models conducted at the University of Cordoba (Córdoba, Spain) are described. Beforehand, a validation of the instrument was performed, which obtained high goodness-of-fit indices, with an adequate validity and reliability.

Hubungan Antara Efikasi Kendiri, Beban Tugas dan Masalah Kesihatan Mental dalam Kalangan Pensyarah Kolej Vokasional

Changes to the management system and restructuring of vocational curriculum as well as accreditation of Vocational Colleges (KV) curriculum from several different professional bodies to some extent cause the workload of vocational teachers to increase and create an increase in mental health problems that threaten teachers' self -efficacy. Therefore, this survey study aimed to assess the level of workload, self -efficacy and mental health problems among teachers in Vocational Colleges (KV) and further look at the relationship between these constructs. The sampling of the study involved 269 teachers from eight KVs around Johor by using Questionnaire. The quantitative data were analyzed using mean, standard deviation, and Pearson correlation. Findings of the study have shown that the teachers’ self -efficacy and mental health problems were at a high level. The overall workload was also at a high level but the curriculum area load has now changed to a moderate level, unlike previous research studies where the curriculum area has always remained at a high level. These findings conclude that the present self -efficacy and workload are not strong determining factors for the mental health problems of vocational teachers. It is hoped that these findings could provide some insights to the KV lecturers that self-efficacy is actually correlated with workload and mental health. Furthermore, researcher hopes that the scope of this study can be further developed by future researchers according to the current situation.

Power of country: Indigenous relationality and reading Indigenous climate fiction in Australia

As a curriculum area, English has been foundational to empire, invasion, and colonisation of Indigenous peoples the world over. It therefore requires considered scholarship to reimagine how to engage with and teach literature in English. In this article, we explore the enduring problem of English and its inheritances, as well as the ways in which Indigenous voices are currently manifest in classroom contexts. We then propose Indigenous relationality as the foundation and frame for new ways to read literature and understand the world. We consider the ways in which Indigenous cli-fi texts refuture relations and invite new modes of reading, focussing specifically on the way the concepts are taken up in Wright’s Carpentaria.

Models of use of technology in elementary schools at Kosovo

There is relatively little research on the use of technology in contemporary teaching in our schools, therefore it is very important to explore this topic and to produce realistic results that reflect the use of technology in teaching in elementary schools in Kosovo. The topic of this research is going to be studied in terms of theory as well as in terms of practice. Regarding the theoretical aspect, various literature related to this issue will be analyzed and explored, respectively with the elementary school planning, the use of technology in teaching, curricula, laws, administrative instructions and regulations in force, whereas regarding the practical aspect, a special attention will be paid to the use of technology in contemporary teaching in Kosovo elementary schools, by analyzing the findings of the research that will be presented statistically in this study. Particular focus will be given to the use of technology in the curricular area society and environment. The research will be carried out through method, respectively qualitative methods. The teacher interviews will contain 5 questions. This research is expected to define the level of the use of technology in the curricular area society and environment in elementary schools of Kosova.

Effectiveness of educational interventions to develop patient safety knowledge, skills, behaviours and attitudes in undergraduate nursing students: a systematic review protocol

IntroductionPatient safety is a healthcare discipline that aims to prevent and reduce patient harm, risks and errors during the provision of healthcare. Given the size of the nursing workforce in...

Interdisciplinary Science and Social Studies Education in The Context of Five Weeks in a Balloon

This study aims to determine the usability of the book ‘Five Weeks in a Balloon’ authored by Jules Verne, as a context for interdisciplinary teaching of fourth-grade science and social studies courses. As a document review, the book was analyzed based on the Science and Social Studies Curricula/Turkey-2018. The book was associated with all learning areas of the Science Curriculum and five of the seven learning areas of the Social Studies Curriculum. It was determined first the association between the two curricula and the book, then starting points for planning appropriate activities for multidisciplinary, interdisciplinary, and transdisciplinary teaching. As a result, the book can use as a context for fourth-grade science and social studies courses. Also be used in multidisciplinary, interdisciplinary, and transdisciplinary teaching to integrate science and social studies courses. Teachers and researchers can carry out various studies by designing interdisciplinary environments by benefiting from the study results.

Observing Inclusion in STEM Classes: Academic and Social Participation of Students With and Without Intellectual and Developmental Disabilities

Abstract Calls to support inclusive educational experiences for students with intellectual and developmental disabilities (IDD) have been longstanding. General education STEM classes may provide a rich context for promoting the inclusion of these students within a relevant curricular area. To assess inclusive class participation, we directly observed 15 secondary students with IDD—along with a comparison group of their classmates without disabilities—in STEM-related classes. We focused on academic, social, and contextual measures. Although some similarities were found in the academic and social participation of students and their classmates, key differences were observed in the areas of what they learned, who they conversed with, and how they learned. We present recommendations for future research and practice aimed at strengthening inclusive educational experiences.

