Curriculum Creation Research Articles

Insights from a Survey into Chinese University Graduates’ Perceptions Toward University-Level English Courses

Needs analysis guides course and curriculum design. In addition to mandatory courses, it is necessary for intensive language schools and institutes. Recent university graduates in China are increasingly enrolling in language training at public and private language schools to hone their communication abilities. On the other hand, English courses as the workplace prerequisites for Chinese university graduates have been scientifically researched and found to be exceedingly rare. The research's fundamental premise serves that there is a substantial link between the demands of Chinese recent graduates and university English course design. The aim of this research is to assess the goals, needs, and perceived utility of university English courses among recent on-the-job Chinese graduates over an eight-month period. After evaluating the questionnaire and interview replies, it was concluded that these Chinese young graduates in China had similar learning demands, with listening and speaking skills taking primacy. Additionally, various characteristics were discovered that show why an English course designed for future workplace purposes is advantageous to university students. The results are examined in terms of their pedagogical importance for curriculum creation and classroom practice in English courses at the university.
  

School Autonomy Policy Implementation in Emerging Country

The purpose of this study was to analyze how school autonomy was implemented in Jakarta's Special Capital Region, which administratively serves as a barometer for the successful implementation of policies in Indonesia and emerging economies. The research examined how school autonomy has been applied at the school level in terms of program and budget management, curriculum creation, teacher development, and community development. The topics were administrators, teachers, school leaders, and school committee members from 313 Jakarta public primary schools. Data were gathered utilizing a combination of qualitative and quantitative methods, including surveys, interviews, focus groups, and documentary studies. The research indicated that the implementation of school autonomy in Jakarta varies in terms of success, and is contingent on the school's competence and innovation in utilizing its authority and responsibility to grow the institution. Additionally, it is discovered that the weaknesses that must be addressed in order for autonomy to be effective are related to the low quality of leadership demonstrated by school principals, teachers, and school committee participation in management, all of which contribute to the ineffective implementation of school autonomy.

Using Learning Videos On Google Classroom To Increase Learning Outcomes Of Computer System Subjects In Vocational High School

Current technology developments have altered the order of human life activities. A touch of technology provides several conveniences in carrying out duties. This is also evident in the educational sector. For education to be integrated, it must undergo a transformational process. Various breakthroughs in curriculum creation, learning innovation, and educational facility and infrastructure fulfillment are required to increase educational quality. Teachers must make learning more inventive so that students may learn effectively in both independent and classroom settings. Initially, in the distance learning process, the teacher just delivered module files or electronic books on the learning platform. However, the learning process has not yielded the best outcomes, necessitating the development of new ways to address these issues. One of the innovations that teachers can do is to design video-based learning media. A learning video has the advantage of being able to present audio (sound) and visuals (images) that describe and explain concepts and procedures for learning material. The purpose of this study was to determine the effect of using learning videos on improving learning outcomes in computer systems subjects in vocational schools. The research method used is a one-group pretest-posttest design, which involves only one experimental class to determine the effect of using learning videos on Google Classroom to improve learning outcomes for computer systems subjects in SMK. According to data analysis results, the utilization of learning videos is highly beneficial in increasing student learning outcomes in computer systems subjects. The percentage increase in student learning outcomes is 9.24%.

Developing Community Co-designed Scenario-Based Training for Police Mental Health Crisis Response: a Relational Policing Approach to De-escalation

Using the current empirical landscape of police responses to people in mental health crisis as a backdrop, this methods paper makes an argument for the central role of collaborative co-design and production by diverse community experts and stakeholders to build transformative specialized training for frontline officers. Subject matter experts (SMEs) from across key domains participated in focus groups and curriculum creation, with outputs being the co-development of a conceptual approach and an innovative experiential learning training program. Part 1 unpacks the team’s conceptual development of a relational policing approach. This humanized method is shaped by procedural justice, trauma-informed, person-centred, and cultural safety frameworks. Part 2 details the co-production of a novel problem-based training method for a police service in Southern Ontario, Canada. The program centres on the acquisition of core competencies related to relational policing, de-escalation, and mental health crisis response. The training was designed to bring learners through a spectrum of authentic crisis scenarios: from observer-participant scenarios informed by Forum Theatre methods and targeted SME feedback to a range of high-fidelity assessment simulations that test officers’ abilities to effectively communicate, de-escalate, and make decisions under stress. This program offers repeated opportunities for officers to practice alternative crisis management strategies in scenarios that might otherwise result in the use of force.

