Curriculum Project Research Articles

校企合作“新型学徒制”创新创业课程项目实施研究

校企合作“新型学徒制”创新创业课程项目实施研究

Work-Based Assessments in Higher General Surgical Training Program: A Mixed Methods Study Exploring Trainers' and Trainees' Views and Experiences.

Introduction In the United Kingdom, work-based assessments (WBAs) including procedure-based assessments (PBAs), case-based discussions (CBDs), clinical evaluation exercises (CEXs), and direct observation of procedural skills (DOPS) have been used in Higher General Surgical Training Program (HGSTP) since the introduction of Modernising Medical Careers. Although the Intercollegiate Surgical Curriculum Project states that they should be used for the formative development of trainees using feedback and reflection, there is no study to look at the perception of their usefulness and barriers in using them, particularly in HGSTP. The aim of this study is to investigate trainer's and trainee's perception of their usefulness, barriers in using them, and way forward for their improvement in HGSTP. Methods This was a mixed method study. In phase I, after ethics committee approval, an online survey was sent to 83 trainers and 104 trainees, with a response rate of 33 and 37%, respectively, using Online Surveys (formerly Bristol Online Survey) from July 2018 to December 2018. After analysis of this result, in phase II, semistructured interviews were conducted with five trainees and five trainers who had volunteered to take part from phase I. Thematic analysis was performed to develop overarching themes. Results For professional formative development, 15% of the trainers and 53% of the trainees felt that WBAs had a low value. Among 4 WBAs—CEX, CBD, PBA, and DOPS—PBA was thought to be the most useful WBA by 52% trainers and 74% trainees. More trainers than trainees felt that it was being used as a formative tool (33 vs. 16%). The total number of WBAs thought to be required was between 20 and 40 per year, with 46% of the trainers and 53% of the trainees preferring these numbers.The thematic analysis generated four themes with subthemes in each: theme 1, “factors affecting usefulness,” including the mode of validation, trainer/trainee engagement, and time spent in validating; theme 2, “doubt on utility” due to doubt on validity and being used as a tick-box exercise; theme 3, “pitfalls/difficulties” due to lack of time to validate, late validation, e-mail rather than face-to-face validation, trainer and trainee behavior, variability in feedback given, and emphasis on number than quality; and theme 4, “improvement strategies.” Conclusions The WBAs are not being used in a way they are supposed to be used. The perception of educational impact (Kirkpatrick levels 1 and 2) by trainers was more optimistic than by trainees. Improvements can be made by giving/finding more time, trainer training, more face-to-face validation, and better trainer trainee interactions.

Decolonising schooling practices through relationality and reciprocity: embedding local Aboriginal perspectives in the classroom

ABSTRACT Indigenous communities share concerns related to power, tokenism, and the reproduction of patterns of privilege and discrimination within formal schooling systems. These are issues that were central to ambitions of the Culture, Community and Curriculum Project (CCCP), the focus of this paper. The CCCP was a three-year ‘pilot’ study that accepted from the outset that Aboriginal parents and community members should have a genuine and meaningful role in education-related decision making and practices. We report on the processes and experiences of community members and teachers as they drew on local expertise to embed contextually responsive perspectives, knowledges, and ways of teaching that met national curriculum requirements, while concurrently fostering learners’ critical social consciousness. We hope to illustrate how and why the embedding of local Aboriginal perspectives has enriched the learning experiences for all involved, whilst highlighting some of the challenges of such an approach being genuinely taken up more widely.

