Inclusion In Curriculum Research Articles

Multimodal Reading and Design: Preservice and Practicing Teachers’ Graphic Narratives for Students

Preservice and practicing teachers analyzed and then designed innovative graphic narratives to understand and model the format for curricular inclusion in young adolescents’ learning.

Walking the Walk: Ensuring Inclusive Curriculum at The University of Arizona Global Campus

Walking the Walk: Ensuring Inclusive Curriculum at The University of Arizona Global Campus

Included, but how? A critical investigation into elementary social studies standards about religion

ABSTRACT Teaching about religion in public schools is a complicated and nuanced topic. Though religious illiteracy has been named as a widespread concern throughout the United States, little research has been conducted that critically analyzes what teachers are asked to cover. Preservice teachers often confess they do not understand what they are and are not allowed to say about religion, and many teachers choose to ignore teaching about religion at all. In this study, I conducted a critical content analysis of elementary standards about religion included in the state social studies standards documents for all 50 states and the District of Columbia. Then, using critical religious pluralism theory, I investigated the standards based on the inclusion of religious groups in curriculum content, as well as the extent to which this inclusion demonstrates challenges related to inclusion in curricula. Finally, I critically interrogated the ideology of the standards and made suggestions for how teachers and teacher educators can advocate for the inclusion of religion in elementary social studies.

Creating transformational learning experiences for 21st century healthcare students through preclinical skills training at a South African university.

Creating an inclusive interprofessional teaching and learning community can enhance student engagement and ultimately develop essential graduate attributes (GA) (also known as generic, transferable, core, soft, work-ready or nontechnical skills). The early practical development of GA within a diverse space is essential in health profession education, as students experience the transition to clinical training as challenging. This paper describes the conceptualization and implementation of an inclusive interprofessional curriculum focused on GA development in the preclinical years. A phased multimethod research design was applied. Phase 1 focused on the conceptualization of a preclinical GA development curriculum through a consensus-seeking process among all staff in the School of Health and Rehabilitation Sciences (N = 36). Subsequently, in Phase 2, quantitative and qualitative data were gathered from participating first-year students (N = 135) as an early curricular implementation review. Descriptive statistical analyses for quantitative and thematic analyses for qualitative data were performed. During Phase 1, five themes were identified (Ethics, Professionalism, General principles for interventions, Organizations and institutions, Management) informing preclinical curriculum development. Forty-one first-year students (30%) participated in Phase 2. The majority of participants (87%) indicated that they had a positive learning experience during Phase 2. Students expressed that engagement was encouraged (83%) within a space of mutual respect (83%), with interprofessional groups assisting in building "a trusting environment and a supportive one". Students indicated they "liked that it [module] wasn't just about one topic", as it concretized that "there is more to being a healthcare professional that just treating people". GA development provides an invaluable opportunity for interprofessional engagement. Creating a diverse and inclusive curricular space through multimodal and interprofessional training, GA training was transformed to be more practical and future-focused, creating a positive learning experience. Future research should focus on the longer-term impact of this practical, preclinical GA development during the transition of these students into the clinical training space.

Development of Environmentally Conscious Islamic Religious Education Curriculum at Elementary, Secondary, and Tertiary Education Levels

The aim of this study is to identify and analyze environmentally conscious approaches that can be integrated into the Islamic Religious Education (PAI) curriculum at various levels of education, from elementary to tertiary education. This research also explores teaching strategies that can be used to introduce environmental concepts within the context of PAI. The research method employed is a literature review, involving the collection and analysis of relevant literature on environmental education, the PAI curriculum, and environmentally conscious approaches in religious education. The results of this research are expected to provide guidance for the development of a more inclusive PAI curriculum regarding environmental issues, as well as practical guidelines for PAI educators to integrate environmentally conscious aspects into their teaching. This research has the potential to make a positive contribution to sustainable religious education understanding and practices, promoting environmental awareness and social responsibility among students and university students. In conclusion, the integration of environmentally conscious perspectives into the PAI curriculum can be a crucial step in preparing the younger generation to face global environmental challenges in the future.

