Areas Of Curriculum Research Articles

Understanding how pre-service teachers design numeracy-rich activities in non-mathematic curriculum areas

Understanding how pre-service teachers design numeracy-rich activities in non-mathematic curriculum areas

Performance of OpenAI’s GPT-4 in a mock MRCS Part A Examination

Introduction: OpenAI’s latest iteration of a Large Language Model (LLM); GPT-4 (Generative Pre-trained Transformer 4) has demonstrated its proficiency against various professional examination standards like the USMLE (United States Medical Licensing Examination), FRCS (Fellowship of the Royal Colleges of Surgeons) and the United States Bar. However, GPT-4’s capability with the MRCS (Membership of the Royal College of Surgeons) Part A has not yet been investigated. Methodology: A representative MRCS Part A examination that was prepared and provided by “TeachMeSurgery” based on the MRCS Intercollegiate Curriculum was used to assess GPT-4's performance. Each question was processed via the web-based interface of ChatGPT (Chat Generative Pre-trained Transformer) Plus. Results: GPT-4 scored 87.2% on Applied Basic Sciences (157/180) and 86.7% on Principles of Surgery in General (104/120 questions), achieving an overall score of 261/300 (87%), which is above the typical passing threshold. GPT-4 scored 100% in four out of the eleven predefined curriculum areas, which included: Pharmacology, Microbiology, Data Interpretation and Audit, and The Surgical Care of Children. GPT-4’s weakest performance was in the Medico-Legal Aspects of Surgical Practice, in which it scored 33.3%. Conclusion: GPT-4 successfully passed the mock MRCS Part A without any specialised preparatory training, however further research could look at integrating the GPT-4 model to enhance a trainee surgeon’s learning and use it as an effective tool to deliver high quality & efficient patient care.

Exploring Iranian ESP teachers’ emotion labor: a critical perspective

Despite the growth of research on English for specific purposes (ESP) teachers over the past two decades, the scope of research that focally examines ESP teachers’ emotions is limited. The present study explored 10 Iranian ESP teachers’ emotion labor. Collecting data from questionnaires, narrative frames, and semi-structured interviews, we show how contextual discourses, policies, and expectations of ESP instruction interact with the teacher participants across four areas of pedagogy, assessment, materials, and curriculum and culture. Our findings indicated that content featured as a significant factor in the teachers’ emotions, agency, and identity directly, indirectly, and specifically through content-related discourses and participants. More specifically, it is not necessarily the content itself that along with language shape ESP teachers’ professional sense-making; rather, the way content manifolds in institutional work and interacts with language through various contextualities, modalities, and participants functions more profoundly in ESP teachers’ work. We provide implications for ESP teachers to draw on their collegial potentials to form communities of practice that positively contribute to their professional growth and transform their negative emotions into mutual emotionality.

Education for technologies and ICT in compulsory education in Romania. Comparative analyses, the need for reconsiderations and equal opportunities

The research analyses the situation of education in Romania regarding the presence in the official documents of the school subjects that form competences for the technological field and for ICT. The framework plans for compulsory education at the primary, secondary and lower cycle of high school were analysed. The conclusions show the fact that many of the official school documents are older than 10 years and they were developed and approved by the Ministry of Education without considering continuity and a unitary vision. If in secondary education the situation is somewhat better, in all the analysed profiles, in primary education the curricular area "Technologies" is underrepresented, although equal opportunities are offered to students from all majors. The high school operates framework plans approved in 2009, which means that there is no continuity in the study of some subjects, ICT/Computer science being present only in certain specializations. The situation is analysed in the classes belonging to mass education, the one intended for national minorities and from specializations such as: mathematics, computer science, technological, arts, music, theology, pedagogy, social sciences, sports, military, public security. A series of research directions and priorities are proposed for a better presence of technology and ICT education in the training of students for the society of the future.

Issues in staffing and outsourcing in schools. Who’s teaching health and physical education?

