Curriculum Alignment Research Articles

Enablers and barriers of implementing a whole school approach to ovulatory menstrual health literacy: a case study of a single-sex school in Western Australia

AbstractMy Vital Cycles® is a holistic ovulatory menstrual health literacy program for adolescent females. A whole school approach was used when trialled in one single-sex secondary school in Perth Australia. This study investigated the enablers and barriers for its future implementation from the perspective of the school’s teachers, nurses and psychologists. The design was a pre-trial survey of ovulatory menstrual health knowledge and attitudes, followed by post-trial interviews and focus group discussions (FGDs). In the pre-trial survey, 12 school staff demonstrated positive attitudes to ovulatory menstrual health; sound anatomical knowledge; but limited knowledge of cycle patterns. There were two FGDs with five participants and eight post-trial semi-structured interviews, giving 13 school staff in total. Deductive thematic analysis identified 14 themes within a whole school approach framework, specifically: policies and resources; community partnerships; curriculum; social-emotional environment; and school health services. Enablers included school staff’s positive attitudes; the program’s validated materials; its curricular alignment; and address of stigma. Barriers included school staff’s need for professional development; extending the program over years; Health and Science silos; dependence on school leadership; and challenges of building community partnerships. Co-design with school leadership and staff to enhance opportunities for a whole school approach is recommended for future implementation.

Teacher experiences and understanding of citizen science in Australian classrooms

Citizen science represents an important opportunity for school students to make real-world connections with science through context-based learning with the potential to increase their engagement, enjoyment and understanding of science. However, to date, citizen science has not experienced wide uptake in school settings and there is a paucity of information about its implementation in the classroom. Here we present a mixed-method approach investigating teachers’ knowledge and use of citizen science in Australian classrooms. We explored teachers’ experience and perceptions of citizen science, and opportunities and barriers to incorporate citizen science as an educational approach through an online questionnaire. Among the teachers surveyed, 45% (n = 295) had personally participated in citizen science outside of school and 41% (n = 283) had incorporated citizen science projects in classroom lessons. Teachers (45%, n = 295) reported participating in citizen science initiatives multiple times. Also, most projects that teachers were involved in (77%, n = 292) were related to ecological studies, such as species monitoring. Citizen science was reported to be a relatively new approach; used by teachers for less than a year on average. The main challenges included a lack of knowledge, time, confidence, and clarity regarding citizen science project alignment with the Australian curriculum. Additionally, 92% of respondents said they would be more encouraged to use citizen science in classrooms if projects were aligned to the curriculum. Identifying ways to increase teachers’ openness to incorporate citizen science in their classrooms is crucial to its successful widespread, long-term, and meaningful implementation. Encouraging broader participation of teachers in citizen science based on their previous experiences could address their expectations and increase their confidence and feeling of ownership. These research findings suggest that meaningful and applicable citizen science programs could be co-created by addressing resource limitations and curriculum alignment challenges. Implementing solutions to these barriers is likely to contribute to the development of sustainable school-inclusive citizen science projects, with potential to positively impact science education in the long-term.

Meta4CBC: Metamodel for Competency-Based Curriculum Design in Higher Education

Meta4CBC is proposed as an innovative metamodel for competency-based curriculum design in higher education, addressing the critical need to adapt curricula to contemporary challenges driven by globalization, technological advancement, and climate change. Inspired by the Business Motivation Model and Semantics of Business Vocabulary and Business Rules metamodels, Meta4CBC seeks to overcome the limitations of current CBCD models by providing a coherent structure that integrates curriculum components at supra, macro, meso, micro, and nano levels and establishes a common language that facilitates interdisciplinary collaboration. The proposal promotes curriculum alignment and coherence while supporting the development of software tools to assist in curriculum design, automate repetitive tasks, and provide data analysis for informed decision-making. The validation of Meta4CBC was conducted through a multi-step methodology involving proof of concept, expert judgment, and practical application. After defining the components through a systematic literature review, the metamodel was tested in the Computer Engineering program at the University of La Frontera. This testing verified its adaptability and alignment across curriculum levels. Experts from various Chilean universities reviewed the model, providing feedback for refinement.

It all made sense: ASL-first approach in classroom practice.