Nature’s Notes: Analyzing the Environmental Advocacy in the Deuda Songs of Nepal

Deuda songs, originating from the mid-and far-western regions of Nepal, represent a rich musical folk genre deeply rooted in the culture and lifestyle of the performing communities. This paper explores the Deuda songs as potential environment-oriented texts, aiming to unravel the environmental concerns and nature-centric devotion encapsulated within these melodies. By employing the lenses of cultural ecology and ecocritical perspective, this analysis sheds light on the intricate relationship between these folk songs and the natural world. Examining the Deuda songs reveals a profound emphasis on the co-existence and interdependence of human society and nature. The study finds that the lyrical content critiques anthropocentric activities and demonstrates a heightened ecological consciousness among the performers. These findings underscore the critical role played by the Deuda songs in fostering environmental awareness and their potential as powerful tools for environmental advocacy. Furthermore, this paper advocates for additional research to uncover the broader significance of the Deuda songs as integral components of the region’s cultural heritage. It also proposes their incorporation into educational and environmental policies to enhance ecological consciousness on a wider scale. Recognizing the educational potential of the Deuda songs, this study encourages their inclusion in curricula to promote a more comprehensive understanding of the intricate connection between culture, nature, and sustainable living. Overall, the exploration of the Deuda songs serves as a gateway to a deeper understanding of environmental concerns within the cultural fabric of the mid-and far-western regions of Nepal.

Gender and Development Integration in the Curriculum towards Inclusive Education

This study investigates how students' attitudes regarding gender roles, academic success in STEM disciplines, and involvement in gender-related activism are affected by the inclusion of gender in development courses. In order to provide a thorough understanding of the consequences of gender integration, the study uses a mixed-methods research design that draws on feminist theory, social learning theory, and critical pedagogy. While qualitative analysis focuses on students' participation in gender-related activity, quantitative analysis looks at changes in students' perceptions toward gender roles and academic success in STEM disciplines. The results demonstrate the beneficial effects of gender integration on students' perceptions of gender roles, with inclusive curricula challenging prevailing prejudices and enabling learners to adopt more equitable viewpoints. Students are shown to be motivated to participate in gender-related activities by gender integration. An inclusive curriculum encourages active engagement and helps to bring about social change through bringing attention to issues, advancing social justice, and giving students the tools they need to confront gender inequality. Overall, this study emphasizes how important it is to integrate gender perspectives into the classroom in order to establish welcoming and equal learning environments. The findings underscore the necessity to include gender-related concerns in educational policies and practices and add to the body of research on gender integration. Society may work toward gender equality and enable people to be change agents by adopting inclusive education.

The development of a recovery coaching training curriculum to facilitate linkage to and increase retention on medications for opioid use disorder.

Medication treatment for opioid use disorder (MOUD) decreases opioid overdose risk and is the standard of care for persons with opioid use disorder (OUD). Recovery coach (RC)-led programs and associated training curriculums to improve outcomes around MOUD are limited. We describe our comprehensive training curriculum including instruction and pedagogy for novel RC-led MOUD linkage and retention programs and report on its feasibility. The Kentucky HEALing (Helping to End Addiction Long-termSM) Communities Study (HCS) created the Linkage and Retention RC Programs with a local recovery community organization, Voices of Hope-Lexington. RCs worked to reduce participant barriers to entering or continuing MOUD, destigmatize and educate on MOUD and harm reduction (e.g., safe injection practices), increase recovery capital, and provide opioid overdose education with naloxone distribution (OEND). An extensive hybrid (in-person and online, both synchronous and asynchronous), inclusive learning-focused curriculum to support the programs (e.g., motivational interviewing sessions, role plays, MOUD competency assessment, etc.,) was created to ensure RCs developed the necessary skills and could demonstrate competency before deployment in the field. The curriculum, pedagogy, learning environment, and numbers of RCs trained and community venues receiving a trained RC are reported, along with interviews from three RCs about the training program experience. The curriculum provides approximately 150 h of training to RCs. From December 2020 to February 2023, 93 RCs and 16 supervisors completed the training program; two were unable to pass a final competency check. RCs were deployed at 45 agencies in eight Kentucky HCS counties. Most agencies (72%) sustained RC services after the study period ended through other funding sources. RCs interviewed reported that the training helped them better explain and dispel myths around MOUD. Our novel training and MOUD programs met a current unmet need for the RC workforce and for community agencies. We were able to train and deploy RCs successfully in these new programs aimed at saving lives through improving MOUD linkage and retention. This paper addresses a need to enhance the training requirements around MOUD for peer support specialists.