The Evolution of wellbeing in educational policy in Ireland: Towards an interdisciplinary approach

This paper examines how wellbeing has evolved in educational policy over the last decade in Ireland. The influence of the developments in national policy on wellbeing are also considered. While the concept of wellbeing is progressing in educational policy documents and becoming embedded in the language of the school community, a review of literature in the area highlights that it is difficult to define and to understand. Although wellbeing is a central theme in Early Years education and an area of learning in post-primary education for Junior Cycle in the Irish context, presently it can be regarded as implicit in the primary school curriculum rather than a defined theme or area of learning. The Draft Curriculum Framework published by the National Council for Curriculum and Assessment (NCCA) in February 2020 includes wellbeing as one of five broad curriculum areas. This paper presents reflection on the inclusion of wellbeing as an area of learning in a redeveloped primary school curriculum.

Education as socialisation: a historical-legal revision of the Catholic influence on Colombian Religious Education

The article addresses the influence of Catholicism in the configuration of the academic subject Educación Religiosa (Religious Education, RE) in the Colombian system of public education. As its core idea, it defends the argument that a positive curricular determination in this direction would be connected with the country’s main tradition of nation-state building. To substantiate this claim, it offers a reconstruction of the political role of the Catholic Church in the country’s main historical periods. This revision will correspondingly highlight the socialising role of Christian conservative morality as underlying the centrality of the Catholic church in the country’s educational history, traversing both liberal and conservative administrations. This section is followed by a revision of the main legal sources structuring re in Colombia after the 1991 Constitution. Here, conclusions will highlight the need to appreciate this curricular area as presenting a continuity of the aforementioned socialising role of Catholic doctrine and morality in Colombia, all despite the threshold of state secularisation brought about by the aforementioned Carta Magna. In particular, this function would be developed by RE via its legal configuration as a parental right of the spiritual and cultural determination of its offspring, framed and sealed by the concordats between the State and the main Christian organisations of the country. Similarly, the legal definition of the RE teacher will evidence an important margin of institutional influence exerted by the Catholic and the main Christian Evangelical churches. In the end, this academic subject could be seen as reflecting the constitutive historical tensions of the Colombian religious and educational cultures, especially in connection with the role performed by conservative Christianity in its state-building processes. In this regard, the harmonisation of this subject with constitutional provisions in terms of freedom of belief and state neutrality towards religions would exhibit important curricular space.

Racial Capitalism and Outdoor Adventure Education: Challenging Inequity and Reimagining Connection, Community, and Place

This paper argues that the adoption of theories of racial capitalism as a framework for analysis can help shift dominant pedagogies in Outdoor Adventure Education (OAE) to not just be more inclusive, but to reimagine ways that communities of outdoor education, recreation, and leadership can build awareness of the reproduction of the Wilderness and the Outdoors in the U.S. as a racialized and gendered space and build more racially and gender diverse and equitable communities in OAE and related fields. To do this, I trace the social formation of Wilderness as a racial capitalist project and examine the historical and current implications for OAE. Specifically, I explore a common curricular area of OAE, sense of place, while applying a theoretical framework of racial capitalism. This paper is intended to serve as a resource and a call to action for members of the outdoor education, recreation, and leadership communities to disrupt racial and gender inequity in outdoor learning communities.

Creative Teaching as a Component of the New Standard-Based Curriculum in Ghana: Curriculum Rushed or Curriculum Planned?

The study was about the creative nurturing behaviors of in-service teachers in Ghana. Using the descriptive cross-sectional survey design, a sample of 768 (out of 1,321) in-service teachers were surveyed using online Google forms. The data for the study were collected with an adapted version of the Sharma and Sharma (2018) creativity nurturing behavior scale (15-items; α=.79). The data were descriptively and inferentially analyzed. Overall, the study found that majority of respondents exhibited low levels of creativity nurturing behaviors. Specifically, most of the respondents had moderate levels of creative curiosity and creative motivation, but some respondents had low levels of creative abstractions and critical thinking. Again, the study revealed that male and female respondents did not differ in their creative nurturing behaviors. Finally, differences were not established in creativity nurturing behaviors of in-service teachers based on the experience. In-service teachers were found to have insufficient knowledge on creative teaching. Therefore, it was recommended that in-service teachers need to be re-trained in the core competent areas of the new standard-based curriculum.

