Curriculum Change In Education Research Articles

Contemporary Curriculum Model for Arts Education in Taiwan

At the end of 2014, Taiwan proclaimed “competency-driven” as a new goal of education. Arts education curriculum changes from a traditional ability-based approach to an approach of more complex pedagogical and radical education outcomes for the new requirement. This article presents how and what a curriculum of competency-driven arts education is emerging based on the proclamation. We define competency-driven arts education as self-determination to solve problems by integrating knowledge, ability, and attitude of arts in the circumstances. This operational definition is used to set a scene of education for constructing a curriculum model, including the path of instruction, learning, and subject. The crucial and competency-driven features are stemmed from discussions that inspire curriculum implementation not on what is taught and acquired but on how to make decisions to show one's value judgment.

Differences in Knowledge and Perspectives on the Usage of Artificial Intelligence Among Doctors and Medical Students of a Developing Country: A Cross-Sectional Study.

IntroductionRapid advancements are being made in the field of Artificial Intelligence (AI) to support digital healthcare transformation and provide evidence-based care. The aim of this cross-sectional study was to evaluate the knowledge of basic principles, limitations, and applications of AI in healthcare among medical students and doctors of a developing country.MethodsTwo free webinars were hosted for doctors and medical students in northern India (Punjab state) to create awareness about the role of AI in healthcare and the recent advancements made in various medical specialties. The delegates’ perceptions about their knowledge and interest in AI were ascertained using the Likert scale (1 = low, 5 = high) in the post-event questionnaire. Using Chi-square and cross-tabulation analysis, associations were examined between knowledge of AI, gender, medical experience, and other variables.ResultsOut of the total of 621 registrants, 367 filled the post-event questionnaire and were included in the analysis. Although the majority felt that AI will play an important role in delivering healthcare services in the future (74.4%), they did not feel knowledgeable about the applications (79.6%) and limitations of AI (82.8%). A relatively lesser proportion of doctors (51.6%) felt interested to learn more about AI than medical students (69.3%). Furthermore, a lesser proportion of doctors (65.2%) felt that AI will be beneficial for their career as a doctor as compared with medical students (84.4%). The majority of medical students (83.5%) had never attended any webinar/lecture or course on AI in healthcare and felt that they have received minimal advice (80.7%) from their medical school on teaching about AI and its applications. A significantly (P = 0.001) higher proportion of female medical students were unknowledgeable about the principles and applications of AI than male respondents. However, female medical students were significantly (P = 0.004) more interested than male medical students to learn about AI.ConclusionsFormal training courses to teach about AI should be focused on to facilitate coherent and scientifically supported dissemination of knowledge in medical schools and hospitals. Further large-scale studies are needed to understand the perception and attitude of medical students and doctors regarding AI to steer policy development and medical education curriculum changes to spark an interest in emerging technologies and drive innovation.

A three-legged stool: Teachers’ views of Junior Cycle Physical Education curriculum change

The purpose of this paper was to examine Irish Physical Education teachers' views on curriculum change at the beginning of its implementation stage, with a particular focus on revision to the Physical Education curriculum and the new Wellbeing programme. In the light of these revisions, teachers were asked to make considerable changes to their beliefs and pedagogical approaches. Teacher change theory provided a lens through which to examine teachers' views. We reimaged the three aspects of teacher change as a triangle or ‘three-legged stool' where the three elements of curriculum materials/resources, pedagogy, and beliefs combine to offer a sense of security to sustain the impending changes. A survey and a series of semi-structured interviews provided data and in total 119 second level Physical Education teachers participated. Analysis was conducted using descriptive statistics of quantitative data and inductive and deductive analysis of qualitative data. Three themes were developed: A Learning Focus, Embracing Change, and Curriculum Enactment. Contrary to recent findings in the change literature, the teachers in this study welcomed curriculum changes as their beliefs aligned with the purpose of the reform of Physical Education. The results indicated that the new curriculum was catching up with teachers’ core beliefs about the purpose of Physical Education. However, in line with recent research, teachers were sceptical about ongoing support for resourcing and continued professional development. In conclusion, the ‘three-legged stool of sustained change has the potential to be unbalanced thereby maintaining teacher buy-in to the new reforms is potentially fragile.