This qualitative study delves into the innovative Bilingual Grammar Curriculum. The curriculum aims to enhance bilingualism and linguistic skills among deaf students by integrating American Sign Language instruction and written language grammatical structures. The researcher conducted in-depth interviews with 12 experienced educators of the deaf who have implemented the curriculum in their teaching practices. Employing a thematic analysis approach, the researcher sought to uncover the educators' perceptions, experiences, and insights regarding the curriculum's effectiveness and its impact on bilingual language acquisition for deaf learners. Findings revealed a diverse range or perspectives, highlighting both the advantages and challenges of the curriculum's implementation. Themes emerged encompassing the curriculum's alignment with linguistic theories, its adaptability to diverse learning needs, the role of educator training, and the incorporation of cultural nuances within bilingual instruction. The study contributes valuable insights to the field of deaf education, shedding light on the intricate dynamics of bilingual grammar pedagogy and providing recommendations for curriculum refinement and educator professional development. Ultimately, this research underscores the significance of innovative approaches in enhancing the linguistic abilities and educational experiences of deaf and hard-of-hearing students within a bilingual framework.

Exploring Maritime Education's Role In Global Trade and Workforce Development

This research investigates the effectiveness of maritime education in developing a skilled workforce capable of facilitating global trade and economic development. Through qualitative analysis of the perspectives and experiences of maritime professionals, lecturers, and graduates, the study examines key areas including curriculum alignment, workforce competency development, technological integration, and sustainability. The findings reveal that while maritime education is effective in providing core technical skills, gaps exist in the integration of emerging technologies and environmental practices. Addressing these gaps by updating curricula to emphasize innovation and sustainability will better prepare graduates to meet the future challenges of the maritime industry. The research highlights the critical role of maritime education in shaping the next generation of industry leaders who can contribute to global trade efficiency and environmental stewardship.

PERCEPTIONS TO CONTEXTUAL FACTORS AND ATTITUDE OF TEACHERS TOWARDS INCLUSIVE EDUCATION

Early childhood educators' perception of inclusive education is likely consistent with their attitude towards the practice of inclusion in the kindergarten class. This study aimed to determine the relationship between primary school teachers' perception of contextual factors of inclusive education and their attitude towards inclusion. This study used the descriptive correlational research design. The data were obtained from a sample size of 82 public school primary education teachers who were selected through purposive sampling. A researcher-made data instrument was used to collect the data. Results of the study showed that early childhood educators have a strong perception of the contextual factors of inclusive education, and their attitude is in agreement with inclusion. Specifically, curriculum registered the highest mean score among the contextual factors, while teacher training registered the lowest mean score. In terms of attitude, professional development registered the highest mean score, while opportunity to learners registered the lowest mean score. Further, a strong significant relationship exists between perceptions of the contextual factors of inclusive education and attitudes towards inclusion. A positive perception of teachers in the context of an inclusive education curriculum is crucial to developing attitudes towards inclusion. Professional development and curriculum alignment are recommended to strengthen their confidence in their engagement in the inclusive class.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0715/a.php" alt="Hit counter" /></p>

Task-Based Language Teaching: A Systematic Review of Research and Applications

Task-Based Language Teaching (TBLT) has gained widespread recognition as an effective approach in language education, emphasizing meaningful communication and real-world language use. TBLT focuses on learners completing tasks that mirror authentic language use, promoting both linguistic and communicative competence. Despite its popularity, challenges in implementation, teacher training, and resource availability have raised questions about its effectiveness across different educational contexts. This systematic review aims to evaluate the research and applications of TBLT, analyzing its impact on language proficiency, student engagement, and instructional outcomes. The review includes qualitative and quantitative studies from various contexts, ranging from primary to higher education, as well as English as a Foreign Language (EFL) and English as a Second Language (ESL) settings. The findings reveal that TBLT enhances language acquisition, particularly in developing speaking and listening skills, and fosters greater learner autonomy. However, successful implementation requires adequate teacher training and institutional support. Challenges such as curriculum alignment and assessment remain significant obstacles in some educational environments. Despite these issues, TBLT consistently promotes higher levels of student engagement and motivation. In conclusion, TBLT offers considerable benefits for language learning, but its success is highly dependent on contextual factors such as teacher preparedness and curriculum flexibility. Further research is needed to explore long-term outcomes and effective strategies for overcoming implementation barriers.

