Curriculum Practice Research Articles

영아교사의 놀이중심 보육과정 실천에 대한 인식탐색

Objectives This study aims to explore the awareness of infant teachers regarding play-centered curriculum practices, based on the emphasis on ‘a play-centered curriculum’ in the 4th Standard Childcare Curriculum.
 Methods To achieve this, the Photovoice research method was implemented with 10 lead teachers in infant classes from childcare centers in the G region of Gyeongsangbuk-do. The participants utilized photos they captured themselves to collect research data, engaging in discussions and expressing their voices. The collected data underwent analysis procedures of selection, contextualization, and categorization.
 Results Subcategories of infant teachers' awareness of play-centered curriculum practices emerged through this study, including play as a way of life, positive emotions from play, characteristics of play, new possibilities and opportunities, change for growth, teacher interactions, and collaboration with parents. These were categorized as play-centered curricula shaping the child's past and present, vibrant play-centered curricula fostering the child's uniqueness, and resonant communication-driven play-centered curricula.
 Conclusions Based on these findings, it is significant to highlight that play-centered curriculum practices contribute to supporting the growth and development of infants, emphasizing the importance of collaboration between teachers and parents in enhancing their effectiveness.

Konsep Daur Belajar sebagai Implementasi Manajemen Kurikulum di Sanggar Anak Alam Yogyakarta

This research aims to describe the learning cycle concept as an implementation of curriculum management at Sanggar Anak Alam (SALAM) Yogyakarta. Indonesia's curriculum policy nomenclature changes from year to year, however, Sanggar Anak Alam (SALAM) itself consistently carries out learning cycle-based curriculum practices as a form of research. This curriculum practice has been running since the inception of SALAM in 1988 until now. Researchers use a case study approach with a qualitative type of research. Data was obtained through interviews, observation and documentation. The data is then analyzed using condensation techniques, presenting the data until conclusions are drawn. The results of the research include first, SALAM holistic education is carried out through a learning cycle and is supported by activities such as the Monday Legi market and minitrip. Second, learning cycle-based curriculum management practices with curriculum planning, implementation and evaluation. Curriculum management through the learning cycle positions students as real subjects, choosing to carry out and achieve goals with the help of facilitators so that holistic education is achieved.

Curriculum in Professional Practice: A spotlight on professionalism‐in‐context through dialogue

Curriculum in Professional Practice: A spotlight on professionalism‐in‐context through dialogue

Integrating genomics into Canadian oncology nursing policy: Insights from a comparative policy analysis.

To learn from two jurisdictions with mature genomics-informed nursing policy infrastructure-the United States (US) and the United Kingdom (UK)-to inform policy development for genomics-informed oncology nursing practice and education in Canada. Comparative document and policy analysis drawing on the 3i + E framework. We drew on the principles of a rapid review and identified academic literature, grey literature and nursing policy documents through a systematic search of two databases, a website search of national genomics nursing and oncology nursing organizations in the US and UK, and recommendations from subject matter experts on an international advisory committee. A total of 94 documents informed our analysis. We found several types of policy documents guiding genomics-informed nursing practice and education in the US and UK. These included position statements, policy advocacy briefs, competencies, scope and standards of practice and education and curriculum frameworks. Examples of drivers that influenced policy development included nurses' values in aligning with evidence and meeting public expectations, strong nurse leaders, policy networks and shifting healthcare and policy landscapes. Our analysis of nursing policy infrastructure in the US and UK provides a framework to guide policy recommendations to accelerate the integration of genomics into Canadian oncology nursing practice and education. Findings can assist Canadian oncology nurses in developing nursing policy infrastructure that supports full participation in safe and equitable genomics-informed oncology nursing practice and education within an interprofessional context. This study informs Canadian policy development for genomics-informed oncology nursing education and practice. The experiences of other countries demonstrate that change is incremental, and investment from strong advocates and collaborators can accelerate the integration of genomics into nursing. Though this research focuses on oncology nursing, it may also inform other nursing practice contexts influenced by genomics.

Teachers' Reflective Practice in Implementing the Kurikulum Merdeka (Case Study at SMA Negeri 1 KURIPAN)

The independent curriculum is a new breakthrough from the Ministry of Education and Culture of the Republic of Indonesia that aims to empower education units and teachers in developing students' potential, including 21st century skills (Kemdikbud, 2021). So that we can also formulate the objectives in this study to determine the level of teacher understanding of the concepts and policies of the independent curriculum in their respective schools and the extent to which teachers apply reflection in evaluating planning, processes, and learning outcomes based on the independent curriculum. The benefits of this study, the researcher hopes to provide a comprehensive picture of the extent to which teachers have implemented reflection and a critical approach in implementing the independent curriculum and then identify the obstacles, constraints, and real needs of teachers related to reflective practice in the independent curriculum. The interview results indicate that there are still variations in the level of teachers' understanding of the Merdeka Curriculum concept. Teacher A explained that he had broadly understood that Merdeka Curriculum aims to empower teachers to develop students' potential through the application of 21st century skills and independence values. However, how to translate it into concrete learning activities is still confusing. Meanwhile, Teachers B and C even stated that the socialization provided had not provided adequate understanding, it was still theoretical and difficult to apply. Teachers' understanding of the concept of Merdeka Curriculum is still limited and partial. Most teachers only understand in outline, but have difficulty applying it concretely in learning.

