Definition Of Curriculum Research Articles

CURRÍCULO E FORMAÇÃO NA EDUCAÇÃO DE JOVENS E ADULTOS: ANÁLISE DOS AVANÇOS, DESAFIOS E PERFIL DE ALUNOS

Analyzing the school curriculum from a post-critical and multi-referential perspective is essential to understand the influence of movements that defend a neutral and impartial curriculum. These moves have significantly shaped official decisions about the curriculum. The aim of this article is to explore how disputes over curriculum definitions go beyond epistemological concerns, encompassing political aspects and power relations, and to assess the implications for Youth and Adult Education (EJA) and teacher training. It is a bibliographic and documentary research. The results suggest that curriculum development is influenced by external power dynamics and political decisions. It is necessary to integrate the continuous training of teachers to better meet the diverse needs of EJA students. Understanding the curriculum as a dynamic and contested space is crucial for effective educational practices. To create an effective and inclusive pedagogical model, it is essential to consider both the theoretical and practical aspects of curriculum development. Reflecting on and learning about continuing professional development for educators from a curriculum that responds to students' experiences and needs is vital to fostering a meaningful learning environment.

The Understanding of Curriculum Change

The curriculum is the key and indispensable part of the academic and training system that contains immense aims of scientific, thought, social, political, cultural, and moral facets. The curriculum is continually changing to suit the needs of changing society and changing knowledge. Curriculum change refers to the process of modifying, revising, or updating the content, structure, and delivery of a curriculum. Changes to a curriculum are necessary to keep up with current research and best practices regarding how to increase student learning and how to track progress. This book chapter has been explaining various issues on the subject of curriculum and curriculum change. It includes definition of curriculum, purpose and factors of developing a curriculum, goals/objectives/content of curriculum, curriculum change, types/forms/importance of curriculum change, curriculum change process, factors affecting curriculum change. It ends by describing the models for curriculum change. The curriculum is the key and indispensable part of the academic and training system that contains immense aims of scientific, thought, social, political, cultural, and moral facets. The curriculum is continually changing to suit the needs of changing society and changing knowledge. Curriculum change refers to the process of modifying, revising, or updating the content, structure, and delivery of a curriculum. Changes to a curriculum are necessary to keep up with current research and best practices regarding how to increase student learning and how to track progress. This book chapter has been explaining various issues on the subject of curriculum and curriculum change. It includes definition of curriculum, purpose and factors of developing a curriculum, goals/objectives/content of curriculum, curriculum change, types/forms/importance of curriculum change, curriculum change process, factors affecting curriculum change. It ends by describing the models for curriculum change.

Considering the Lessons of Curriculum Studies in the Design of Science Instruction: Varieties of Meaning and Implications for Teaching and Learning

This article is an introduction to the rich domain of curriculum studies with specific reference to science teaching and learning. It is designed not as a systematic review or theoretical treatise but rather as an overview for those charged with transforming science content and processes into a classroom curriculum. In other words, while written from the scholarly perspective of curriculum studies, the hope is that it will be seen by teachers as a set of possibilities rather than recommendations while reminding educators that what happens in classrooms to students and their parents is the curriculum, but it is only one of many that might have been delivered. To accomplish this, this paper explores the complex definition of curriculum including the notions of the kinds of curriculum from null, to formal, received, and learned with an emphasis on what occurs as a specific curriculum design results in effective and even faulty learning, a unique consequence proposed here. Next, we explore the common curriculum ideologies or orientations including those focused on academic advancement, tradition, student-centeredness, and social improvement. Finally, a formal recommendation for the content of science instruction in the U.S.—the Next-Generation Science Standards, is are considered as a conclusion by applying the expansive perspective of the term and nature of curriculum discussed throughout.

What is Curriculum? Building a Broader Understanding of the Term

This paper is an attempt to come to a broader understanding of the term ‘curriculum.’ To that end, tens of curriculum definitions from language teaching and education literature were collected and analyzed using a proposed analytical formula. The ‘theme-rheme’ or ‘trunk-branch’ (as described and explained in the methodology) formula proposed here was utilized from Halliday’s (1985) systemic functional linguistics (SFL). This formula helps identify the part of the definition in which the topic is stated and the part of the definition in which Schwab’s (1973) commonplaces (main ideas) or some of them are discursively represented. This formula is not only helpful for analyzing definitions but also for writing definitions. Based on the analysis of definitions collected, the study defines curriculum as prescriptive content that illustrates what will be taught in a given educational program, who will teach, who will be taught, with what tools and in what context, with what effect, and how learners will be assessed.