Dental schools and clinical endodontics in Brazilian Dental education institutions

Este estudo transversal do tipo censo avaliou características dos cursos e os modelos de ensino de endodontia clínica nos cursos de Odontologia no Brasil. Realizou-se acesso a sítios eletrônicos de 452 cursos registrados no Cadastro Nacional de Cursos e Instituições de Educação Superior do Ministério da Educação. As variáveis de interesse foram: dados da instituição; presença de matriz curricular e projeto pedagógico do curso: dados do curso (número de semestres, turno de realização), dados referentes à área de endodontia clínica. Os dados foram inseridos em banco de dados e foi realizada análise estatística descritiva. A graduação em Odontologia ocorre majoritariamente em instituições privadas (86,3%) e na região sudeste (37,8%), sendo os cursos em sua maioria diurnos (73,8%). A matriz curricular e os projetos pedagógicos estavam disponíveis em 76,5% e 23,4%, respectivamente, sendo predominantemente encontrados nos sítios eletrônicos de instituições públicas. O ensino de endodontia clínica tem início em diferentes momentos, conforme o curso, iniciando no terceiro semestre e pode ocorrer de forma isolada ou em clínica integrada. Conclui-se que há um predomínio de oferta de ensino de graduação em Odontologia em instituições privadas. Há um número restrito de vagas em cursos noturnos. Há uma tendência que o ensino de endodontia clínica ocorra de forma integrada com as demais áreas da Odontologia. A coleta de informações é dificultada pelo número restrito de projetos pedagógicos disponíveis para consulta. O total acesso a estar informações permitiria que o aluno, ao ingressar na instituição, conheça como ocorrerá o processo de ensino-aprendizagem.

STEM Approach as a Means for Students’ Science Learning

This article aims to describe the outcomes of a STEM project implemented in five different school clusters. It involved the delivery of STEM curriculum projects and its bottom line was the contextualization of the curriculum to the students’ reality (i.e., it aimed to increase the comprehension of scientific phenomena and the science knowledge to provide a sense to local and global realities). The study aims to describe the students’ learning during the development of the project. The research reported in this study is qualitative, adopting an interpretative orientation. Participants were 1097 students belonging to five school clusters from distinct regions of Portugal. The students came from 52 different primary classrooms (n=941), mostly from Year 3 and Year 4, and 9 lower secondary classrooms (n=156), aged between 8 and 15 years-old. Due to the diversity of school clusters and local contexts, the curriculum projects had many differences, even though they were based in the same curriculum matrix. The data sources used in this study were group interviews and written documents. The results showed that all curriculum projects allowed students to have positive learning experiences and to develop a significant number of competencies. Namely, they mobilize specific scientific knowledge related to the developed activities, as well as transversal competencies such as, formulate questions, appreciate, justify and evaluate different perspectives, plan and deliver an investigation, communicate findings to their classmates and the community, in order to create awareness to social problems and acting in and with the community.

Project-Based Learning through Information and Communications Technology and the Curricular Inclusion of Social Problems Relevant to the Initial Training of Infant School Teachers

Project-based learning (PBL) is considered to be one of the most highly valued methods in the development and acquisition of competencies at all educational levels. From an interdisciplinary and collaborative focus, pupils acquire knowledge and skills through investigative tasks, with a view to responding to a problem or challenge, in the form of a final product. The methodological implementation of PBL in specific teacher-training contexts is especially useful for curricular inclusion and the didactic treatment of relevant contemporary social problems and socially alive questions. In this investigation, the assessment of the perceived learning of a group of infant-education teacher trainees (n = 59), following a teacher-training program on social problems, is analyzed. The program is designed on the basis of the principal methodologies of PBL and the operational integration of information and communications technology (ICT) (WebQuests). The study begins with the pre-experimental quantitative designs of a cross-cutting prospective nature with a control group. The results provide information on the special didactic potential of active methodologies, including PBL, for the creative development of thought processes and the acquisition of social competencies and good citizenship in relation to social problems on interdisciplinary curricular projects for infant education. Likewise, it is evident that PBL methodology through ICT facilitates the acquisition of technological competencies, linked to the development of social and communicative competencies, as well as cooperative–collaborative work.