Implementation of Outcomes-Based Mathematics Teacher Education Syllabus in Two Colleges of Education in Southern Province, Zambia

The Ministry of Education, Science, Vocational Training and Early Education (MESVTEE) revised the school curriculum as well as the teacher education curriculum in 2013. The revised curriculum for Colleges of Education preparing teachers for Junior Secondary School was rolled out in 2016. The fundamental change was the shift from Objective Based Education to Outcomes-Based Education (OBE). The focus of the study was the Outcomes-Based Mathematics Teacher Education Syllabus (OBMTES). This study sought to assess the implementation of the OBMTES in colleges of education in southern province of Zambia. The study employed a qualitative approach and used a case study design to address the purpose of the study. The target population for the study was 24 lecturers and 120 trainee teachers from which a sample of four lecturers and 40 trainee teachers were selected purposively. Lesson observations, semi-structured interviews and document analysis were used to establish lecturers’ practices while Focus Group Discussions (FGDs) (with trainee teachers) were used to establish the trainee teachers’ views on lecturers’ practices. All data collected was analysed qualitatively by generating themes. The findings indicated that there was lack of alignment between policy and practice – lecturers’ practices were at abeyance with OBE premises and principles. The lecturers’ interactions with students was largely characterised by teacher-centred approaches and the assessments given were not focused on learning. The study recommended that sufficient time and resources should be dedicated towards building capacity among educators regarding the Outcomes Based Education curriculum change. Keywords: Outcome, curriculum implementation, lecturers’ practices, Outcomes – Based Education. DOI: 10.7176/JEP/12-24-08 Publication date: August 31 st 2021

Historic Time Perception in Primary Classes: Educational Expectations and Achievements

History teaching has been raising many didactic issues recently. First, the concept of the very discipline of history has been undergoing changes; the aim of school education is being shifted from memorizing pre-defined content toward developing historical literacy based on critical thinking and the development of historical research skills. Second, admitting the impact of the sociocultural context on pupil achievement, the attitude toward children’s receptive skills and their development has been gaining new perspectives. This is of high importance in primary education, where a heroic story is often still dominant. At present, the discourse of primary education curriculum change emphasizes the attractive communication of scientific knowledge and the demand for active research to broaden children’s deep understanding. However, the development of historical literacy in primary classes still remains to be complicated, since, on the one hand, it requires new landmarks – what and how to teach, and on the other hand, research in this field has been very limited.In Lithuania, there is an intention to re-new the curricula in all the fields. Therefore, it becomes relevant to analyze what skills to understand historical time should be developed in primary classes. This scientific problem is solved by carrying out a qualitative analysis of the content of the primary education curriculum. Based on the chosen model of understanding historical time (De Groot-Reuvekamp, Ros, Van Boxtel, Oort 2015), this article analyzes the extent to which the curriculum requirements of history teaching correspond to the goals and comprehension levels of the model (A – Emergent; B – Initial; C – Continued) and what should be improved when updating the curriculum. The last stage of research contains the research data supplemented with data gathered by a survey of the primary teachers and prospective primary teachers, who are in the final year of their Childhood Pedagogy university studies. The respondents defined, in written form, their expectations regarding the skills of historic time perception, which should be developed so that primary school students would understand what historic time is.The research results reveal that the present curriculum requirements for the primary school pupils are low. They lead toward the stage of acquiring understanding (A – Emergent) rather than Initial (B) or Continued (C) stages. Descriptions of program knowledge, understanding, and procedural skills do not reflect growth-oriented expectations and research-based learning outcomes. The analysis of results have shown that their expectations do not correspond to the conclusions made by the latest academic research about the primary age student learning achievement possibilities. The study revealed that teachers’ and students’ express higher expectations for student achievement than the program. Therefore, while revisiting the curriculum, it is important to pay more attention to the development of historical research and higher thinking skills, which would be a significant step toward gaining a deeper understanding of historic time.