The staffing and outsourcing of the marginalised curriculum area Health and Physical Education (HPE) has been an area of growing concern, alongside rising concerns for the decline of students’ health due to increased sedentary behaviour and mental health problems, yet there has been little research attention to the staffing and delivery of HPE in Australian schools. This article addresses that gap in understanding with analysis of data from a larger study examining positioning and implementation of HPE in schools. A mixed methods questionnaire was completed by 30% of government schools in New South Wales ( n = 556) providing data on staffing, delivery and outsourcing arrangements. Findings suggested that specialist HPE teachers are not in-charge of teaching HPE; and the majority (67%) of schools outsource at least some HPE, with far-reaching impacts on curriculum coverage and student exclusion from lessons evident. Findings also suggested that students experience varied methods of delivery in Physical Education (PE), and Health Education (HE) lessons. Together, these findings raise questions regarding the assurance of quality and equity, with implications for future policy and practice and the health and wellbeing of school children.

Using English as a Language of Instruction in Rural Schools in Thailand: Key Challenges for Teaching and Learning

Primary school teachers in Thailand are encouraged to use English as a language of instruction across all curriculum areas in their classrooms, not just in English lessons. However, many non-English major teacherswho teach in rural schools struggle to deliver lessons in English due to the lack of professional knowledge and ongoing support for English language usage. This paper considers the experiences of non-English major teachers working in rural schools in Thailand who participated in a coaching and mentoring program to support their motivation and confidence to use English as a language of instruction. A participatory case study research design was used for this study, which included classroom observations and semi-structured interviews with teacher–participants before, during and after the coaching and mentoring program. Some of the key challenges that arose included the use of Thai as a language of instruction, lack of resources and support for the use of English as a language of instruction, lack of clarity in school policies and the limited availability of professional learning for teachers in rural schools.There is an urgent need for additional professional learning support for teachers, especially those working in rural schools, to ensure success of the Thai government’s policy aim to make English available as a language of instruction in all primary schools.

University teachers at the crossroads: unpacking their intentions toward ChatGPT's instructional use

PurposeThe objective of this study was to elucidate the intentions of university teachers regarding the utilization of ChatGPT for instructional purposes.Design/methodology/approachIn this cross-sectional quantitative research, data were collected through an online survey tool from 493 university teachers across Pakistan.FindingsThe findings revealed that positive attitudes and a sense of perceived behavioral control had a positive impact on teachers' adoption of ChatGPT for instructional purposes. Conversely, subjective norms exhibited a significant negative influence. The results underscore that teachers are inclined to embrace ChatGPT for instructional cause due to their recognition of its educational utility. However, it does not appear that their social environment, which includes their coworkers and managers, has a significant impact on how they decide what to do.Research limitations/implicationsThe findings bear implications for devising relevant policies that support AI integration in curricula and assessments and teachers’ professional development (PD) programs. There is a need for formulating guidelines at the universities and the policy tiers to make the ChatGPT use more relevant. Future research should strive to generate insights toward AI use in the areas of curriculum, assessment and teachers’ PD.Originality/valueThe study adds to the relatively new literature on the integration of ChatGPT in higher education. This study’s findings contribute to the body of knowledge related to AI’s pedagogical use and set future directions to consider factors influencing meaningful and responsible use of AI in teaching and learning.

전국 교육대학교 실과교육과정 비교 분석

This study aimed to identify an optimal direction for curriculum development by comparatively analyzing the practical arts curriculum at universities of education nationwide. To this end, the study analyzed the curriculum for the class of 2024 at 10 universities, categorizing the curriculum into liberal arts and major courses, with subjects offered and corresponding credits (hours) analyzed. The study found significant differences in practical arts-related subjects offered across the universities. There were almost no required courses offered in general education, no elective subjects in the subject education and practice areas of the major curriculum, and no required subjects in the creative experiential activities. However, in the advanced course area, both required and elective subjects were offered for each practical arts education academic area, with home economics science being the most open. These results suggest a need to increase subject offerings in areas with insufficient or no availability and to ensure their incorporation into future practical arts education courses. For the practical arts curriculum of universities of education, the direction and content of curriculum innovation should reflect changes in the future educational environment. Moreover, efforts should be made to develop a platform to share and utilize information related to the practical arts curriculum.