A Review of Integrated Curriculum Models in Language Teaching

Integrated curriculum models in language education aim to combine multiple disciplines and language skills into a cohesive framework, fostering connections between language learning and real-world contexts. While these models offer a holistic approach, their implementation has raised concerns about effectiveness, teacher readiness, and challenges in cross-subject integration. This review evaluates the current literature on integrated curriculum models in language teaching, examining their impact on language proficiency and learner engagement. The study reviews empirical studies, case reports, and theoretical discussions, focusing on both qualitative and quantitative research that assesses outcomes in language classrooms. Key themes include cross-curricular integration, teacher collaboration, and the influence of cultural and contextual factors. Findings suggest that integrated curriculum models improve language proficiency by encouraging language use in diverse contexts, helping learners develop both language and critical thinking skills. However, successful implementation requires significant teacher collaboration and curriculum alignment. Teacher preparedness and institutional support are also crucial for achieving positive outcomes. In conclusion, integrated curriculum models hold great potential to enhance language education, but their success relies on effective implementation and collaboration between educators. Further research is needed to assess the long-term effects and scalability of these models in different educational settings.

NTK-Guided Few-Shot Class Incremental Learning.

The proliferation of Few-Shot Class Incremental Learning (FSCIL) methodologies has highlighted the critical challenge of maintaining robust anti-amnesia capabilities in FSCIL learners. In this paper, we present a novel conceptualization of anti-amnesia in terms of mathematical generalization, leveraging the Neural Tangent Kernel (NTK) perspective. Our method focuses on two key aspects: ensuring optimal NTK convergence and minimizing NTK-related generalization loss, which serve as the theoretical foundation for cross-task generalization. To achieve global NTK convergence, we introduce a principled meta-learning mechanism that guides optimization within an expanded network architecture. Concurrently, to reduce the NTK-related generalization loss, we systematically optimize its constituent factors. Specifically, we initiate self-supervised pre-training on the base session to enhance NTK-related generalization potential. These self-supervised weights are then carefully refined through curricular alignment, followed by the application of dual NTK regularization tailored specifically for both convolutional and linear layers. Through the combined effects of these measures, our network acquires robust NTK properties, ensuring optimal convergence and stability of the NTK matrix and minimizing the NTK-related generalization loss, significantly enhancing its theoretical generalization. On popular FSCIL benchmark datasets, our NTK-FSCIL surpasses contemporary state-of-the-art approaches, elevating end-session accuracy by 2.9% to 9.3%.

ANALISIS KESESUAIAN SKL, KI, KD, DAN INDIKATOR KURIKULUM PAI

ABSTRACT A thorough analysis of the alignment between SKL, KI, KD, and curriculum indicators of Islamic Education (PAI) is crucial to ensure that the curriculum developed is truly relevant to the needs of students and can significantly contribute to character building and a good understanding of Islam. This study aims to analyze the alignment between Graduate Competency Standards (SKL), Core Competencies (KI), Basic Competencies (KD), and indicators in the Islamic Education Curriculum (PAI). The alignment between these elements is a critical aspect in ensuring the effectiveness of the learning process and the achievement of the desired educational goals. The research method used is literature study with a descriptive qualitative approach. The results indicate that, in general, there is good alignment between SKL, KI, KD, and indicators; however, some discrepancies were found that could affect the achievement of student competencies. Some KD do not fully reflect the competencies expected in the SKL, and some indicators do not clearly measure the achievement of the set KD. These findings provide recommendations for improvements in the development and implementation of the PAI curriculum to be more integrated and consistent in achieving educational goals. Keywords : Curriculum Alignment, SKL, KI, KD, Indicators, Islamic Education

A Framework for the Communication Capabilities of scientists

ABSTRACT The ability to communicate science effectively is a key attribute for science graduates, and considerable work has been done to establish the techniques and skills associated with effective communication. What is less clear however, is the learning progression students traverse as they develop proficiency in science communication. In this study we evaluated aspects of university-level student science communication capabilities pre- and post- explicit teaching of core science communication capabilities. We used this data to identify the characteristics of early science communication learners and synthesise a robust learning progression Framework for Communication Capabilities (FCC). The FCC was created to support educators in identifying the characteristics of their learners to facilitate the constructive alignment of learning objectives, curriculum, and assessment rubrics for learners of science communication through early phases of their development.