EFL Teachers\u2019 Conceptions of Professional Development during the Practicum: Retrospective Perceptions and Prospective Insights

The current study probes into English as a Foreign Language (EFL) teachers’ conceptions of their professional development during practicum course. The study merits a mixed methods approach and has utilized both quantitative and qualitative data gathering and analysis. To gather quantitative data, 100 EFL teachers were asked to complete a questionnaire that measured their retrospective perceptions of the role of practicum in their professional development. To gather qualitative data, 20 student-teachers (STs) of Teaching English as Foreign Language (TEFL) were asked to write narrations while they were taking part in their practicum courses for two years. The results of quantitative data analysis revealed that the participants had roughly positive retrospective perceptions of the practicum course and its role in their professional development. It was also found that novice teachers (with 1-5 years of experience), those participants whose practicum course lasted longer (two semesters or longer), and those who had taken part in the practicum after teacher education curriculum change had more positive perceptions of the practicum course. The result of qualitative analysis revealed that STs were generally satisfied with the content, methodology and assessment of the practicum. They reported certain challenges they faced during the practicum including relation with cooperating teachers and their supervisors’ strictness. They also believed that the practicum helped them expand their pedagogical insights on EFL theories and practices, although they needed help on certain issues including assessment of students’ learning.

Trends in United States neurosurgery residency education and training over the last decade (2009-2019).

Postgraduate training in medicine has been under scrutiny in the last 10 years, with a focus on improving residents' education. The aim of this study was to quantify trends in neurosurgery residency (NSR) training and education over the last 10 years. The authors assessed Accreditation Council for Graduate Medical Education (ACGME), National Resident Matching Program, and American Board of Neurological Surgeons records and searched PubMed to collate 2009-2019 data. Analyzed trends included residents' demographic data, programs' characteristics, graduation and attrition rates, match data, resident case logs, and qualitative educational curriculum changes. Significant increases in residents' demographic data (p < 0.05) included the number of female residents (from 12.7% to 17.6%) and the absolute number of residents (from 1112 to 1462). Age (mean 28.8 years), ethnicity, and number of residents per program (mean 13 residents per program) were unchanged. There were 16 new ACGME NSR programs, with currently 115 programs nationwide. The number of applicants per year (324 applicants per year) and the matching rate (mean 64%) remained stable. The mean attrition rate of 2.6% (range 2%-4%) was higher than the mean 2.1% ACGME attrition rate, a rate that decreased from 3% in 2009 to 1.6% in 2019. Education curriculum changes aimed at the standardization of training across the US included residents' boot camp (2009), the Milestones project (2012), and mandatory 7-year training initiated in 2013. An increase in endovascular, functional, trauma, and spine resident caseload was noted. The number of yearly publications about US NSR education has significantly increased (p < 0.05). NSR education has received greater attention over the last decade in the US. Standardization of training has been implemented. A steady number of students remain interested in neurosurgery, with an increased number of women entering the field. Attention to wellness, in addition to high-quality education, should be further assessed as a factor to improve the overall NSR training and retention rate.

Dinamika Kebijakan Kurikulum Pendidikan di Indonesia Pasca Reformasi

The dynamics curriculum policy in indonesia often changed. A policy change often without direction and substance clear and measurable. After reform, education curriculum has been modified several changes, KBK curriculum in 2004 who changed to KTSP curriculum in 2006. Curriculum KTSP then turned into curriculum 13 to 2018 discourse national curriculum . This shows the curriculum change education is the unstable dynamics. A policy change often occurs every time there was a regime change. A policy change often lose significance of these itself as a means of solving a problem to do that would be more proactive, adaptive, and interpretive. This often said that the policies only into a hegemoni to keep power seen in this portrait. This essay will try to looked at how the dynamics a policy change in education curriculum in Indonesia following reform.