Perception and Public Participation: The Level of Implementing Independent Learning Program in Indonesia

Overall educational quality is significantly influenced by the potential of the result of the educational process to provide a constructive contribution to the global community. Concerns about the current political atmosphere are regularly raised in the context of any curriculum creation process, and this is no exception. Specifically, the purpose of this article is to determine the level of perception and engagement of the user community in relation to the Independent Learning Program. Using the quantitative method of a cross-sectional survey, the investigators conducted their inquiry. A more complete picture of a problem under examination is produced by this procedure. The study's participant pool includes parents, students, user partners, and professors, among others. A total of 593 responses were submitted in response to the surveys, which were circulated both locally and internationally. Two hundred and forty-nine student responses were received, 117 from academics, 109 from other stakeholders, and 128 responses were received from their families. The results of this study provide information on the level of perception and involvement in each user community under consideration. According to the findings of this study, the public's impression of users is at a moderate level of sophistication. At the level of participation of the user community, which was at a modest level, the same thing occurred. This study's findings should, it is hoped, paint an accurate portrait of the way the ILP program is seen by the general public.

Framework for Preparation of Engaging Online Educational Materials—A Cognitive Approach

This study examines the process of creating successful, engaging, interactive, and activity-based online educational materials, while taking the cognitive aspects of learners into account. The quality of online educational materials has become increasingly important in the recent period, and it is crucial that content is created that allows our students to learn effectively and enjoyably. In this paper, we present the milestones of curriculum creation and the resulting model, the criteria of selecting online learning environments, technical requirements, and the content of educational videos, interactive contents, and other methodological solutions. In addition, we also introduce some principles of instructional design, as well as a self-developed model that can be used to create effective online learning materials and online courses. There was a need for a self-developed, milestone-based, practice-oriented model because the models examined so far were too general and inadequate to meet the needs of a decentralized developer team, who work on different schedules, with significant geographical distances between them and do not place enough emphasis on taking cognitive factors into account. In these processes, special attention should be paid to having a clear and user-friendly interface, support for individual learning styles, effective multimedia, ongoing assistance and tracking of students’ progress, as well as interactivity and responsive appearance.

Joint Guidelines for Protected Nonclinical Time for Faculty in Family Medicine Residency Programs.

Family medicine faculty face increasing expectations for clinical productivity. These expectations impinge on academic and education time and make it difficult to pursue research or scholarly activities. A task force convened by the Society of Teachers of Family Medicine created national guidelines to protect nonclinical time for family medicine faculty. The task force reviewed existing guidelines for protected time, as well as data on current and past distribution of time for faculty in academic medicine, including a specific look at family medicine. Based on the evidence and expert opinion from task force members and leaders of family medicine organizations, the task force developed eight consensus recommendations. The guidelines include recommendations for allocation of protected time for program directors, associate program directors, and core faculty. These represent best practices to ensure programs have appropriate time to devote to the nonclinical duties of training and educating residents, while also promoting innovation in education, faculty well-being, and faculty retention. Faculty require nonclinical time for resident development, curriculum creation and maintenance, program assessment, and scholarship. Without these functions, programs can't meet accreditation requirements or fulfill their responsibility to develop strong family physicians. Residency programs, sponsoring institutions, universities, health care systems, and accrediting bodies should use these recommendations to develop budgets that provide appropriate time allocation to enhance faculty wellness, reduce turnover, and meet organizational missions and objectives around education and providing care for communities.

The trifecta for curriculum sustainability in Australian universities

<p style="text-indent:20px;">Commercialization and internationalization of tertiary education has opened a new way for universities to grow and make more profit. This in turn has supported sustainable growth of the higher education sector for the last three decades in developed countries. Curricula offered by accredited tertiary institutions must meet the quality standards set by both the governmental agencies and the professional accreditation bodies. These programs must also provide graduates with employment opportunities. Hence, quality and employment opportunities are the two key factors for sustainability of any degree program offered by tertiary institutions. However, changes in regulations and policies by the national government sometimes play a vital role in creating new programs, and maintaining or disestablishing some existing programs offered by institutions in the nation. These changes are not controlled by individual institutions, which has become the third unpredictable factor in curriculum creation and/or sustainability. Using the journey of a new master's program in information technology (IT) in an Australian university as a case study, we explore how this third factor impacted on the initialization, creation, and short life of this program primarily targeting international students in the mid-2000s. We then extend our discussion to the implications of the recent changes to tertiary tuitions from 2021 by the Australian Government on the sustainable future of the Australian tertiary education sector on a broad scale.

Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective

The teaching of artificial intelligence (AI) topics in school curricula is an important global strategic initiative in educating the next generation. As AI technologies are new to K-12 schools, there is a lack of studies that inform schools’ teachers about AI curriculum design. How to prepare and engage teachers, and which approaches are suitable for planning the curriculum for sustainable development, are unclear. Therefore, this case study aimed to explore the views of teachers with and without AI teaching experience on key considerations for the preparation, implementation and continuous refinement of a formal AI curriculum for K-12 schools. It drew on the self-determination theory (SDT) and four basic curriculum planning approaches—content, product, process and praxis—as theoretical frameworks to explain the research problems and findings. We conducted semi-structured interviews with 24 teachers—twelve with and twelve without experience in teaching AI—and used thematic analysis to analyze the interview data. Our findings revealed that genuine curriculum creation should encompass all four forms of curriculum design approach that are coordinated by teachers’ self-determination to be orchestrators of student learning experiences. This study also proposed a curriculum development cycle for teachers and curriculum officers.

ENGLISH-CURRICULUM OF ISLAMIC INSTITUTES IN SUB CONTINENT (A CRITICAL ANALYSIS)

The first goal of education in Islam is to nurture the abilities of man completely so that he becomes a good citizen. So that he lives his life according not only as part of society but according to modern times and trends. All this so that society gets betterment through him.To achieves this goal the Development of curriculum of educational institutes has a central role. This is because after the teacher and student the curriculum is the most important pillar of education. Adding to that no step in education is complete without it. Curriculum creation is systematic process where changing needs of society and the individual can be focused upon. Thus curriculum creation is an integral part of an educational system where the curriculum is designed by looking at the curriculum goals.

Smart Classroom- An Innovative Concept of Modern Education

Quality education is essential in today’s competitive environment because of the rapid development of technology. The concept of “Smart Classroom” square measures a progressive methodology of education, that serves students to develop higher conceptions, educational achievements, improved reading skills, etc. (www.vkmaheshwari.com/WP/?p=2352). The traditional approach of giving lectures and taking notes have lost its effectiveness in the modern day around education. In efforts to grow academics, it must be considered that differentiated modalities of teaching and learning are necessary for better conceptual development. It is the responsibility of the education system to use this sort of ideas to comprehend student interests and orchestrating educational progression throughout childhood and adolescence. Information and Communication Technologies (ICT) has changed from being a technology of information &amp; communication to a curriculum creation and transmission system for learners. With the development of technologies, new strategies of teaching are being introduced in the curriculum, one of which is known as “Smart Classroom” It uses instructional material, 3D animated modules and videos to make students understand. Nowadays, students are excited at this idea of innovation and interactive learning method. The Smart Learning approach provides people of all ages a framework and a bunch of Smart Thinking Tools that encourage higher levels of understanding and innovative ideas (www.vkmaheshwari.com/WP/?p=2352). Structured talks and assessment as and for learning are fastidiously woven into the method to create a thoughtful context for learning and to advance the thinking of all learners. Both teachers and students are working on “Smart Education” projects for more development of the concept. In today’s education system “Smart Classroom” concept is a great innovation and one-stop resource for students needing analysis and technology. Nowadays, both teachers and students have become technology inclined, students adapt to new technologies or concepts very quickly, which helps them in the professional world. Smart devices like cameras, projectors, remotes are technologies that result in a lot of engaged learning for students and adaptation to a spread of learning designs (www.vkmaheshwari.com/WP/?p=2352). The concept of “Smart Classroom” has not only made education interesting but it created a great platform for students to enhance their performance. Besides this, it helps students to understand the concept faster than verbal or written notes because visual concepts help them to understand the thing more clearly and easily.