Reflection of teachers' feelings of curriculum ownership in their curriculum definitions: The example of Estonia

AbstractTeachers' feeling of curriculum ownership has been found to be crucial for predicting the success of educational reform initiatives. This study aimed to examine how teachers' feelings of curriculum ownership are reflected in their statements about what they mean by the term ‘curriculum’. We analysed written questionnaire responses from 760 schoolteachers across Estonia. Our qualitative content analysis demonstrated that almost half of the qualified responses defined a curriculum as a mandatory, prescriptive document which does not allow for teachers' high feeling of curriculum ownership. Nearly one‐third of the respondents expressed a moderate feeling of ownership, describing a curriculum as an external guideline but also seeing their own role as active in curriculum implementation. Only about one‐tenth of the respondents expressed a high feeling of ownership in their definitions. In the context of the recent history of curriculum policy in the former socialist European countries, we conclude that the overwhelming rhetoric of the early 1990s related to prioritising teachers' curriculum ownership was in practice quickly and successfully subordinated to globally rising regulatory policies that prioritised external evaluation, benchmarking and standardisation. We will discuss the mechanisms of this phenomenon and the potential avenues for enhancing teachers' curriculum ownership in the context of current education policy realities.

Asas dan Implementasi: Pendidikan Agama Kristen Ditinjau dari Perspektif Yohanes Calvin

This article uses a library approach; Review and analyze actual facts from the Bible, articles, and books as reference material. This effort aims to review Calvin's contribution to Christian Religious Education. The background of this research is that there are not a few Christian Religion teachers today who still don't understand what Calvin's contributions to PAK are. Referring to this problem, some of Calvin's contributions regarding the principles and implementation of Christian Religious education that must be known by PAK teachers, namely: Definition of PAK, PAK Objectives, PAK Students, PAK Educators, and PAK Curriculum. The final conclusion of this study is that Christian religion teachers really need the five principles of applying PAK to become educators who are capable of teaching.

Contemporary views on the future of physiology-a report from the 2019 P-MIG focus group.

Physiologists are seen as professionals with a unique understanding of life, health, and disease, essential to the progression of knowledge regarding human functions and health. Among these experts however, the thematic of the "Future of Physiology" has been regularly present in the agenda of physiology organizations around the world as various uncertainties about teaching and research in human physiology emerged. The Physiology Majors Interest Group (P-MIG) 2019 meeting provided the occasion for some strategic reasoning and planning, aiming to identify the trends that might drive future changes in human physiology. Twelve physiologists, all experts in different areas of Physiology research and teaching, nearly all based in North America, volunteered to participate in this focus group. The session was audio recorded. A verbatim transcript of the recording was then analyzed through thematic analysis, aiming to identify the most relevant themes for the future of Physiology and how these themes might unfold. The group concluded that a shared consciousness on general goals is present, meaning to preserve and develop the interdisciplinary/integrative nature, to promote more innovative teaching/learning practices, and to acknowledge technology as the main catalyst for research and teaching innovation and progress. This consciousness was present in all participants. The group also concluded that transformation will likely need to be more effective, and should involve the Physiological Societies and organizations around the world. Special emphasis was placed on the need to share common competences for curriculum definition, common guidance for teaching practice, and common assessment procedures, with particular attention recommended toward science communication.

Global Trends in Curriculum Reform and Development

Curriculum is generally understood to be that which defines what should be taught and learned in an education system, and the activities and experiences related to this. Curriculum reform and development is a trend globally as nations and states, and their education departments seek to deliver future focused curricula to meet the challenges and needs presented in the 21st century. This article explores some of the definitions of curriculum and the place of knowledge in a curriculum. This sets the basis for discussing curriculum reform and development globally. This is demonstrated in the global trend of curriculum change from curricula where knowledge is seen as specific subject facts, learned through transmission by the teacher to curricula where knowledge for application and problem solving is valued, acquired through a learning process of self-regulation and collaboration. This enables the authors to identify challenges and processes in curriculum reform or development projects. The article discusses curriculum reform in many countries to improve quality of schooling and the production of human capital, has resulted in a policy shift away from content-based curricula towards outcomes-based curricula, with an inclusion of skills and values, and learner-centred pedagogies.