From classroom learning to real-world skills: an autoethnographic account of school field trips and STEM work immersion program management

Quality science education is crucial in preparing students for real-world challenges by fostering scientific literacy and critical thinking skills. Field trips and work immersion programs support this goal by providing hands-on experiences and real-world applications of scientific concepts, thereby enhancing student engagement and understanding. This autoethnographic study explores the management of school field trips and work immersion programs, emphasising their impact on student engagement and learning outcomes. Through personal experiences and reflective practices, I examine the logistical planning, risk management, and curriculum alignment necessary for successful implementation. The findings highlight how these programs enhance students’ understanding of scientific principles, foster critical thinking, and encourage STEM career interests. Key strategies include collaborative planning, flexibility, and ongoing evaluation, providing insights into optimising educational programs and bridging the gap between classroom learning and real-world application.

THE IMPORTANCE OF TEACHING NATURAL SCIENCES WITH THE HELP OF INFORMATION AND COMMUNICATION TECHNOLOGIES

In today's digital age, integrating Information and Communication Technologies (ICT) in natural sciences education has become essential for fostering scientific literacy, enhancing student engagement, and preparing learners for a technology-driven world. This article explores the multifaceted benefits of ICT in teaching natural sciences, focusing on its role in improving conceptual understanding, promoting interactive learning experiences, and supporting data-driven research skills. By leveraging tools such as simulations, interactive models, and virtual labs, educators can create dynamic environments that encourage critical thinking and practical application of scientific theories. Additionally, ICT facilitates personalized learning by adapting to individual student needs and learning styles, thereby supporting differentiated instruction. This article discusses the challenges and strategies in implementing ICT effectively in natural science classrooms and offers insights into future trends in technology-enhanced science education. Emphasizing the importance of teacher training, infrastructure support, and curriculum alignment, the article argues that ICT is a supplementary tool and a transformative force in modern science education.

INCREASING THE EFFECTIVENESS OF TRAINING SESSIONS USING THE DUAL EDUCATIONAL FORM IN PROFESSIONAL EDUCATIONAL INSTITUTIONS

The dual educational form integrates academic learning with practical training, combining the resources and opportunities of both educational institutions and industry partners. This model has been increasingly adopted in professional educational institutions to enhance students' skills and employability. This article explores the mechanisms, benefits, and challenges of the dual educational form, and provides practical recommendations to optimize its effectiveness in training sessions. The research identifies key factors such as curriculum alignment, industry engagement, and student motivation as critical to the successful implementation of this educational model.

CHAPTER 10: Assessing the Preparedness of NCV Tourism Graduates: A Study on the Alignment of Curriculum and Industry Demands

The purpose of this chapter is to report on the findings of a qualitative study that sought to assess the responsiveness of the National Certificate (Vocational) (NC(V) tourism curriculum to industry demands. The study was motivated by evidence of shortcomings in translating curriculum guidelines into effective classroom practices, including discrepancies in time allocation for workplace-based experiences and inadequate utilisation of recommended teaching resources. There appears to be an overemphasis on theoretical instruction at the expense of practical skills development.

Analysis of Kuttab School Curricula Using the Cipp Framework: A Social and Environmental Management Perspective

Objective: This study aims to analyze the curricula of Kuttâb schools through the CIPP framework, focusing on the social and environmental management aspects of these educational programs. The research investigates how the "Iman Curriculum" and "Qur'an Curriculum" of Kuttâb Ibnu Abbas Surakarta diverge from mainstream Islamic education and evaluates their effectiveness from a social and environmental perspective. Theoretical Framework: The analysis is grounded in the CIPP (Context, Input, Process, Product) model by Stufflebeam, which provides a structured approach to assess educational programs. This framework is employed to evaluate the curriculum's alignment with community needs, resource utilization, teaching methods, and educational outcomes, incorporating social and environmental management considerations. Method: A qualitative evaluative design was used, involving interviews, observations, and document analysis. Data collection focused on understanding the development, implementation, and impact of the Kuttâb curricula, with particular attention to their social and environmental dimensions. Results and Discussion: The study finds that Kuttâb Ibnu Abbas’s curricula are rooted in a grassroots model, distinct from conventional international curricula. The program is effective in addressing community needs but requires better alignment with individual student needs. While teaching methods are well-implemented, there is a need for improved teacher training and assessment practices. The study also discusses how the curricula's social and environmental management aspects could be enhanced to better serve both students and the community. Research Implications: The findings provide actionable insights for improving the effectiveness of Kuttâb school curricula. Recommendations include better alignment with student needs, enhanced teacher training, and more robust assessment methods, alongside considerations for social and environmental impacts. Originality/Value: This research is novel in applying the CIPP framework to the evaluation of Kuttâb school curricula from a social and environmental management perspective. It offers valuable insights into how alternative Islamic education models can be assessed and improved, contributing to the broader field of educational management and curriculum development.