Confronting challenges of school-based management in a developing country

School-Based Management (SBM) has served as a key reform program, concretizing decentralization in the basic education sector in different parts of the world, including the Philippines. The study used qualitative research methods, including key informant interviews and focus groups of faculty and administrators, to explore the challenges of SBM in the area of curriculum and learning in a public secondary school. Results revealed that poor foundation of basic knowledge, inadequate school facilities and instructional materials, non-observance of time on task policy, students' misbehaviour and poor academic interest, low parental support, as well as errors in learners' materials were among the challenges being confronted by English, Science, and Mathematics (ENSCIMA) teachers that affect the successful implementation of the curriculum and learning. The study recommended different strategies, which include benchmarking activities through school-to-school partnerships, immersion activities, organization of a quality management team, remedial and intervention sessions, additional School Learning Action Cell (SLAC) and In-Service Training (INSET) sessions, student orientation, parents' summit, for a symposium, and write-shop. These activities, if collaboratively undertaken by various stakeholders, will help address the challenges that would result in efficient SBM, leading to a successful and quality education in the country.

The Impact of an Undergraduate Research Experience on Graduate Degree Attainment across Academic Divisions

Initially promoted in the sciences, undergraduate research experiences (UREs) are now common academic offerings for students across all areas of curricula. This study extends previous research by evaluating the impact of a URE along two new dimensions: on different graduate degree attainments of students PhD or master's/professional degrees and by the academic area of the URE (in the sciences, social sciences, or humanities). These issues are investigated using a unique student record database and employing an empirical framework to address the sample selection inherent in URE evaluation. UREs are found to have a positive impact on PhD completion in the sciences and social sciences but no impact in the humanities. No evidence is found that UREs impact attainment of master’s and professional degrees.

PEDAGOGICAL ASSESSMENT MODEL OF TRANSDISCIPLINARY COMPETENCES OF PRIMARY SCHOOL STUDENTS

The use of inter-/transdisciplinarity in school curricula determines the design of integrative technology for the assessment of students' transdisciplinary competences at the end of primary education. This technology is focused on the application of the integrative vision on the different levels and areas of knowledge and/or curricular areas. Integrative assessment involves a complex process focused on creating connections between different entities, such as content units, competences, skill units, which are usually formed and assessed disparately within different subjects. The assessment of school competences in primary education must be carried out as an approach to the integral knowledge of the pupil's personality, through the balanced correlation of psycho-physical, moral, aesthetic, scientific, technological and social dimensions.

A systematic review of the academic achievement of primary and secondary school-aged students with developmental language disorder.

The ability to communicate is a fundamental skill required to participate in school. Students with Developmental Language Disorder (DLD) have persistent and significant language difficulties that impact daily functioning. However, the impact of DLD on the academic achievement of primary and secondary school-aged students has received limited attention. A systematic review of the empirical research published between 2008 and 2020 was undertaken to identify studies that have examined the academic achievement of school-aged students with DLD within curriculum areas. A total of 44 studies were identified that met inclusion criteria for review. Students with DLD demonstrated difficulties with academic achievement across all measured curriculum areas compared to their typically developing peers. Most studies focused on literacy skills, including reading, spelling, writing and narratives. The performance of students with DLD was heterogeneous with individual students demonstrating relative strengths in some areas of academic achievement. The implications of these results for educational practices and future research are discussed.

Perspectives of Chinese Undergraduates in the US towards Advanced Placement High School Curriculum in China

The Advanced Placement (AP) curriculum program is a rapidly growing university preparation program that is being adopted by high schools in China. Despite the fast growth of AP high school curriculum programs, and high expectations from students and parents in China, empirical studies exploring the Chinese AP learners' perceptions of their university preparation are limited. This study aims at exploring the AP learners' perspectives on the AP high school curriculum program in equipping them for universities when they are studying in the US. Students’ responses to the Chinese AP program were collected through a questionnaire and individual semi-structured interviews. The findings show that students generally felt positive about the AP academic courses, which prepared them for their transition to universities. They also expressed that the English learning environment in the AP program developed English competence. However, they felt disappointed about the lack of teaching of paraphrasing skills, and were frustrated about not gaining much intercultural communicative competence in casual communication. This result sheds light on the under-researched area of the Chinese AP high school curriculum for the AP administrator and curriculum designers.

Interdisciplinary issues in education

The fundamental importance of education is to unlock, reveal or make evident the unique potential of students. It is often regarded as a synonym for learning and is a product of experience. Education is also considered a restructuring or reorganization of experience to build new knowledge.As a lifelong learning process, education lasts from birth to death, and schools are not the only institutions that provide education. The role of educational institutions in providing quality education is by no means sufficient. Continued research and development activities are always relevant in this context.Learning involves continuous and constant changes in experience, ideas, knowledge, attitudes and skills, all complemented by homes, communities, religions, the media, etc., but educators innovate in this regard by considering development that can do a lot to come up with ideas. The present sixth volume, Issue 2 of Interdisciplinary Research in Education includes fourteen original articles. This is an attempt to address ongoing changes in the education sector, including both empirical research and desk reviews that help expand existing knowledge and understanding, especially in the areas of curriculum, pedagogy and education management.