International Society on Thrombosis and Haemostasis core curriculum project: Core competencies in laboratory thrombosis and hemostasis

BackgroundLaboratory analyses of blood samples are essential for diagnostics and therapy monitoring of patients with bleeding and thromboembolic diseases. Following publication of the core curriculum for clinical thrombosis and hemostasis, the International Society on Thrombosis and Haemostasis (ISTH) recognized that thrombosis and hemostasis laboratory specialists require distinct competencies that differ from medical doctors working clinically with patients. To address this gap the ISTH formed a working group of international hemostasis and thrombosis laboratory specialists to develop an evidence‐based core curriculum for laboratory specialists. ObjectiveThis research sought consensus from the international community on core competencies required for laboratory specialists in thrombosis and hemostasis. MethodsA draft list of 64 competencies was developed and an online stakeholder survey was circulated electronically to 15 302 ISTH members and contacts in the wider international community. The results were analyzed and used to develop the final approved core curriculum. ResultsThree hundred and thirty responses contained meaningful data, with broad international representation of specialists. No draft competencies were excluded, and 58 were rated as “does” or “shows how.” The Leik measure of consensus for most competences was “moderate” (n = 30) or “fair” (n = 32). ConclusionsThe development of an international core curriculum for laboratory specialists provides a foundation for the development and enhancement of education and quality management of the laboratory. Although there is no formal designation for laboratory specialists, international governing bodies and regulatory organizations are encouraged to consider the diagnostic core curriculum for development and accreditation of more standardized educational programs and formal assessment across jurisdictions.

Preparing Pre-Service Teachers for Inquiry-Based Practical Work in Multiple-Deprived Classrooms: A Decoloniality Approach

Amidst debates on decoloniality in higher education and instructional strategies earmarked for the 21st century in science classrooms, this paper argues for the preparation of teachers who have the epistemic capability to be functional in all school contexts. The study adopts a decoloniality approach and Sen’s Capability Approach to explore the link between pre-service science teacher preparation and the practice of inquiry-based practical work (IBPW) in multiple-deprived classrooms. Inquiry-based learning is an impetus of current reforms and curriculum projects in science education. Practical work is also central to science teaching and learning. The integration of inquiry-based learning and practical work results in IBPW instructional strategies. The implementation of the strategies is filtered through school contextual settings such as material resources and teacher professional identities, which are some of the unmet needs in multiple-deprived classrooms. What is subject to debate in this paper is how teacher training programmes prepare pre-service science teachers to effectively implement IBPW under the adverse conditions of multiple-deprived classrooms. Using one university in the Free State province of South Africa as a case study, data were generated by means of two focus group interviews, each with five final-year pre-service teachers, and semi-structured interviews with two lecturers. Theorising on a decoloniality approach for pre-service teacher preparation in IBPW implementation, the study highlights some epistemic and pedagogical issues that create multiple-deprived classrooms and perpetuate non-inclusivity and injustices.

Interview as a development tool of students’ language skills (on the example of the extra curricular student project "German Russia" at the department of media linguistics, faculty of journalism, Lomonosov Moscow State University)

The article examines the methodological potential and advantages of an interview as an educational tool in terms of the development of language skills and intercultural competence of students-journalists. The author presents the experience of her own project training method, carried out in 2017-2019 as a part of extra-curricular project activities at the Department of Media Linguistics, Faculty of Journalism, Lomonosov Moscow State University. From a methodological point of view, such characteristics of the genre as a dialogical nature, the interaction of informational and manipulative communicative strategies, the role of interviews in representing national-cultural and individual ideas about the world are considered. The integrated approach used in the work includes the methods of linguistic, linguoculturological, contextual and methodological analysis. The form of organization of the educational interview deliberately creates and immerses students in a special social environment that refects the specifc characteristics of the diversity of cultures - a multicultural educational space. Representations of extra-linguistic reality are materially expressed in the text at all levels of speech organization: words (language signs), groups of words (phrases, sentences), text, set of texts. The format of the educational interview allows students to improve their knowledge of speech formulas adopted in this culture in a specifc situation of verbal communication, and, consequently, to develop their intercultural competence. In a dialogue with native speakers of a different culture and language, students learn to recognize the similarities or differences in ideas that exist within the Russian national culture with the ideas of native speakers of another culture, interpret new aspects in the cultures studied, and to be open to assessing their culture through the norms and values of another ethnic group.