Viewpoints on math in acoustics education and their reflections in the acoustics program's curriculum at Purdue University

Faculties in the acoustics and noise control program at Purdue university will share their viewpoints on the roles of mathematics in acoustics education and math instruction practices in the acoustics curriculum at Purdue university. It is suggested to consider mathematical training from two prospective: (1) teaching math techniques and (2) cultivation of a mathematical mindset. Opinions will be shared on how each math training aspect benefits acoustics students with engineer careers and research careers as well as the long-term influences of math education on industry-academia collaboration. We will also briefly discuss how these views on math education are reflected in Purdue’s current acoustics curriculum and could guide further improvements of the curriculum.

Concluded project of the Ministry of Education’s University-Industry Collaborative Education Program: Construction of practical courses for humanities and social science majors under the background of new liberal arts

The University-Industry Collaborative Education Programt conforms to the rapid development of the industry, giving full play to the advantages of universities and enterprises in talent training and industry practice, and achieving win-win cooperation between practice and theory integrated teaching, talent training and teachers, and university talent training and enterprise development. Based on the requirements of the new liberal arts construction, this project carries out research on the optimization and improvement of the international business professional practical course system. It follows the research ideas of discovering problems, analyzing problems and solving problems. Based on the investigation of the implementation of universities in this field, a series of A generalizable and practical reform and optimization plan for the practical curriculum system of humanities and social science majors in the context of the new liberal arts.

Research on Innovation of International Trade Practice Curriculum System for Business English Majors under the Background of New Liberal Arts

The students majored in business English should get more applied and practical knowledge and skills in order to adjust to the changing economic development. International trade practice course can coordinate courses knowledge with the innovative and entrepreneurship ideas by simulation practice. After learning this course, students can be able to improve the independent and coordinated skill and adaptability to enter the labor market.

Bloom의 신교육목표분류체계에 기반한 2022 개정 실과 교육과정의 성취기준 분석 : 기술 분야를 중심으로

Bloom의 신교육목표분류체계에 기반한 2022 개정 실과 교육과정의 성취기준 분석 : 기술 분야를 중심으로

2022 개정 실과교육과정 농업생명과학 영역에서의 지속가능발전교육 내용 및 적용방안

2022 개정 실과교육과정 농업생명과학 영역에서의 지속가능발전교육 내용 및 적용방안

Practical Curriculum Development in TVET: Integrating Taylorism and Connectivism for Operational Skill Enhancement

With the continuous development of the global economy and the adjustment of industrial structure, there is a growing demand for high-quality skilled talents with practical operational skills. This study aims to explore how to integrate Taylorism and Connectivism in the field of Technical and Vocational Education and Training (TVET) to enhance the effectiveness of operational skill cultivation. In the first phase of the research, we focused on the operational skill of escalator troubleshooting, gaining in-depth insights into the current situation in this field. Subsequently, we proposed and implemented an innovative curriculum development framework (BTCC), which fully utilizes the practical orientation of Taylorism and the interactive learning philosophy of Connectivism. This framework focuses on developing a course to enhance the operational skills of escalator troubleshooting. Finally, validated in an actual TVET environment, the research results, referred to as the Innovative Practical Course (ETSC), show that the new course significantly improves students’ proficiency in escalator troubleshooting skills and promotes active learning and collaboration in practice. This study provides practical and adaptable escalator troubleshooting course development experience for vocational colleges, offering a feasible approach to address the challenges in cultivating related operational skills.

History Teacher Training from Decolonial Curriculum Practices to Combat Racism at UniProjeção in the Federal District — A Secondary Publication

This article aims to understand the training process of history undergraduates, to see if there are decolonialcurricular practices to combat racism at the Centro Universitário e Faculdade Projeção (UniProjeção) in the Federal District, to understand how coloniality has corroborated the exclusion of different epistemologies and the erasure of different cultures, and how this exclusionary process of coloniality interferes in the training of history teachers. In order to combat this practice, we are looking for alternatives that can break these suppressions carried out by Europeans. In this way, we turn to decolonial ideas that aim to break with the logic of coloniality. We can conclude that these practices are poorly developed in the institution, so we proposed active problem-based methodology and music as a didactic resource. As playful educational tools that strengthen the teaching-learning process, they are active agents in the decolonial work of combating racism, and it is essential to train responsible and ethical teachers in the fight against racism and any form of oppression.