\u201cI didn\u2019t realise they had such a key role.\u201d Impact of medical education curriculum change on medical student interactions with nurses: a qualitative exploratory study of student perceptions

Interprofessional teamwork between healthcare professionals is integral to the delivery of safe high-quality patient care in all settings. Recent reforms of medical education curricula incorporate specific educational opportunities that aim to foster successful interprofessional collaboration and teamwork. The aim of this study was to explore the impact of curriculum reform on medical students’ perceptions of their interactions and team-working with nurses. We gathered data from 12 semi-structured individual narrative interviews with a purposive sample of male (n = 6) and female (n = 6) medical students from fourth year (n = 6 following an integrated curriculum) and fifth year (n = 6 following a traditional curriculum). Data were subject to narrative analysis which was undertaken using NVivo software. Overall, there was no notable difference in the responses of the participants on the traditional and integrated curricula about their interactions and team work with nurses. However, the introduction of an integrated medical curriculum was viewed positively but a lack of interprofessional education with nursing students, removal of a nursing placement and shorter clinical placements were perceived as lost opportunities for the development of educationally beneficial relationships. The participants reported that nurses play a number of roles in clinical practice which underpin patient safety including being medical educators who provide a valuable source of support for medical students. The participants highlighted different factors that could hinder or foster effective working relationships such as a lack of understanding of nurses’ different professional roles and mutual respect. Medical education needs to provide students with more structured opportunities to work with and learn from nurses in clinical practice. Further research could explore how to foster positive relationships between medical students and nurses.

Evaluation of Islamic Education Curriculum Policy in Indonesia

&lt;div&gt;&lt;p&gt;The most sensitive thing in the context of Islamic education policy in Indonesia is the change of curriculum. The Islamic education curriculum cannot be separated from the national education curriculum, because Islamic education is a national education subsystem. If the national education curriculum changes, then the Islamic education curriculum also changes. In this context, as adagium "changing ministers, changing curriculum" applies always interesting to discuss. This article intends to discuss how to evaluate Islamic education curriculum policies in Indonesia; and what are the supporting and inhibiting factors in implementing curriculum policies in learning in schools in Indonesia.&lt;/p&gt;&lt;/div&gt;

The Law Politics in Indonesia’s Pancasila and Citizenship Education Curriculum Revitalization of 2013

The curriculum is one component of education which is very important. It acts as a guide that program implementers use in real learning process. Dynamically, curriculum always change in order to lead to the improvement of the education system. On the subjects of Pancasila and Citizenship Education in schools for example, has undergone several changes in the curriculum, both in charge of its content and on its nomenclature, this change is needed in order to create a future generation that had Pancasila character embedded on their heart as stated in national education goals. However, in the process of Pancasila and Citizenship Education's curriculum change, it is undeniable that it is influenced by the current Law Politics as politics is what makes the rules. But what exactly is the influences of the law politics on Indonesia’s Pancasila and Citizenship Education Curriculum Revitalization Of 2013?. The studies conducteed on how the Law politics influence the revitalization of Pancasila and Citizenship Education curriculum showed that (1) the Directions of Pancasila and Citizenship Education curriculum revitalization in Indonesia leads to; (2) The basic foundation establishment and implementation of the curriculum in 2013's Pancasila and Citizenship Education subject (3) the Products of Pancasila and Citizenship Education curriculum revitalization in Indonesia. The result that is a model of a good Pancasila and Citizenship Education curriculum revitalization should be implemented, monitoring and evaluation needs to be done to determine the level of achievement and expected results. Monitoring and evaluation results will serve as a recommendation to develop and or improve curriculum that will come.

RESPON DOSEN TERHADAP KEBIJAKAN IMPLEMENTASI KURIKULUM 2013 DI SEKOLAH/MADRASAH Studi Pada Dosen FTIK IAIN Palu)

According to the national context, the policy of education curriculum change is political related to the interests of the stakeholders including Universities. Faculty of education and Teacher Science IAIN Palu as providers of education personnel are required to prepare prospective teachers who have an understanding of conceptual and implementable technique to Curriculum 2013. What degree of achievement of competencies of graduates who master the concepts and techniques of learning curriculum implementation in 2013, it is also determined by how much the level of understanding and control of lecturers conceptually and technically implementable on the 2013 curriculum that will be taught to students. Therefore, a responsibility FTIK lecturer in the curriculum policy implementation in 2013 is now a necessity. Reinforcement learning materials Curriculum 2013 lecturer with the perspective of any sort is indispensable model. Model reinforcement learning materials perspective, the 2013 curriculum can be developed in the form of concurrent model, ie the lecture, learning material substance, and the substance of the teaching profession throughout the course of relevant perspectives always in conjunction with Curriculum 2013. Meaning of lecture material is given in conjunction with the material which forms the teachers teaching in the school / madrasah, especially those based learning curriculum, 2013. So the students as future teachers ready-made and responsive and adaptive to the development of education and learning in the school / madrasah