The role of citizenship education management in facing the challenges of multiculturalism

Multiculturalism is a complex reality that requires a careful approach in managing citizenship education. This study will focus on how civic education management can effectively manage the challenges that arise due to cultural, ethnic and religious diversity in the educational context. This research aims to investigate the role of civic education management in facing the challenges of multiculturalism in the educational environment. This research uses a qualitative approach with descriptive methods. The results of this research reveal that the implementation of Citizenship Education Management (PPKn) has a positive impact in facing the challenges of multiculturalism. Inclusive curriculum design, teacher training to manage heterogeneous classes, establishing an inclusive school environment, facilitating intercultural dialogue, and ongoing program evaluation have been proven to make significant contributions in shaping student character that is responsive to cultural diversity. The research results show that PPKn is not only a vehicle for conveying civic information, but is also effective as a tool for forming inclusive attitudes, a deep understanding of differences, and adaptability skills in a multicultural society. In conclusion, the holistic implementation of PPKn can have a positive impact on the formation of a generation that has a sense of nationality, love of the country, and is able to become an agent of positive change in an increasingly complex society.

Teachers’ Self-Efficacy Beliefs and Instructional Practices Regarding English Language Learners

This mixed-methods study was used to examine the impact of teachers’ self-efficacy beliefs and instructional practices when teaching English Language Learners (ELLs). Quantitative and qualitative data were sequentially collected, concurrently analyzed, and triangulated. A sample of 126 experienced K-12 educators from the northeastern US completed (a) a demographic survey, (b) a teachers’ self-efficacy survey, and (c) a classroom strategy scale. A stepwise multilinear regression procedure determined that teachers’ use of academic performance feedback, efficacy beliefs in student engagement, and employment of both student-directed and direct instructional practices predicted teachers’ self-perceptions about being able to adapt instruction for their ELL population. Qualitative data were obtained from 10 participants who self-rated as having high self-efficacy and classroom strategy use. Themes included foundational requirements, school leadership, specific instructional strategies, and knowing how to apply these strategies with ELLs. The triangulated results revealed that when school leaders provide professional learning opportunities that support a truly inclusive curriculum and collaborative time in which to plan with colleagues, there is a positive impact on teachers’ self-efficacy to instruct ELLs.