First responders’ innovative methodology and curriculum definition for advanced virtual reality training

Within the ASSISTANCE Project (Adapted Situation Awareness Tools and Tailored Training Scenarios for Increasing the Capabilities and Enhancing the Protection of First Responders) the development of a novel and advanced training programme is currently underway to adapt to the needs and characteristics of first responders. Once the methodology was ready, a complete training curriculum was prepared in order to probe the concept of the European training network based on online Virtual Reality platforms. The curriculum is composed of subjects, which have been developed with a stepwise approach, taking into consideration the pre-requisites needed foreach subject and a gradual increase in difficulty and complexity. These subjects can be divided into two different types: theoretical subjects, which will be taught through the Moodle server and practical subjects, which will be taught through the performance of different virtual scenarios with the available Virtual Reality platforms. Each subject definition includes a short summary of the subject, their main, general and specific objectives as well as their preferred evaluation method and the pre-requisites needed. This paper presents the ASSISTANCE training methodology and the curriculum developed including the preliminary scheduling needed to complete all the proposed subjects.

OFICIALAUS IR PASLĖPTO CURRICULUM RAIŠKA AUKŠTOJO MOKSLO STUDIJŲ EDUKACINĖSE APLINKOSE TAIKANT MOKYMOSI BENDRADARBIAUJANT PRINCIPUS

Higher education curriculum has been a subject of various disputes in the scholar literature. Official curriculum (such as study programme description, syllabus, study material) and unplanned hidden curriculum that occurs in during the learning process. Official curriculum defines learning goals, tasks, methods and learning outcomes. Meanwhile actual learning process contains not only the official parts of the curriculum, but also knowledge that is created and shared during learning process, especially in collaborative learning environments. That leads to assumption, that collaboration between learners and knowledge sharing is a condition for hidden curriculum to appear. In this article, a problem question is analysed: what elements of collaborative learning enables hidden curriculum in study educational environments? Main goal, using scholar literature analysis, to define the balance between official and hidden curriculum in collaborative learning environments. The article looks into the definitions of official and hidden curriculum and applications in study environments. Certain variations of collaborative learning allow to reach different levels of interaction (and hidden curriculum). The application of collaborative learning in study process has to be well guided and balanced, encouraging students to work in homogenous groups seeking for one well defined purpose.

SDG’s Quality Education Approach: Comparative Analysis of Natural Sciences Curriculum Guidelines between Taiwan and Colombia

In this comparative analysis, the cases of Taiwan and Colombia display two paths for designing a natural sciences curriculum related to quality education goals. Their differences are based on their central concepts, definitions of learning stages, delimitations of cross-subjects and cores of scientific knowledge, and alignment with international assessments. The core practices in Taiwanese curriculum guidelines are to develop inquiries, research, and experimentations to promote scientific literacy and citizenship. In contrast, the core Colombian practices construct explanations based on scientific ideas, gathering information, and using evidence. Between both countries, there is also a concordance over practices related to obtaining and communicating information. These results show the importance of curriculum policy factors such as epistemological definitions, diagnostics and representations of social expectations, alignment instruments, curriculum definitions, and design criteria of teaching processes. The differences between national curriculum policies are identified in a comparative strategy of contexts, medium-term processes to reform the national education systems or schooling features. Curriculum guidelines respond to their intellectual traditions, theoretical and pedagogical influences, and current requirements of policies. These criteria allow for the identification of cooperative issues in specific areas of science education between both countries, such as teacher education, technological and pedagogical knowledge, and curriculum alignment.