Social Accountability of the Curriculum in Medical Education: A Review on the Available Models

Background: Social accountability in the schools of medicine is very important. It is an essence to recognize the methods and models used and implemented in the world in order to make use of the results and experiences. Therefore, the purpose of the present study was to review some models of social accountability in the world. Methods: The key words, including social accountability, faculty of medicine, and curriculum were searched in the data banks, Elsevier, PubMed, Elsevier, Eric, Google scholar ProQuest and also the Iranian data banks, including Magiran, and SID. Then, the extracted data were categorized. In total, 80 articles were found and after analysis of the abstracts only, 30 articles in relation with the topic were selected. Finally, only 10 articles were chosen that were about social accountability models. Results: Five models of social accountability are used in the faculties of medicine and medical curriculum in the world, including: CPU model, The NET model, AIDER model, ASPIRE model, and CARE model. These models adapt functional approaches in order to upgrade the ability of social accountability among learners and providers of health services. Conclusions: In fact, social accountability should be established as a culture among students and teachers. Introducing the current approaches in the world and their results, could be influential in the universities of Iran in order to establish the requirements and provide changes in educational curriculum. Among the five models, CARE model is recommended to be implemented and assessed in the schools of medicine of Iran, it should be noted that this model could be more consistent with the educational system of Iran.

5. EL CURRÍCULO EN ACCIÓN COMO CONSTRUCCIÓN SOCIAL Y LA CONTRIBUCIÓN DOCENTE CON LA TRANSFORMACIÓN CURRICULAR

El presente ensayo aborda el currículo en acción como construcción social de los docentes ante la transformación curricular de educación básica que propician los entes gubernamentales del Estado Venezolano. La temática se relaciona con hallazgos en una investigación cualitativa relativa a la referida transformación en la Educación Primaria del Estado Portuguesa. Ante un sistema educacional en constante dinámica comunicacional y de cambios sociales que permean la práctica docente, los profesionales construyen socialmente un conjunto de significados en relación con su accionar ante las directrices oficiales. La tesis opuesta sería suponer a los docentes como entes estáticos frente a las incorporaciones de cambios tecnocráticos educacionales, operarios de los diseños curriculares o reproductores acríticos de informaciones. Desde tal perspectiva dialéctica, se genera una mirada diferente de la labor del docente no solo como actor social comunitario sino como profesional reflexivo, albacea de la excelencia académica

Entrepreneurship Education Curriculum Changes in the Framework Programmes of General Education Schools

On the basis of analyzed sources, in the context of strategic education documents of the European Union and of the Republic of Lithuania and of other documents the article discusses the importance of entrepreneurship education and the strategic directions and forms of its public dissemination. Key aspects of entrepreneurship education (and with it very closely related economic literacy) curriculum changes in the constantly updated general education school programs are analyzed. Keywords: economic and entrepreneurship education, economics and entrepreneurship program, entrepreneurship education curriculum, economics and entrepreneurship, entrepreneurship, economic literacy, framework programmes. DOI: http://dx.doi.org/10.15823/su.2015.32

Primary teachers as physical education curriculum change agents

There has been some exploration of the conceptualisation of teachers as change agents within educational change literature. While this body of work does consider how teachers understand, harness and influence the process of curriculum change, within the policy rhetoric and educational change literature there is limited reference made to how the change agent role is translated into practice. To illustrate the complex nature of the change process this paper explores the experiences of generalist primary teachers at the ‘chalk face’ as they initiate physical education curriculum change within their school contexts. This paper reports on the findings of a study investigating how five Scottish primary teachers with a postgraduate qualification in primary physical education construed and took forward curriculum change. A qualitative and interpretivist approach to the research was taken to analyse how the knowledge and skills the teachers gained from the professional development they had undertaken contributed to their agency to initiate curriculum change within their school contexts. Drawing on the work of Fullan, the concept of change agentry is used to analyse the experiences of the individual teachers as they exercised their agency to enact curriculum change. The paper concludes by reflecting on the findings of the study to suggest factors that may support and constrain teachers acting as change agents.