A (TRANS)formative approach to gender‐inclusive science education

AbstractThe teaching of science in K‐12 schools has long been criticized as a process that propagates oppression for students who do not conform to entrenched norms of gender, sex, and sexuality. Academic standards, curriculum, and textbooks are rife with rhetoric that reinforces any deviation from cisheterosexuality as aberrant, unusual, or abnormal. However, these often‐over‐simplified conceptions discount the historic social and scientific intricacies of gender and sexual diversity as well as students' own lived experiences. While there have been advancements in LGBTQ+ and gender‐inclusive science education reform, these movements have been stymied by a lack of cohesive guidelines for pedagogy and practice, particularly for trans, nonbinary, and gender‐creative youth. Situated within trans‐created conceptual frameworks for critical education, this study explored the pedagogical practices of 10 transgender science teachers with the purpose of learning from their experiences creating gender inclusive curriculum. From the data (in‐depth interviews, instructional materials samples, and reflective teaching statements) emerged the TRANS (Trans and Research‐informed Approaches for Nonbinary and gender‐inclusive Science education) Framework for gender inclusive science education pedagogy. This framework is anchored in three domains for teaching science through a trans‐informed lens:interrogating and accessing power, resisting essentialism, and embracing experiential knowledge and personal epistemologies. The findings of this study contribute to our growing understanding of gender‐inclusive science learning environments. Importantly, this study amplified the experiential knowledge of teachers whose voices are critically absent from research surrounding gender and LGBTQ+‐inclusive science education practice. Moreover, the framework derived from teachers' experiences can be used to guide educators in making their science classrooms safer and more gender inclusive.

Roles of Indigenous Peoples Leaders in the Indigenization of Education: Basis for an Indigenous Peoples Education

This basic qualitative study delves into the pivotal role of Indigenous Peoples (IP) leaders in the indigenization of the curriculum, acting as the cornerstone for the development of an Indigenous Peoples Education Program. The study investigates the multifaceted responsibilities undertaken by IP leaders, assuming roles such as translators, facilitators/resource persons, coordinators, and narrators in the intricate process of curriculum development. Additionally, the research scrutinizes the various issues and challenges that these leaders encounter in fulfilling their crucial roles. Key challenges identified include a lack of awareness regarding their rights as integral members of the indigenous community, insufficient educational and training opportunities, limited access to pertinent sources for IPs, and a deficiency in knowledge, skills, and representation within the Department of Education (DepEd). These challenges underscore systemic barriers that impede the effective participation of IP leaders in the indigenization of the curriculum. In response to these findings, the study advocates for the implementation of a comprehensive Indigenous Peoples Education Program. This proposed program aims to address the identified challenges by focusing on providing education and training for IP leaders, raising awareness about their rights, and advocating for their active representation within the educational system. It is anticipated that the implementation of the recommended IP Education Program will contribute to a more inclusive, culturally sensitive, and representative curriculum that aligns with the diverse perspectives of Indigenous Peoples, fostering a harmonious coexistence between traditional knowledge and mainstream education. Keywords: Indigenous Peoples, indigenization, contextualization, IP education

Mengintegrasikan Pendidikan Multikultural dalam Upaya Resolusi Konflik Etnis

This research elucidates the crucial role of education in addressing ethnic conflicts through the integration of a multicultural approach into the curriculum and learning processes. It is a literature review analyzing scholarly articles, books, and previous research related to efforts to integrate multicultural education for achieving ethnic conflict resolution. The findings reveal several key aspects: cultural identity awareness, inclusive learning, intercultural dialogue, and education for social justice. Firstly, multicultural education aids in understanding and appreciating cultural identities, reducing ethnic stereotypes. Secondly, inclusive curriculum ensures equal representation for various ethnic groups. Thirdly, intercultural dialogue promotes communication and understanding among ethnic groups. Fourthly, multicultural education aims to create a fair and equal environment, minimizing inequalities that may trigger conflicts. In conclusion, integrating multicultural education into ethnic conflict resolution is vital for creating a harmonious and peaceful society. The significance of cultural identity awareness, inclusive learning, intercultural dialogue, and social justice underscores the essential steps toward achieving these goals. Implementing this approach in the education system can positively contribute to reducing ethnic conflicts and promoting peace at the local, national, and global levels.

FIGO position statement on comprehensive sexuality education.