Pre-service Art Education: Examining Constructions of Whiteness in/through Visual Culture

In this paper, I describe an arts-based curricular project taught to ten White-identifying and two non-White-identifying pre-service art teachers in Fall of 2018. The curriculum used a cultural studies framework to examine Whiteness as both a hegemonic cultural construction and identity construct. As a means to expand an arts-based pedagogy and curriculum, I utilize film as a pedagogical tool, and the circuit of culture, as a framework to reveal the power inherent within various “moments” or processes of visualization culture. By using this framework, students analyzed, exposed and challenged White supremacist ideologies and were given a contemporary way to examine Whiteness and the power invested in its creation and how this investment impacts every part of their personal and professional lives. Three key cultural analyses of Whiteness are offered in this paper. In sum, I propose the necessity of development of Whiteness art education curricula in support of critical multicultural methods and give suggestions of next steps for art education.

Beyond the Lab: Influencing Practice and Policy

In this article, the authors describe over 20 years of work with Ellen Winner at Project Zero, a research and development group at the Harvard Graduate School of Education. This included a cross-arts curriculum and assessment project aimed at practitioners (ArtsPROPEL, 1989–1995), 10 meta-analytic syntheses of the effects of arts learning on nonarts achievement (REAP, 1997–2001), and an observational theory-building study of the dispositions intended to be learned in high school art classes and the structures through which they are taught, meant for audiences of both practice and theory (Studio Thinking, 2001–2013). Ellen’s perspective as an experimental psychologist interacted with ours in fertile ways to make richly rewarding collaborations in our efforts to make sense of art education practices. From how she chooses what she studies, to her eclectic approaches to research, to addressing her work to broad audiences, psychologists have much to gain from Ellen’s methods.

Healthy eating promoting in a Brazilian sports-oriented school: a pilot study.

BackgroundAdolescents, particularly athletes, have high exposure to ultra-processed foods, which could be harmful to their health and physical performance. School environments are capable of improving eating patterns. Our study is aimed at capturing changes in students’ food consumption three years after they enrolled at an experimental school, considered a model of health promotion in Rio de Janeiro city. We also aimed to depict the promising nature of the healthy eating promotion program implemented in the school and share the learnings from its implementation.MethodsOur pilot study was a follow-up on the implementation of a school garden, experimental kitchen activities, and health promotion classes. We evaluated 83 adolescent athletes’ food consumption twice during the study: at its beginning (2013) and end (2016), by administering a food frequency questionnaire (FFQ) that inquired about the frequency of foods consumed in the past week. To evaluate how effectively the activities were established, integrated, and sustained in schools, the Garden Resources, Education, and Environment Nexus (GREEN) tool was used, and the school’s adherence to the school garden program was classified as high (scored 47 points out of 57).ResultsIn 2013, 89 adolescents (mean ± SD 11.9 ± 0.4 years, 54% male) participated in the study, of which 83 continued until 2016 (14.8 ± 0.5 years, 55% male). In 2013, the mean frequency of raw salad and fruits consumption was 1.4 (CI [1.0–1.9]) and 4.3 (CI [3.8–4.9]) days per week, respectively. Three years later, the frequency of raw salad and fruits consumption was 2.2 (CI [1.6–2.7]) and 5.0 (4.5–5.5), respectively. Considering that five meals were offered at school (five days/week), it may be possible to assume that the program raised awareness on the importance of healthy eating.ConclusionOur results suggest that such integrated healthy eating promotion programs may improve adolescent athletes’ eating habits, by increasing the frequency of their consumption of unprocessed foods. This pilot study’s results inspired us to implement an expanded project at the municipal level. Since 2018, teachers who participated in this program are working with Rio de Janeiro’s Municipal Secretary of Education for Coordination of Curricular Projects. Some learnings from this pilot study on implementing the garden/experimental kitchen project in this school are being applied in 65 schools of the municipal network: joint activities must be fostered among students, teachers, and parents; healthy eating needs to be a respected value among adolescent athletes and become an example for parents and teachers.