Competencia investigadora en educación secundaria postobligatoria (bachillerato)

Research competence is a crucial cross-cutting skill in the baccalaureate stage (post-compulsory secondary education), which is specifically developed and assessed in subjects such as “Research Project,” taught in Catalonia and other Spanish autonomous communities. The aim of this study was to investigate the perception of both baccalaureate students and teaching staff regarding the development of cross-cutting and specific research competencies through Research Project. To achieve this a research approach was carried out, which included the application of an ad-hoc questionnaire and in-depth interviews. The research sample comprised 1496 baccalaureate students from Catalonia and 15 teaching staff members who were tutors for Research Project. Among the most relevant findings, the alignment in the perception of both groups stands out. Both students and teachers primarily identify the development of competencies related to information search, critical thinking, and self-learning. However, students show a greater disagreement regarding the development of skills such as creativity, leadership, and decision-making. These results suggest that Research Project represents a valuable opportunity to foster the development of research competence. However, it is emphasized the importance of promoting this competence in a cross-cutting manner, both in the work carried out in the various curricular areas of baccalaureate and in prior education throughout secondary education.

Reading the Rural Queerly

In this article, we describe an interpretive framework for teachers and teacher educators to use when engaging with two areas of English language arts curriculum and research – ruralness and queerness – as they work alongside readers of young adult literature. Too often rural communities and queerness are characterized as opposed if not incompatible. This binary—i.e., urban-as-queer-affirming and rural-as-queerphobic—has become so common that queer theorists have developed the term metronormativity to name and interrogate this ideology (Halberstam, 2005; Gray, 2009; Herring, 2010). Having lived and taught in rural and small town communities, we are concerned that metronormativity can, at times, go unrecognized if not uninterrogated in educational research. By offering a framework for teaching and analyzing literature in classrooms and teacher education classrooms, we encourage readers of queer young adult literature to ask questions about how and why ideas about spaces and sexualities become naturalized ideologies that are accepted as truth. Such questions matter not only for queer youth in rural contexts. Instead, they offer productive ways to think about literature and its relationships to life for readers in urban, suburban, and other contexts regardless of their sexual identities.

Exploring d/Deaf community perspectives regarding inclusive/accessible healthcare

Background: d/Deaf [1]patients face substantial barriers obtaining healthcare, including communication challenges, cultural differences, and unique psychosocial needs. Healthcare providers are generally undereducated on how to best care for this patient population. This project aims to identify healthcare disparities and areas for improvement in healthcare provider education from the d/Deaf-patient perspective. Methods: A 40-question survey was distributed to d/Deaf groups across the United States. Nine focused interviews were conducted with d/Deaf patients. Results: 62 d/Deaf individuals responded to the survey. Due to communication difficulties with healthcare providers, 33% did not access healthcare when needed, 52% had medical questions go unanswered, and nearly 40% did not understand their health. Focused interviews found that d/Deaf patients continue to face healthcare barriers due to communication difficulties, poor awareness of d/Deaf needs, and accessibility concerns. Survey and focused interview participants agreed improved healthcare provider education and awareness would improve their care. Discussion: Data suggest that multifactorial healthcare disparities continue to affect the d/Deaf population and d/Deaf patients believe improved education of healthcare providers is paramount to improve healthcare. Specific curricular areas to improve upon include: communication, cultural/psychosocial issues, and improved awareness of the d/Deaf community. Conclusions: The d/Deaf community faces substantial barriers to accessible healthcare that can be improved by improved healthcare provider curriculum and awareness. Keywords: Deaf, healthcare disparities, curriculum, health literacy, physician training.

School-based learning about sugary drinks: possibilities and potential for curriculum approaches supporting health promotion in New Zealand.

Achieving greater alignment with national curriculum and local school and teacher objectives alongside a deeper understanding of student needs can enhance the impact and reach of health promotion interventions. This study reports on teacher perspectives of a multi-pathway curriculum outline supporting learning (Grades 7-9) about sugary drinks. The outline was developed to support scale-up and sustainability of a successful sugary drink intervention trialed in four New Zealand secondary schools. Sixteen teachers from a range of subjects provided input via focus groups. Inductive qualitative thematic analysis was used to identify and interpret patterns within the data. Sugary drinks were perceived to be an important and engaging learning context. Teachers valued the potential long-term societal benefits of health-based learning and benefits to individual students and their families. They recognised students as health communicators and influencers within families and communities. Relevance to students' lives and alignment with national curriculum and assessment objectives and teacher subject expertise were key factors in learning pathway selection. Teacher support is crucial in facilitating sustainable school-based health promotion, which often does not sit within a single curriculum area. Factors such as these, that teachers prioritise in their curriculum decision-making, must be understood and leveraged in school-based health promotion research.