Rethinking Quality Assurance in Curriculum Development and Implementation for Higher Education in Africa

Far-reaching advances and change in technology, climate and global economic integration are transforming the way we live today in ways that we do not yet fully understand. In sub-Saharan Africa, these uncertainties make a dramatic increase in population and a rapid expansion and demand in higher education. This creates challenges especially where higher education curriculum development and quality assurance are concerned since higher education has to provide the much needed appropriate work force. In this paper, the author explores the opportunities that quality assurance in higher education curriculum development can ride on using the thinking behind 21st century competencies. The chronicle of this discussion combines clear academic definitions of curriculum, curriculum development and then an analysis of how 21st century competencies may bench mark quality assurance in curriculum development for higher education. The final section of the paper brings together some challenges that are real threats and impediments to quality assurance in curriculum development in most African tertiary institutions. In the conclusion, the author feels that there are no reasons why African countries cannot transform challenges into stepping stones through quality assurance and improvement of their higher education sector so as to make it vibrant and productive. This will require a mind-set transformation.

Threading Entrepreneurship Through the Design Process in Technology Education

Technology as a school subject has extensive entrepreneurship potential, especially when combined with the practical production aspects that form part of the intended curriculum. The South African Senior Phase Technology curriculum is silent on the topic of entrepreneurship and as a result, this potential is not reaching learners in a country with high levels of youth unemployment. This paper endeavours to address recommendations made in previous research, that entrepreneurship education should be developed as part of the South African Senior Phase Technology curriculum. Utilising the design process—described in the curriculum as the backbone for Technology methodology—as a point of departure, the current study aimed to develop proposals for the unpacking and scaffolding of entrepreneurship education in Technology, without deviating too far from the structure and content of the existing intended curriculum. Systematic qualitative document analysis and a consumer-based approach were used to align proposed entrepreneurship education with the curriculum definition and the original intentions of Technology education, which were to contribute to reducing unemployment in South Africa. The proposed structure and content for including entrepreneurship education in Senior Phase Technology will be presented to the Department of Basic Education for their consideration in subsequent curriculum modifications.

Evaluation of Laser Effects on the Human Body After Laser Therapy

Lasers have wide applications in the treatment and diagnosis of diseases and various medical fields. Laser therapy like the other methods has advantages and disadvantages. Some risks such as bleeding, pain, and infection are created after laser therapy. Explanation and evaluation of laser effects on cell function, tissue, and the body are the aims of this study. We reviewed papers available from 1986 to 2019 about the effects of lasers on cells and tissue. An online search of PubMed, Science Direct and Google scholar using such keywords as "laser", "cell", "tissue", "body" and "side effects" was performed. The laser photons are absorbed by chromophores, resulting in the target heating and localized damage. Laser irradiation alters cellular metabolism and cellular functions. These alterations may be accompanied by undesired side effects which can be monitored via metabolites level change in the body. Based on this finding, laser therapy may be associated with several side effects and complications; therefore, before treatment, the determination of laser types and their properties is necessary to avoid creating side effects. The advantages and disadvantages of the treatment type should be considered in order to choose the best treatment with the least side effects. The patients' awareness of possible side effects before treatment and also an effective follow-up and management of patients after action are two important points in laser therapy. Training curriculum definition should be determined for laser applicant qualifications in different medical fields.

JUSTIFYING THE OPPORTUNITY OF ASSIGNING THE CRYPTUALLY TO THE ASSETS OF ENTERPRISES

The article examines the essence, advantages and disadvantages of cryptovolume. The analysis of cryptographic curriculum definitions was made and features of its appearance were revealed. In addition, the legal regulation of electronic currency in Ukraine is analyzed. An analysis of the value of the virtual currency has been made.

THE INFLUENCE OF POLITICS IN CURRICULUM CHANGE AND INNOVATION IN TANZANIA

This is the library based paper that discusses on the influence of politics in curriculum change and innovation in Tanzania. The various definitions of curriculum, curriculum change, curriculum innovation and their differences according to different scholars have been dealt first. Then followed with a discussion on the sources of curriculum, types of curriculum change and innovation, factors (sources) of curriculum change and innovation, briefing the models of curriculum change and innovation, describing the curriculum change and innovation processes, a brief discussion on the major curriculum changes in Tanzania after independence and finally a detailed discussion on how the two jargons (change and innovation) are influenced politics. Areas where politics intervene the change and innovation discussed are: formulation of education policy and philosophy, selection of what to be taught in schools, methods to be used, language of instruction and the evaluation strategies to be employed. The paper suggests that in order for the curriculum change and innovation to be profitable in the contemporary society, there should be fairy involvement of curriculum planners and the consumers. The consumers here are the students, parents, societies and other scholars who are not involved in politics. Article visualizations:

Devices and desires: Competing visions of a good education in the digital age

AbstractThe long anticipated ubiquity of digital technologies is now established in the developed world. The manifestations and consequences are not entirely as predicted, perhaps nowhere more so than in the classroom. Amid a clamour for the banning of mobile phone use in school, it is timely to reflect upon the Utopian dream of an enriched experience of education mediated by computers and consider where it all went wrong. Computer‐mediated instruction was supposed to free learners from the constraints which were preventing them from achieving their full potential. The barriers erected by inadequate teaching, impoverished curricula and limited assessment systems would be removed through the introduction of intelligent tutoring systems, worldwide access to information and comprehensive assessment protocols. In reality, the majority of OECD countries are still struggling to ensure that all school leavers have an adequate level of numeracy and literacy to serve their own and the national economy’s needs. This paper considers policy and practice in the introduction of digital technologies in schools as recorded in the available research evidence. The data sources are predominantly from the UK with some US examples. What emerges goes to the heart of what is meant by a good education.Anticipated contribution to the Special Issue themeThis paper will address the theme Government policy: national visions for educational experience through the lens of government‐led innovation in curriculum definition and high‐stakes assessment as a device to manage school accountability. The data sources will be predominantly from the UK with some US examples. It will draw heavily on recent desk research supported through an award from the Nuffield Foundation.

El Programa de Apoyo al Sector Educativo del MERCOSUR: intentos de integración y limitaciones de las reformas en la formación de profesorado

En este trabajo la comparación transnacional se focaliza en las características que adquieren los intentos de coordinación de políticas regionales en una dimensión central de los sistemas educativos: la formación de profesorado. Para ello en términos metodológicos el diseño de esta investigación incluye una triangulación de técnicas cualitativas entre las que se destacan el análisis de contenido de documentos normativos y curriculares, la generación de tipificaciones y la formulación de grillas comparativas de las fuentes provenientes de los cuatro países considerados. La reconstrucción teórica exige desarrollar una hermenéutica que se realizará desde formatos críticos de análisis de los discursos que constituyen las fuentes de datos. Este tipo de trabajo pone en evidencia las lógicas que existen en unidades políticas independientes que ocupan un territorio definido y tienen autodeterminación de los asuntos internos y externos. Es importante destacar que, más allá de las diferencias contextuales de los países, ellos presentan desafíos similares, entre los cuales se podrían mencionar la pobreza estructural, el desarrollo económico desigual en cuanto a la distribución del ingreso, el acceso a la propiedad, a los bienes culturales y a la salud pública. Como resultado se espera demostrar que las iniciativas como el PASEM enfrentan lógicas institucionales y de los sistemas formativos que obturan los intentos de armonización intra-regional. Por lo que se considera que el estudio de la transferencia de políticas constituye un terreno fértil para comprender los intereses contradictorios que afectan a las políticas educativas en contextos específicos.

The Criticism of the EFL textbook Taught at Iraqi Public secondary school

Curriculum criticism is a systematic way to develop and account for programmatic action that involves procedures that are useful, practicable, ethical and accurate for the anticipated users of criticism process and findings (Patton, 1997 cited in Watanabe 2006). This article critiques an EFL textbook which has been prescribed for use in Iraqi secondary schools. First, a general definition of curriculum will be given. Following, an analysis of the target text book will show how the target learners, teachers and their community (culture) are represented in. The article then gives some suggestions as to how to alleviate some of shortcomings encountered in this textbook.

Defining and Developing Curricula in the Context of Cooperative Extension

Effective curricula are considered to be the cornerstone of successful programming in Extension. However, there is no universal operationalized definition of the term curriculum as it applies to Extension. Additionally, the development of curricula requires a systematic process that takes into account numerous factors. We provide an operational definition of curriculum by describing the parts of a curriculum, discussing the organization of those elements, and recommending theoretical frameworks that complement the learn-by-doing approach used in Extension. We also describe strategies to guide curriculum development, adaptation, and evaluation that will help advance the potential of Extension curricula to achieve their intended outcomes.