Validación del método y los instrumentos del modelo Webb para el análisis del alineamiento entre el currículo de Matemática de bachillerato y la prueba Ser Bachiller

El alineamiento puede definirse como la medida en la que las finalidades educativas expresadas en el proyecto curricular y las evaluaciones estandarizadas externas se articulan para facilitar el desarrollo esperado de los y las estudiantes y servir de guía a los y las docentes. Existen diferentes modelos para el análisis del alineamiento, pero el modelo Webb es uno de los preferidos, debido a que ha sido aplicado en numerosas ocasiones y está ampliamente documentado. Este estudio valida el método y los instrumentos propuestos por el modelo Webb para su posterior aplicación en una investigación de alineación, siendo la primera vez que en el Ecuador se realiza un trabajo de este tipo. La validación del modelo Webb se realizó en diez fases, comenzando por la conformación y capacitación de un panel de 4 expertos, y prosiguiendo con el análisis, en sesiones individuales y de consenso, de cada una de las cinco categorías propuestas por Webb. El estudio supuso una dedicación de 25 horas para los expertos. El trabajo realizado por el panel de expertos permitió realizar ajustes para la mejora de la metodología y de los instrumentos de análisis. El estudio revela que la aplicación del modelo Webb en el contexto ecuatoriano es posible y se ve facilitada por la estructura del currículo 2016 y su articulación con los estándares de aprendizaje.

Envisioning Two-Way Immersion Language Learning in China: An Initial Kindergarten Curriculum Plan

This article describes the practical application of an innovative bilingual preschool program that involves two-way immersion of both English and Chinese in classrooms. This has not been written about extensively, especially in the context of early childhood classrooms in Asian countries. The primary goal of the two-way immersion kindergarten is to offer children aged 3 to 5 the opportunity to achieve their maximum potential in all aspects of personal growth by using an enriched bilingual education model and an integrated learning curriculum. This initial curriculum plan has been developed for a two-way immersion kindergarten in Beijing, China. This framework articulates the goals of the program, program planning, implementation and design, as well as the expectations for these children. Samples of preschool and kindergarten schedules, Kindergarten Year 1 (K-1) curriculum projects, and Kindergarten Year 2 (K-2) curriculum maps are included in Supplementary A, B, and C. A detailed description of different type of activity centers is given in Supplementary D.

Agile Software Projects Implementation in Technical Education for Learners – A Case Study

Software Development process is quite mature now a days and various software development models are existing in the software industry since last many decades. Software development has very high failure rate due to various reasons. In the recent years Agile has gain popularity in the software industry and there is need to teach this process is to students studying in technical institutions. Students studies the traditional models like waterfall model, Iterative process, RAD model etc. in the courses and Implements their project using above software development models. This research paper is the study of the learning of students while Implementations agile in the project. this paper focus on how much students have learned while applying agile in their university curriculum projects and their short comings and identification of weakness.

Critical Latinx Indigeneities: Unpacking Indigeneity from Within and Outside of Latinized Entanglements

This article engages an important, but difficult conversation about the erasure of indigeneity in narratives, curriculum, identities, and racial projects that uphold settler colonial logics that fall under the rubric of Hispanic, Latina/o/x, and Chicana/o/x. These settler colonial logics include violence by these groupings against Indigenous people, or indios, that has been part of Mexican and U.S. history in the Southwest. We examine Hispanic, Latina/o/x, and Chicana/o/x settlers’ complicity with myths that support white settler futurity, including through social studies curricula and contemporary discourses of the U.S. as a nation of immigrants. The problematics of Hispanidad and Latinidad are also engaged as part of officialized U.S. state regulation and as an expression of mestizaje based on indigenism (indigenismo). Indigenismo worked hand-in-hand with mestizaje and functioned not so much as a celebration of racial mixture, but as state eugenicist programs of Indigenous erasure throughout Latin America, and by extension in Latino communities in the U.S. Finally, we provide diverse examples of how this process works to advance a theory and praxis of Critical Latinx Indigeneities to decolonize Latinidad and mestizaje in order to envision Indigenous futurities within and outside of the Latinized entanglements of the present.