Quality of Health Education Teacher Preparation Program Curricula Throughout the United States.

Undergraduate majors in education, specifically in school health education (HE), have declined considerably in the United States. Reductions in state and federal funding for K-12 public education and increased demands on educators to prioritize standardized academic outcomes versus focusing on the whole child encompass many factors leading to fewer qualified teachers and reduced quality of HE delivery within schools. A content analysis of over 300 HE teacher preparation programs throughout the United States was conducted from 2019 to 2020 to assess available and required curriculum for pre-service HE teachers. Seven curriculum areas were reviewed: nutrition, physical activity (PA) and physical education (PE), HE, chronic disease management (CDM), social emotional learning and mental health (SEL/MH), drug abuse and tobacco prevention (DA/TP), and a methods course in teaching HE. Findings indicated program type influenced course offerings, with stand-alone HE and joint HE/PE programs providing the most comprehensive curriculum. Most programs required courses in general HE, PA and PE, and nutrition. Programs were deficient in offering courses in CDM, DA/TP, and SEL/MH. This article contains recommendations to improve the quality of HE delivery in public schools, for example by ensuring that school health educators are trained in providing skills-based HE to youth, which can assist in addressing child and youth health outcomes (eg, CDM, mental health) for the nation.

Re-energizing health literacy in Wales: a testbed for health, education and prosperity for all.

A growing body of evidence demonstrates the importance of enhancing health literacy for improved health outcomes, self-reported health, lower health services use and disease prevention. Importantly, improving health literacy has great potential to reduce health inequities and inequalities. The World Health Organization (WHO) has identified health literacy as a global priority, viewing it as a right and a fundamental competency necessary to function within modern society. Building health literacy foundations should begin in early childhood, including focus within educational frameworks and school curricula. The WHO advocate for governments to embed it as an explicit goal. In response, it has received significant international policy and strategy focus, in addition to the development of country-level action plans. In Wales, UK, it was identified as a priority in 2010, but despite wider developments spanning health and social care, well-being, economy and education policy, growth in health literacy has stalled since. Optimizing health literacy would act as an indirect enabler to a range of Welsh policies and strategies. A promising avenue for strengthening the health literacy of current and future generations is through ongoing significant national education reforms and the introduction of the new Curriculum for Wales. One of four overarching purposes of this curriculum is healthy, confident individuals, and health and well-being constitutes one of six statutory curriculum areas. Tracking the impact of this on children and young people's health literacy offers opportunities for Wales to model and gain traction as a national-scale health literacy policy testbed. This requires re-energizing health literacy as a national priority.

The Application of Contemporary Methods According to the Curriculum for the Course of the Albanian Language in Primary Education

The curriculum field "Languages and communication" for primary education enables students to develop simple skills, such as: the difference between literary and non-literary texts, the recognition of the basic language system forms (phonetics, morphology, syntax), the development of expression skills through different linguistic means.This curricular area in primary education, based on the Curricular Framework, contains the following courses: mother tongue, first foreign language (English language, German language). This field also prepares students for functional, clear and substantive communication. Given the importance of using modern teaching methods, we intend to treat this research paper from the point of view of the application of contemporary methods in the Albanian language course, which we consider necessary for the identification of activities that influence the implementation of the curriculum in the course of the Albanian language. In order to carry out the research, we use the qualitative and quantitative method, preparing a questionnaire for the teachers of the Albanian language at the level of primary and lower secondary education, more precisely of grades VI-IX, in the Municipality of Gjilan, Vitia, Kamenica and Ferizaj. We also do a partial observation during the lessons wiin the Albanian Language course. From the findings of the research, we consider that contemporary methods are applied in the teaching of the Albanian language subject in primary education.

A Comparison of Models for Teaching Suturing and Surgical Skills to Dental Students.