Leveraging the ASSURE Model for Optimized Information Technology-Based Learning Media

The evaluation of technology-based learning media is crucial in modern education to ensure its effectiveness in improving student learning outcomes and addressing various challenges. This study aims to evaluate the effectiveness of information technology-based learning media in Class VI of SD Negeri 07 Angkasa using the ASSURE model. A case study approach was employed, involving 1 teacher and 10 sixth-grade students. Data were collected through interviews, observations, and documentation. The analysis followed the stages of data reduction, data display, and conclusion drawing. The findings revealed that the teacher used PowerPoint, Word Wall, and Quizizz Paper Mode, resulting in a 50% increase in student engagement and a 21.43% improvement in student performance. Key factors supporting the use of technology-based learning media included school facilities such as modems, WiFi cards, projectors, laptops, and speakers, as well as teachers' personal smartphones. However, challenges included limited internet access and unstable electricity. Solutions such as using offline technology, portable hotspots, backup power sources, and devices with sufficient battery life were suggested. The integration of information technology-based learning media showed positive effects on student engagement and performance. However, infrastructure limitations, curriculum alignment, and time management issues need to be addressed to optimize its use. This study concludes that the application of information technology-based learning media using the ASSURE model positively impacts student learning processes and outcomes. Overcoming infrastructural and logistical challenges is necessary to enhance its effectiveness in classrooms.

New Metrics for Analysing Multiple-choice Questions

While the ideal of constructive alignment in curriculum is well established, and the importance of evaluating learning and teaching is well known, evaluating assessments remains a complex task and gaps can arise between learning outcomes, learning activities and assessments. Our study outlines an innovative way of analysing multiple-choice question (MCQ) examinations, which reveals possible weaknesses in the examination design and gaps in the alignment of curriculum. Individual examination questions are analysed through traditional metrics of the Discrimination Index (DI) and Difficulty Index (DIFF), combined with two novel metrics called the Grade Inversion Score (GIS) and Association with Total Score (ATS). Focusing on examination marks from a data science examination from The University of Sydney, we perform two investigations. First, we identify poorly designed questions using DI, DIFF, GIS and ATS. Second, as multiple questions arise as deficient in these metrics, we explore specific areas in the curriculum where there may be misalignment of course material with the learning outcomes. Our analysis provides a simple visual way for examiners to inspect the validity of an examination design and encourages an evidence-based approach to exploring curriculum alignment using multiple-choice assessments.

Effects of Curriculum Alignment, Professional Development, and Access and Resources on Teaching Strategies for Museum Education

Effects of Curriculum Alignment, Professional Development, and Access and Resources on Teaching Strategies for Museum Education

Exploring experiences of TVET graduates’ work-integrated learning in a rural ecology: the case of TVET colleges in KwaZulu-Natal

This study investigates the experiences of Technical and Vocational Education and Training (TVET) graduates in rural ecology with work-based education (WBE), commonly known as work-integrated learning (WIL). The study was conducted at two campuses of Umfolozi TVET colleges in northern KwaZulu-Natal, focusing on post-graduation experiences. The National Certificate Vocational (NCV) qualification, introduced in January 2007, was the focal point, offered at Levels 2, 3, and 4 of the National Qualifications Framework, equivalent to Grades 10, 11, and 12. NCV graduates were selected as participants to explore their encounters with work-integrated learning during employment. Employing a qualitative case study design, the study utilized purposive sampling to identify six participants. Findings revealed systemic challenges faced by NCV graduates, particularly concerning the alignment of the curriculum with the needs of TVET students from rural areas. Additionally, it was noted that college management appeared unaware of the severity of the challenges encountered by students in securing in-service training opportunities. These findings underscore the need for educational institutions and policymakers to address curriculum alignment issues and enhance support mechanisms for TVET students, particularly those from rural backgrounds, to ensure the effectiveness of work-integrated learning initiatives.