Trauma and Percieved Internal Support of Police Officers in Kenya

Purpose: This paper explores how Police officers in Kenya and elsewhere in the globe play an irreplaceable role of ensuring security, law and order but are exposed to a wide range of potentially psychologically traumatizing events in the course of duty without adequate internal trauma informed support. This trauma potentiates them to develop Post Traumatic Stress Disorder which is associated with many dysfunctional behaviors like assault, homicide and suicide. 
 Materials and Methods: Hermeneutic phenomenology approach is used to collect information from scholarly articles and media reports on the subject of police trauma and internal support. This data is then assessed to generate findings presented in this paper. Thirty case studies of Kenya police perpetrated assault, homicide or suicide are also selected randomly from the media to support the scholarly findings about work related police trauma and internal support.
 Findings: Kenyan police officers are exposed to traumatic events but police training and culture encourages hardiness, masculinity and repression instead of trauma informed coping. The case studies reveal that traumatized police officers in Kenya develop severe Post Traumatic Stress Disorder (PTSD) which then presents in various psychological disorders and deviance like assault (14%), murder (30%), suicide (90%) and homicide (17%).
 Implications to Theory Practice and Policy: Police management should put in place trauma informed curriculum in police training and practice. Psychological and situational mediators should also be established as a priority for trauma prevention, mitigation and stress management. Researchers should go beyond highlighting police psychological morbidity to investigate models and interventions that work to prevent and speedily resolve police trauma.

The challenges and countermeasures of curriculum development of basic education in the era of artificial intelligence-- educational transformation based on ChatGPT

The rise of ChatGPT era will bring great changes to human production and life, and also pose a major challenge to the implementation and reform of basic education curriculum. This will lead to an all-round reform of basic education curriculum theory, basic education curriculum system and basic education curriculum practice. This paper comprehensively analyzes the impact of ChatGPT on the basic education curriculum and the challenges faced in the educational transformation from a systematic perspective. The technical characteristics of ChatGPT and its advantages in enabling basic education curriculum construction are deeply studied. At the same time, the challenges facing the construction of digital educational resources are analyzed in detail. The paper also puts forward some suggestions on basic education knowledge system, curriculum implementation, teaching methods, teachers and students' digital literacy and so on.

‘I danced on the road to the Macarena song which felt a bit naughty’: Affective entanglements and the wayfaring pandemic child

This paper applies a posthumanist lens, informed by the work of Hollett and Ehret and of Ingold, to consider children’s playful affective entanglements with the human and the more-than-human during fluctuating periods of social distancing in the COVID-19 pandemic. Through this refracting theoretical lens, I (re)examine a selection of play and leisure experiences of an emergent subject – the pandemic child – during the national U.K. lockdowns of 2020 and 2021. Via a national online, qualitative survey, children and families were invited to share examples of their play and leisure experiences during the pandemic to the Play Observatory, a U.K. research project that ran from 2020 to 2022. These survey contributions provide portals through which to (re)consider children’s connection, participation and emergent becomings, attuning analytical attention towards children’s affective place-event entanglements during pandemic times. A posthumanist (re)telling of children’s Play Observatory contributions demonstrates how children were imbricated in constantly emergent affects, meanings, becomings and potentialities, that waxed and waned, intensified and dissipated, transcending the physical locus of lockdown. This paper contributes to the field by unsettling discourses of rupture, loss and deficit that have tended to dominate public and policy discussions of children’s experience of lockdowns. It contributes to ongoing, collective attempts to interrupt policy responses to the pandemic that centre individualising practices of curriculum ‘catch-up’ and fail to invite into the debate consideration of the potential richness of experiences and events encountered by the pandemic child outside of the strictures of normal schooling and curriculum.

Evidence-based simulation: Fostering competency through structured and multisource feedback.

Preclinical simulation is an evidence-based method for nurse practitioner (NP) students to improve clinical communication and disease management competency. During simulation, students may receive feedback from multiple sources, including standardized patients (SPs), faculty, peers, and themselves. Although evidence supports simulation with multisource feedback, its impact on clinical knowledge and communication has yet to be evaluated among NP students. We designed, implemented, and evaluated a preclinical simulation program with structured multisource feedback integrated into a disease management course within a Doctor of Nursing Practice curriculum. Differences in communication self-efficacy and disease management knowledge before and after participation, as well as perceptions of learning and importance of varying feedback sources, were evaluated using a single group pre-post mixed-methods design. On average, clinical communication self-efficacy was significantly higher, and disease management knowledge scores were significantly higher after participation. Learners rated feedback sources as important or very important and described varying feedback sources as complementary. Feedback from SPs, peers, learners themselves, and faculty was complementary and important to learning. This preclinical simulation program with purposeful integration of multisource feedback provides an evidence-based foundation for scaffolding multidomain competency development into curriculums to meet updated standards of advanced nursing education.