Now is a pivotal moment in the fight for reproductive health and justice internationally. Well-established research has recognized the benefits of comprehensive sexuality education for youth and adolescents-including vast reproductive health benefits, decreased interpersonal violence, and improvements on measures of academic success and well-being. Despite these established benefits, challenges to the implementation of culturally sensitive and holistically framed sexuality education are intensifying across the globe. The International Federation of Gynecology and Obstetrics (FIGO) stands firmly in its support of comprehensive sexuality education and re-emphasizes the importance of the implementation of scientifically accurate, age-appropriate, culturally relevant, and inclusive education. Successful implementation relies on active youth leadership, physician involvement, and a renewed focus on high-quality monitoring mechanisms to assess impact and accountability at all levels. Most importantly, future efforts to improve and scale comprehensive sexuality education must emphasize the importance of an inclusive curriculum that addresses previously marginalized youth, such as LGTBQ+ and disabled individuals, through a reproductive justice lens. FIGO commits, and encourages the international healthcare community, to provide continued advocacy for the rights to health, education, and equality, in order to achieve improvement in health outcomes for young people across the globe.

Pendidikan Inklusif dalam Toleransi Beragama

The discussion on "Inclusive Education in Religious Tolerance" highlights the crucial role of education in shaping an inclusive society that values religious diversity. The concept of inclusive education not only provides an understanding of religious diversity but also instills values of tolerance, mutual respect, and cooperation among students from diverse religious backgrounds. An inclusive learning environment is considered a crucial factor in supporting the formation of character and the development of tolerant attitudes. The implementation of religious values in the context of inclusion, the role of teachers, and the development of inclusive curriculum are the main focus in achieving this goal.

The prevalence of ultrasound curricula in a sampling of U.S. physician assistant programs and recommendations for common ultrasound objectives: A national survey.

An increasing number of practicing physician assistants (PAs) are using ultrasound (US) in clinical settings. However, a lack of US learning objectives for PA students limits the optimal integration of this imaging modality in PA curricula. This study surveyed PA program directors across the United States to create a list of US learning objectives for PA students and to gauge their attitudes toward integrating US into anatomy curricula. Thirty-one of the 280 PA program directors responded to the survey. While 87% of participants reported that their institution includes ultrasound in its curriculum, 71% disagreed that the state of the use of ultrasound throughout their PA curriculum is fine and needs no modification. Based on the responses of the survey participants, this study categorized US learning objectives into high, medium, low, and no agreement for integration in PA curricula. As over half of the learning objectives (73%, 43/59) had high agreement for inclusion in curricula, this study demonstrates an opportunity for educators to include US in PA curricula.

Lived Experiences of Indigenous People’s Education (IPED) Teachers in Integrating the IPED Curriculum

The IPEd Program aims to provide marginalized ethnic groups with an inclusive curriculum that respects their cultural identity. Department of Education recognizes that access to culture-responsive primary education is a crucial issue that needs to be addressed among Indigenous Peoples, given its significance in achieving the country's Education for All (EFA) targets. This study was conducted to determine the lived experiences of IPED teachers in integrating the IPED curriculum. Participants were assigned from different IPED-implementing schools in the Division of Misamis Occidental. They were selected through purposive sampling. Face-to-face interviews were conducted to gather the data from the participants. The study employed a qualitative research design, and the researcher used the transcendental phenomenological approach. Responses were analyzed using Braun and Clarke’s thematic method of data analysis. Findings revealed that IPED teachers faced various challenges in integrating the IPED curriculum, including additional workload, difficulty in Subanen Orthography, limited IPED instructional materials, and disinterest in the Indigenous Program. The participants also gained meaningful opportunities to become IPED teachers, such as understanding the Subanen culture and receiving awards and recognition as IPED teachers. To cope with the mentioned challenges, IPED teachers had to seek assistance from I.P. leaders in the community, attend IPEd seminars and workshops, and observe flexibility and open-mindedness. These suggest that addressing the workload, cascading intensive Subanen Orthography workshop, supplying adequate IPED instructional materials and teaching resources, boosting IPED learners' interests, and increasing I.P. community involvement are essential steps toward improving the educational experience for both teachers and students.