Inferring Concept Prerequisite Relations from Online Educational Resources

The Internet has rich and rapidly increasing sources of high quality educational content. Inferring prerequisite relations between educational concepts is required for modern large-scale online educational technology applications such as personalized recommendations and automatic curriculum creation. We present PREREQ, a new supervised learning method for inferring concept prerequisite relations. PREREQ is designed using latent representations of concepts obtained from the Pairwise Latent Dirichlet Allocation model, and a neural network based on the Siamese network architecture. PREREQ can learn unknown concept prerequisites from course prerequisites and labeled concept prerequisite data. It outperforms state-of-the-art approaches on benchmark datasets and can effectively learn from very less training data. PREREQ can also use unlabeled video playlists, a steadily growing source of training data, to learn concept prerequisites, thus obviating the need for manual annotation of course prerequisites.

LANDASAN PSIKOLOGIS PENGEMBANGAN KURIKULUM ABAD 21

This article aims to examine the psychology foundations of 21st century curriculum development, because the foundation of psychology is one of the principles in curriculum creation and development. The method used in this research is literature study, collecting, analyzing, processing and presenting books, journals and texts related to the research theme as reference material in the form of literature reports. The rapid development of science and technology and the existence of free market competition between countries has implications for life and of course for the world of education. It is important to conduct a review of the principles of curriculum development, namely the psychological principles of students. The result of this research is that curriculum development must be based not only on philosophy but also based on psychology. In the 21st century with the rapid development of information and communication technology and free competition between countries in all fields will affect the psychology of students, This must be considered by curriculum developers so that orientation is no longer centered on cognitive but more on psychomotor or skills. This is why the foundation of psychology is very important in conducting curriculum development. The positive impact expected in this article for the world of education is for curriculum developers to focus more on the needs of students in the 21st century so that they can compete with other countries.

Children Using Robotics for Engineering, Science, Technology, and Math (CREST-M): The Development and Evaluation of an Engaging Math Curriculum

Children using robotics for engineering, science, technology, and mathematics (CREST-M) is an ongoing curriculum creation and evaluation project developing math-focused science, technology, engineering, and mathematics (STEM) curriculum units that incorporate storytelling with math and are designed to be engaging for students from backgrounds traditionally underrepresented in STEM fields and to be appropriate for all ability levels including the gifted. This mixed-methods study evaluated one CREST-M unit, The Tale of the Monarchs, aligned to the Common Core State Standards: Mathematics (CCSS-M) for fourth- and fifth-grade fractions while incorporating all aspects of STEM. The unit includes an engineering design loop to help students create and program robots using LEGO WeDo 2.0. Students also use the scientific method in a problem-based learning (PBL) investigation in which they design and conduct experiments. The unit features a comprehensive storyline in which diverse characters solve real-world problems using STEM skills. The curriculum was evaluated through a CCSS-M aligned pre- and post-assessment of students’ understanding of fractions, the Cognitive Abilities Test Screening Form 7 (CogAT 7), and the Draw-a-Scientist pre- and post-assessment. The curriculum led to significant and meaningful gains in math achievement (Cohen’s d = 0.72) consistent for students at multiple ability levels (including high ability) and children from groups traditionally represented in STEM fields as well as those traditionally underrepresented (across gender, race, and socioeconomic status). In addition, the mental models of the career of a scientist that students articulated before the program were markedly more complex and less stereotypical following the program, indicating increased understanding of the career of a scientist.

What’s the Purpose of Higher Education? Proposing Meso-Level Operationalizable Superordinate Strategic Goals for Higher Education Developing the Higher Education Strategy Model and Metrics (HESM &amp; M)

This conceptual paper looks into the question of what purpose and which superordinate strategic goals can be identified for higher education. Because of the large variety of different purposes and goals in the existing literature, there’s a need for integrative models and frameworks that help to manage the complex challenges which higher education is facing in an increasingly complex world. Based on the theoretical perspective of Service Dominant Logic (SD-logic), a holistic higher education strategy system model is presented, allowing higher education decision makers and managers a better understanding and consequently the measurement of strategical higher education goals. Irrespective of the branch of study, the HESM can be used as a decision-making aid in operative tasks regarding curriculum creation and optimization of teaching and learning contents.