Learning suturing skills is an important area of the undergraduate curriculum and ideally requires realistic and anatomically accurate surgical training models to prepare students for treating patients. Little is currently understood regarding which model might be perceived by students to be the best or which might most effectively facilitate their learning. The aim of this study was to compare four teaching models: a tabletop silicon dental model, a restricted access tabletop model, a traditional phantom head mounted model, and a Thiel cadaver. Student preferences were explored for each of the models. Following lecture and video-based teaching 67 fourth-year students attended a practical suturing teaching session followed by the second session more focused on the experience of cutting and suturing mucoperiosteal flaps. Forty-six students (67%) gave online anonymous feedback on the first session. The majority (95%) felt prepared to place a simple interrupted suture on a patient, and 88% felt confident to do so. Twenty-eight students (40%) provided feedback on the second session with 82% agreeing that they were prepared to cut a mucoperiosteal flap and 48% felt confident to do this for a patient. The cadaver model was rated as the best of the four models for both suturing and mucoperiosteal flap skills. These results support its use for teaching students to suturing and surgical skills. However, despite this teaching student-rated confidence to cut and suture flaps for a patient remains poor.

Inovasi Kurikulum PAI Berbasis Pembiasaan Khitobah untuk Meningkatkan Rasa Percaya Diri Siswa di MAN 2 Karanganyar

A curriculum innovation is a specific and recent idea, idea or action carried out in a curricular area. This innovation is designed to solve the problem of education. When there is a problem of the lack of self-confidence of the students of Madrasah Aliyah State 2 Karanganyar, then it is felt necessary to innovate the curriculum of Islamic Religious Education (PAI) by holding routine changes for students in turn. This method of research uses qualitative descriptive research that explains what happens in accordance with the facts on the ground. Data collection techniques are done through observation, documentation and interviews. The results of the research show that the innovation of the PAI curriculum based on the practice of chitobah runs well and has a positive impact on students. Chitobah is running on schedule, although there are some obstacles, but there can be solutions.

유아 디지털 역량 구성요소 탐색 연구

Objectives While many studies have explored the components of digital competence, essential in our 21st-century society, their primary focus has been on adults and students from elementary through high school. This leaves a noticeable research gap concerning digital competences for preschool-aged children. This study seeks to address that gap, aiming to identify and outline digital competence sub-domains and content appropriate for preschoolers. Methods For this study, a literature review was conducted on 33 studies sourced from databases, employing snowballing techniques. The digital competences of preschoolers were delineated by re-categorizing and renaming those identified in the literature, with a focus on essential content and keywords. This process also involved considering overlaps, appropriateness, comprehensiveness, equivalence, and exclusiveness among the titles and scopes of components, and developmental characteristics of early childhood. Results As the results, six areas of digital competence for preschool children were identified: 1) Understanding of digital media operation and usage, 2) Digital media and content creation and appreciation, 3) Digital initiative and problem-solving, 4) Digital emotional intelligence, 5) Digital safety and healthy habits, and 6) Digital communication and participation. Additionally, this study detailed the components of each area under the facets of knowledge, skills, attitudes, and values. Conclusions The study findings indicate that the digital competences for preschool-aged children span technical, cognitive, socio-emotional, and ethical dimensions. As such, they should be holistically nurtured across the five learning areas of the national curriculum.

The 4.0 Era's Difficulties with Learning Islamic Religious Education

This study aims to address the challenges associated with learning Islamic religious education in the digital era, or Era 4.0. One of the main effects of this era has been the rise of online learning and e-learning, which has changed many aspects of life, including education, particularly Islamic religious education. The phenomena of disruption had emerged in this century, forcing adaptation in the field of Islamic religious education. The study employs a qualitative research methodology using a phenomenological approach. Books, scientific articles, journals, and papers are the primary and secondary data sources. The discussion's conclusions demonstrate that Islamic religious education is currently dealing with issues, demands, and needs that have never been encountered before. Thus, it is imperative to implement updates and innovations to the infrastructure and facilities, human resource capabilities, curriculum, governance, culture, work ethic, and other areas. If not, Islamic religious education will become outdated and more and more out of date. Therefore, in order to use the term ilmu amali amal ilmi, specific actions or answers must be found.

Empowering everyday leaders

Leadership is often conceptualized and taught through famous, world-changing individuals; however, leadership spans levels of influence, from small-group projects to global initiatives. While student leaders are present at every level, existing leadership research and programs center adults. Within this article, Lisa DaVia Rubenstein, Sydney Johnson, Allison Southworth, and Gerardo Ramirez propose the 4L Continuum of Leadership, which recognizes the distinct processes and skills necessary at each level of leadership. With an emphasis on little-l leadership, they integrate specific interpersonal and strategic skill development opportunities into existing curriculum areas. This work empowers all learners to cultivate their leadership potential.