MALAYSIA’S PRIMARY SCHOOL MUSIC TEACHERS' READINESS ON MULTICULTURAL MUSIC EDUCATION

This study explores the readiness of Malaysia’s primary school music teachers to implement multicultural music education in their classrooms. With Malaysia’s diverse cultural landscape, integrating various musical traditions into the education system is essential for fostering cultural understanding and national unity. The purpose of this study is to determine the level of readiness among primary school music teachers by analysing data from a survey conducted with 232 respondents. The survey included constructs measuring teachers’ perspectives on the multicultural curriculum and their knowledge and skills related to implementing such a curriculum. The first construct, which focuses on teachers' attitudes toward the multicultural curriculum, showed a high mean score (3.93), indicating positive attitudes toward multicultural education. The second construct, which assesses teachers' knowledge and skills, also scored high (3.93), suggesting that teachers feel reasonably prepared, but there are areas for improvement. These results indicate that while there is a solid foundation for implementing multicultural music education in Malaysia, there is a need for continuous professional development and resource allocation to ensure that all teachers can effectively deliver a diverse and inclusive music curriculum. The study concludes with recommendations for enhancing teacher readiness and fostering a more inclusive educational environment that reflects Malaysia’s rich cultural diversity.

Students - A Vital Agent and Voice Towards Curriculum Transformation

The aim of this study is to highlight the indispensability of students in effective and efficient curriculum transformation towards academic and professional emancipation. Students are the pivotal agent for curriculum transformation to enable efficient and effective development of inclusive curriculum for educational and intellectual propagation. However, students enrolling into the higher education institutions (HEIs) in South Africa come from different diverse backgrounds with regards to their prior education, language, economic, social as well as cultural backgrounds. Therefore, in order for the students to navigate around the hurdles towards achieving success in the higher education institutions, there is every need for students to have a voice in curriculum transformation. Qualitative research method was employed using purposive sampling techniques to identify post graduate students within the higher institution. The study data was analysed using thematic analysis and findings shows that active students’ participation in curriculum transformation and in educational process enhances their learning experiences with improved pedagogy and contribute to the implementation of curricula that meets students’ needs and interests, relevance, inclusiveness, as well as engaging. The study recommends that higher educational institutions should embrace student voice and agency as a fundamental principle in curriculum transformation.

Developing an Evaluation Scale for Assessing the Effective Implementation of Matatag Curriculum in Philippine Public Schools: Exploratory Sequential Design

The Matatag curriculum is a comprehensive educational framework designed to enhance learning and development in Philippine public schools, focusing on holistic, inclusive, and culturally relevant teaching practices incorporated into peace and values education and reading enhancement. Using a mixed-method exploratory sequential design, this study aimed to develop an evaluation scale for the effective implementation of the Matatag curriculum. The findings revealed twelve essential themes from the views of teachers, underscoring the need for integrating interactive learning, critical thinking, technology integration, cultural relevance, and collaborative strategies to boost student engagement and outcomes. Further, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) identified three core dimensions crucial for curriculum evaluation: Curriculum Design and Content, Teaching and Learning Enhancement, and Implementation and Support. These dimensions underscore the importance of a comprehensive, inclusive curriculum approach. While Structural Equation Modeling (SEM) indicated these dimensions were optimal for developing the Matatag curriculum’s evaluation scale. The refinement of the thirteen items as a final evaluation tool went through rigorous item analysis, resulting in a reliable instrument with a Cronbach's alpha of 0.896, ensuring precise curriculum implementation assessment. This process validated the research findings, both quantitative and qualitative. The study concludes that a thorough assessment of curriculum effectiveness necessitates a blend of strategies, including stakeholder feedback and regular evaluations, to foster ongoing improvement. It recommends that educators embrace a holistic approach featuring interactive learning, critical thinking, technology, cultural relevance, and collaborative methods to elevate educational outcomes.