Continuous Change in Curriculum: South Africanteachers’ Perceptions

South Africa experienced continuous change in education curriculum. This affected teachers in a way because teachers were not sure on how to implement the new curriculum introduced. They, (teachers), were confused and stressed and then that led to underperformance of learners in some schools. Therefore this study tends to explore and compile literatures on the perceptions of teachers about curriculum changes in South Africa. The study does not leave behind some literatures on concepts of education; curriculum in South Africa; an overview of curriculum policy in South Africa; curriculum changes to mention a few. The study however recommended among others that the South Africa Government should actively involve the teachers in formulating or drafting any policy that will affect curriculum since they are the custodians and implementers of the curriculum. Not only those changes in curriculum should not come overnight; there should a year or two for piloting any new curriculum so as to see the effect and its validity before being released for use in schools. DOI: 10.5901/mjss.2014.v5n23p983

Three Academics’ Narratives in Transforming Curriculum for Education for Sustainable Development

AbstractThe expectation is that higher education curricula which purports to incorporate education for sustainable development (ESD) supports university graduates in becoming more sustainable. It would then follow that if academics are to offer such curricula they need to be adequately equipped with the motivations, knowledge and skills to teach it. However, the extent to which ESD has resulted in genuine higher education curriculum change, and academic readiness for it, is debatable. As such, this article presents the academic experiences of three of the authors involved in a curriculum change process to embed ESD within a Bachelor of Arts (Textile Design) degree program. Individual post-project narratives of our experiences are summarised and thematically analysed. The analysis reveals these experiences as disorienting, yet subsequently transformative. The findings suggest promoting academics’ transformative learning should be a focus of ESD curriculum change efforts. The findings support commitment to long-term, facilitated professional development to achieve transformative change; an often espoused, yet under-reported initiative.

Walgreens expands flagships, health services

Out from behind the counter The fl agship stores are part of the Walgreens Well Experience initiative, according to Walgreens spokesperson Jim Cohn. Pharmacists have an expanded role in the fl agships and other Well Experience stores, starting with their relationship with patients. “We dramatically changed the practice of pharmacy,” Cohn told Pharmacy Today. Walgreens eliminated administrative tasks associated with fi lling prescriptions and made changes in the stores’ physical layout—adding an “Ask Your Pharmacist” desk and private consultation rooms—to enable pharmacists to be more accessible and spend more time with patients. “We brought [pharmacists] out from behind the counter ... to provide counseling and additional primary, preventive care services to patients,” walgreens

The Education for Sustainability Jig-Saw Puzzle: Implementation in Universities

Why is it taking so long to implement curriculum change for Education for Sustainability (EfS)? Despite a wealth of literature and government reporting about the need for EfS, we have seen few moves to include EfS across the curriculum in universities. Importantly, the sort of curriculum change we are seeking represents a complex process in complex organizations. No single factor affects this type of change. Rather there are several interconnecting aspects of organizations, disciplines, individuals, and beliefs. Hence, in discussing curriculum change we identify the roles of: organizational change; institutional strategies; academic development; curriculum development; learning and teaching practice; pedagogy; the campus; graduate attributes; and professional associations. Overall we do not offer a quick solution, rather we identify the need for a systemic approach to recognizing the range of elements that make up the EfS picture, and how they relate to one another. In parallel we recognize the role that the values of disciplines, and the academics themselves, play in influencing all the elements we have discussed. Our proposition is that if we all recognize the issues discussed, and tailor our responses to the situations of the university (and disciplines) we have targeted, then we can facilitate implementation of EfS.