Tracing Skills and Personal Aattributes: Employers’ Demands from the Communications Graduates

This study identifies the employers’ requirements on the skills and personal attributes of the Communication graduates by analyzing the job advertisements in SunStar Daily newspaper, Sunday issues from January 2011 to June 2015 using content analysis. Results show that varied positions with no required experience and with experience are available. Several companies ranging from schools, publishing companies, hotels, car stores, and industrial companies are the prospective employers of these graduates. Moreover, the general communication skills, computer skills, organizational and planning skills, customer service skills, and team skills emerged to be very significant in the industries. Likewise, personal attributes such as individuals who are self-motivated, creative, flexible, and responsible are highly specified. Thus, the results of this study can be used as basis for curriculum evaluation and creation of training needs, and as well as craft a better understanding and compatibility between the industries and the universities producing Communication graduates.

Applying the Theory of Reasoned Action to Understanding Teen Pregnancy with American Indian Communities.

Objectives American Indian girls have higher teen pregnancy rates than the national rate. Intervention studies that utilize the Theory of Reasoned Action have found that changing attitudes and subjective norms often leads to subsequent change in a variety of health behaviors in young adults. The current study goal is to better understand sexual decision-making among American Indian youth using the Theory of Reasoned Action model and to introduce ways to utilize attitudes and subjective norms to modify risky behaviors. Methods The project collected qualitative data at a reservation site and an urban site through 16 focus groups with American Indian young people aged 16-24. Results Attitudes towards, perceived impact of, and perception of how others felt about teen pregnancy vary between American Indian parents and non-parents. Particularly, young American Indian parents felt more negatively about teen pregnancy. Participants also perceived a larger impact on female than male teen parents. Conclusions There are differences between American Indian parents and non-parents regarding attitudes towards, the perceived impact of, and how they perceived others felt about teen pregnancy. Teen pregnancy prevention programs for American Indian youth should include youth parents in curriculum creation and curriculum that addresses normative beliefs about teen pregnancy and provides education on the ramifications of teen pregnancy to change attitudes.

Online Learning Tools for Middle School Science

This article reports on how design-based research methodology was used to guide a line of intervention research that developed, implemented, revised, and evaluated online learning science curricula for middle school students, including general education students and English language learners (primarily of Hispanic origin). The iterative, design-based research approach was carried out in two stages with multiple steps per stage: (a) stage 1, or informed exploration, identified and described the problem under investigation; and (b) stage 2, or enactment, redesigned previously developed online science units, implemented each unit in case studies, and completed a feasibility evaluation. The present paper focuses primarily on the second stage, demonstrating the process by which online science units were repeatedly refined with input from stakeholders, and then examined for their feasibility to implement, usefulness for helping teachers engage with students, and potential to effectively deepen science knowledge. Data were drawn from multiple sources, including teacher logs, student and teacher surveys, student notebooks, content assessments, and focus groups. Results indicate that the online science units were feasible to implement, usable, and helpful. The data-driven, design-based research methodology proved to be both practical and efficacious, and underscored the critical importance of involving all stakeholders in the process of curriculum creation and refinement. This work offers a model for the development of constructivist science instructional materials for English learners using online, multimedia technology.

Curriculum creation: Reflection as a tool for enhancement

Reflection plays an important role in the development of new courses and curriculum. Professional skills development is the focus of two newly developed and required courses, one of which uses reflection as a primary pedagogical practice. These foundational courses are scaffolded by design. The scope of this presentation will be on the first of these two courses, designed for students entering the university environment and serving as early exposure to the field. Presenters will share the role that reflection played, and continues to play, in the development of these courses. One assignment, a product of this reflection, will serve as a focus of this presentation. It was developed to challenge students to consider past experiences and how they might apply to the development of their professional skills, both now and in the future. Peer review and feedback sessions serve as another instructional tool to facilitate this critical thinking process.The first focus of this presentation will be on continual instructor reflection on course and curriculum design as a method for enhancing the pedagogical approach, instruction, and assignments, and it will continue to play a role in the assessment of course outcomes. The second focus will be on the role that critical reflection plays as a pedagogical practice in course design and classroom instruction. Session attendees will be asked to reflect on their pedagogical practice and the role reflection has played in their approach to classroom learning.

About the Current of the New Curriculum Creation Currently Practiced Regionally in Itoigawa City

About the Current of the New Curriculum Creation Currently Practiced Regionally in Itoigawa City