Instruments of Developing Social Marketing in Public Health

Abstract This paper examines the way in which social marketing can be developed in public health and provides a set of practical instruments in this regard. Social marketing is an important tool in generating behavioural change and its usefulness in public health was proved by previous studies. However, it is still overlooked by many public health specialists, mainly because they lack basic instruments in this regard, especially knowledge and technical support. This study provides an opportunity to advance the implementation of social marketing and it priorly addresses to: national authorities in developing public health policies and strategies, medical curriculum developers, teachers, project managers and team members of health promotion programs. The research is interdisciplinary, applicative, descriptive, with a qualitative approach, based on logical-deductive reasoning. The novelty of the paper is expressed by the proposed total framework of implementing social marketing in public health, that comprises three dimensions: political, training and collaborative. The political dimension implies a unified application of the concept at the national level through specific strategies and encouraging program developers to use marketing techniques in influencing health behaviour. The training dimension implies courses provided at different levels and stages of training: students, master students, specialists. The collaborative dimension requires the creation of joint teams and clear distribution of roles for each member, of which at least one should be a specialist in social marketing. According to these three dimensions, the study describes three instruments (a guide, a curriculum and a sketch of the team) that were created for developing social marketing in public health in countries like the Republic of Moldova, where the concept is still not widely known and accepted. This study tends to give support for researchers in promoting social marketing techniques.

Design of Mobile Learning System for Courses of Computer Science and Technology

In recent years, mobile learning system is increasingly applied in colleges and universities due to its promising capability. This paper proposed a design of mobile learning system for courses of computer science and technology. The architecture was described, and the detailed scheme of the system was given including server and client solution. The system adopted Client/Server structure, and it supported Android and iOS operating systems. The relationship of each level and the data structure of each model were designed according to the business logic. Consequently the client program was developed based on real time video transmission protocols of RTP/RTCP/RTSP. The main functions of mobile learning system included curriculum center, teacher-student interaction, assignment and project. This design provided a learning platform for the students majoring computer science and technology. Using hand-hold mobile terminal devices, students can study courses anywhere and anytime through video, voice, picture, text and other media.

Build history through educational competences in the degree of primary education

This work collects the results obtained from the teaching innovation project called: ‘Building History through educational competences in the Degree of Primary Education’, carried out in the course 2017/2018. Different educational competences present in the curricular projects related to the area of Social Sciences were worked during its development. During the proposal, several practical activities will be carried out, such as small research works during the visit to the Archaeological Museum of Cordoba and the realisation of historical models related to the chosen theme in the didactic itinerary that will be included in a group classroom blog. The interaction of two different branches of knowledge (Social Sciences and Humanities) allowed us to work in an interdisciplinary way to concretise in practice the different activities. In fact, the purpose of this didactic experience is the application of these activities by the students to take them to a real classroom context.
 Keywords: Primary education degree, educational competencies, methodology, historical heritage, cooperative work.

Action research through lesson study for the reconstruction of teachers’ practical knowledge. A review of research at Málaga University (Spain)

ABSTRACTThis article aims to set out our discussions, reflections and research at Málaga University (Spain) in relation to Lesson Study (LS), as a cooperative action research process. The paper aims to summarise the main findings of ten years of research, addressing the concepts and dilemmas found both in forming teachers’ practical thinking and in the complex processes of reconstruction through LS. The results of our research provide evidence that it is a useful way to deal with the reconstruction of teachers’ practical knowledge in teacher training. Teachers’ practical knowledge should be more broadly seen as an active combination of theoretical knowledge, procedural knowledge and skills, attitudes, emotions, believes, and values: i.e. teachers’ practical thinking. Most of these personal and professional resources are unconscious, or rather sub-conscious. Changes in teachers’ practical thinking require more practical experience and reflexion: a dialectical process based around two key components: theorisation of practice and experimentation of reconstructed theory. The results of our research show that these dialectical process could be developed with LS as a particular way of developing AR, adding a complex, systematic, flexible and cooperative way of dealing with specific and contextual curricular innovation projects. We therefore conclude that LS could be a very useful path to follow in reconstructing teachers’ practical thinking from within, strengthening the professional teaching community.