Assessment of performance and confidence level of simulation based clinical examination of respiratory system in undergraduate medical students of a medical college: a comparative cross-sectional study

Introduction: Students in the preclinical phase have adequate clinical exposure to normal physiological findings of clinical examinations performed in healthy peers but do not have exposure to pathological findings other than theoretical knowledge, which is challenging for students during the clinical phase of curricula in examining actual patients. Simulation based medical education (SBME) has recently emerged to address this gap. This study aimed to assess performance and confidence level of simulation based clinical examination of respiratory system in preclinical undergraduate medical students of a medical college. Methods: A comparative cross-sectional study was conducted in the Department of Human Physiology of Medical College. All second year medical students using purposive sampling were taken. Students were divided into three groups and subdivided into six subgroups and each subgroup carried out examination in either healthy subjects or both healthy subjects and manikin. Predesigned proforma was used for assessment of students and the clinical examination process was invigilated by certified physiologists. Results: Students who received both simulation and conventional tutoring methods were able to accurately identify all lung sounds better as compared to those with conventional tutoring with the percentage difference being maximum in identifying vesicular (29 vs 6), stridor (28 vs 6), and bronchial (25 vs 6) breath sounds and least in identifying coarse crackles (3 vs 2). Majority (39 out of 41) of the students receiving SBME of respiratory system were satisfied with the simulation based practice and 34 of those students were even confident on clinical examination. Conclusion: SBME increases performance status and confidence level in medical students. A practical curriculum can be planned to incorporate simulation based clinical examination in preclinical medical students in practical sessions.

“Four Dimensions, Four Stages and Five Supports, Integration of Theory and Practice”-Reform and Practice of Professional Curriculum for Industrial Upgrading

The transformation and upgrading of the manufacturing industry make the problem of “shortage of resources and weak teaching” in the professional curriculum of the ceramic materials obvious. This paper discusses the background and thinking of the curriculum reform of inorganic non-metallic materials engineering major, summarizes the reform thinking of “four dimensions, four stages and five supports, integration of theory and practice” and the achievements since its implementation, and discusses the significance of the reform.

Provision and Long-Term Assessment of a Specialized Clinical Evidence-Based Practice Curriculum for Master of Social Work Students

This study investigated social workers’ knowledge of the common elements in evidence-based practice to treat youth mental health conditions following a specialized curriculum during their Master of Social Work (MSW) education. Participants’ knowledge was measured during their MSW education and in their first 5 years of social work practice after graduation. The quantitative study measured participants’ knowledge of common elements three times; 86 social workers participated in the study with 67 sets of scores at three data points. Study results showed that participants knew more after completing the curriculum but knew less one to five years after graduation. Overall, however, their knowledge remained higher than before the curriculum. The findings provided insight into social workers’ knowledge of common elements of evidence-based practice modalities over time following a specialized curriculum. Findings also suggested that having multiple work obligations, lacking supervision, and receiving supervision by someone other than a social worker were all factors that might hinder graduates from continuing their education in evidence-based practice after graduation.

Assessing the Scholarship of Curriculum Practices and the Lived Experiences of Postgraduate Students in a Higher Learning Space

Curriculum reform has revolved from production-based to knowledge-based. This trajectory compelled reformists to be deliberate in generating knowledge toward globalized curriculum practices that value humanity for good. This empirical paper reflected on the lived experiences of postgraduate students in a higher learning institution in their becoming. Postgraduate students are expected to complete their studies by working in a space buffeted by silo-thinking, academic jealousy, and volatile relations. This study attempted to answer the following question. What curriculum practices and innovations can make the world a better place for all? Africana Critical Theory was used to make sense of the lived experiences of a postgraduate student. Eight postgraduate students registered for masters and doctoral studies, and five supervisory teams, operating through multiple artificial intelligence in the form of the Yammer tool ranging from smartphones, laptops were engaged numerous times to enable sharing, expressing, and showing casing their new emergent identity in a virtual participatory action research approach, online discussion. Webinars were the primary source for generating data. The generated data was recorded and automatically generated into text through Fireflies’ software. Critical Discourse Analysis was used to arrive at the following findings: Curriculum practices unraveled the hidden curriculum that humans in our current state, that cybernetics exists around us, and in simpler forms than futuristic visions. Cyberspace has created profound variations in human consciousness and social identity. These findings imply that second-life realities are beneficial in a postgraduate context. Keywords: Curriculum Practices, Yammers Tool, Consciousness, Postgraduate