프랑스 고등학교 수학 교과서의 ‘알고리즘과 프로그래밍’ 영역 분석

In this study, first and second-year high school math textbooks in France, which are actively introducing algorithms and programming as the content area of the mathematics curriculum, were analyzed. We looked at how algorithms and programming were used by areas such as algebra, geometry, and analysis, and analyzed the types of coding languages used and types of tasks. As a result of the analysis, algorithms and programming were used in all content areas in French textbooks, and text-based codes and pseudocodes were mainly used. In addition, it was confirmed that algorithms and programming can be dealt with in mathematical tasks in various forms, such as interpretation/modification/writing of code, execution and problem solving, and reflection. Based on the analysis results, implications for the introduction of algorithms in the mathematics curriculum were presented.

Analysis of the Content Components of ‘Consumer Life’ Area of Middle School Home Economics Curriculum of the U.S.: Focusing on the States of Ohio, Minnesota, and Wisconsin

본 연구는 우리나라 청소년들의 소비자역량 강화를 위해 미국 3개 주(오하이오, 미네소타, 위스콘신) 중학교 가정과 교육과정을분석함으로써, 우리나라 중학교 가정과 교육과정에 시사점을 도출하는데 목적이 있다. 이를 위해 2015 오하이오 주, 2017 미네소타주, 2013 위스콘신 주 중학교 가정과 교육과정의 ‘소비생활’ 영역의 성취기준을 수집해 소비자역량 내용을 분석하였다. 소비자역량 내용 분석 준거는 우리나라 성인들의 소비자역량을 측정하기 위해 개발한 한국소비자원의 소비자역량 내용체계를 기준으로연구자가 수정⋅보완하여 활용하였다. 분석 결과와 시사점을 요약하면 다음과 같다. 첫째, 미국 가정과 교육과정에서는 청소년들의 금융이해력 향상을 위해 신용관리, 저축/투자/보험, 세금, 금융환경과 금융의사결정 등 다양한 내용요소를 다루고 있었다. 차기 교육과정에서는 길어진 노후생활에서의 재무 안정을 위해 경제 환경의 변화 등 각종 변수를 고려해 생애주기별 실제적인재무계획을 세울 수 있도록 금융기초지식과 금융 정보 활용 기술 강화를 위한 내용을 제시할 필요가 있다. 둘째, 미국 가정과교육과정에서는 소비자거래역량 향상을 위해 가격과 이자율, 경제동향 및 수요와 공급의 영향, 구매방법과 계약 조건 등 경제개념을 적용해 구매의사결정을 할 수 있도록 교육과정을 개발하였으나, 우리나라는 구매계획, 구매의사결정과정에 집중되어있기에 중학교 수준에 적합한 경제 개념을 도입해 소비자거래역량 함양을 도와줄 필요가 있다. 셋째, ‘소비자시민역량’ 강화를위해 차기 교육과정에서는 권리주장과 책임 수용을 균형 있게 다룰 필요가 있으며, 특히 소비자 주권이 실현되는 소비환경조성을 위한 소비자 정책과 법률, 소비자 옹호 등에 관한 내용을 강화할 필요가 있다.

A Study Looking at the Teaching of Peripheral Arterial Disease to Medical Personnel in Nepal: How well are we doing and how might we be able to improve?

Background There is currently no data showing the prevalence of peripheral arterial disease in Nepal, although they have a high incidence of risk factors in their population such as diabetes, hypertension, and high volume of smoke inhalation.
 Objective To quantify a gap in medical education curriculum in Nepal as it pertains to medical trainees that have a lack of exposure to peripheral arterial disease (PAD) in a clinical setting as well as improve lecture quality on peripheral arterial disease.
 Method A survey was sent out to 615 medical trainees in Nepal with a survey completion rate of 44%. The results indicate that both medical students and intern doctors feel most confident in their ability to diagnose peripheral arterial disease and comfortable ordering a workup for peripheral arterial disease when their education includes both a dedicated lecture and care of a patient.
 Result The self-reported ability to diagnose peripheral arterial disease increased in medical students from 21.9% in the lecture only group to 44.4% in the group who had both lecture and cared for a patient. The current curriculum at the Kathmandu University School of Medical Sciences only allows two hours in the medical school to cover all vascular topics and is taught with a traditional PowerPoint method.
 Conclusion To improve this area of curriculum, we recommend increasing the allotted time for lectures as well as demonstrate on live patients the evaluation for peripheral arterial disease.