Curriculum Development Efforts Research Articles

Engagement of science process skills for teaching science concepts in early childhood

This study aimed to explore how early childhood teachers engage science process skills for teaching science concepts in early childhood settings. Social constructivist theory was employed as the guiding framework for this study. Four Grade R teachers were purposefully selected and engaged through qualitative research methods. Data generation was informed by semi-structured interviews, classroom observations, and document analysis. Thematic data analysis was used to unpack the aim of the study. Results reveal that the low engagement of science process skills by participants was strongly influenced by their limited knowledge of content and science process skills when teaching the concepts. This finding implies that the training of early childhood teachers needs to improve and be supported with continuous development programs. This finding may inform teacher training programs and curriculum development efforts geared toward improving science education in the crucial early years of a child’s academic journey.

Insights into Classroom Dynamics: Indonesian EFL Teachers' Self-Efficacy in Instructional Strategies

Teachers' self-efficacy in instructional strategy has been indicated for its crucial role and function and its profound implications on teaching practices and student outcomes. This study aims to illuminate the intricate relationship between teachers' self-efficacy and their utilization of instructional strategies. Drawing upon Bandura's theory of self-efficacy, mixed-method research with convergent parallel design was employed to explore the perceptions and experiences of Indonesian EFL (English as a Foreign Language) teachers regarding their confidence in employing diverse instructional techniques within the classroom context. The data were collected through a questionnaire completed by 36 EFL teachers and semi-structured interviews involving six teachers. The results show that self-efficacy is pivotal in shaping instructional practices and highlight the need for targeted support and professional development initiatives to enhance teachers' confidence and competence in effectively employing varied instructional strategies. The results also show that learning facilities, time constraints, and curriculum change posed significant barriers to adopting certain strategies. This research contributes valuable insights to the field of EFL education, offering practical implications for teacher training programs and curriculum development efforts to optimize classroom dynamics and foster positive learning outcomes for students

Evaluating the Oncology-Related Education Needs of Emergency Nurses

IntroductionTreatment for patients with cancer in the emergency department ranges from treating life-threatening emergencies to symptom management or issues unrelated to their cancer, but for which cancer and its treatment may be complicating factors. Nurses are expected to manage the care of this population and be aware of risk factors for complications that may be unique to cancer patients. To date, education for emergency nurses regarding oncologic emergencies and the care for patients with cancer has been limited. MethodsWe conducted a cross-sectional needs assessment to establish emergency nurses’ educational needs (knowledge, skills, and attitudes) related to the care of patients with cancer and to evaluate if there are different educational needs for emergency nurses associated with the care of the cancer patient by practice setting type. ResultsOf 237 nurses surveyed, only 28% of nurse respondents indicated receiving any cancer-specific education or training. Overall, scores on a knowledge assessment were relatively low (mean 53%; range 9.5-85.7%; SD 13%). Nurses reported variable confidence and skills, with the weakest areas being in the triage of complications and oncologic emergencies, assessment of complications related to cancer treatment, and end-of-life conversations. Nearly all of the respondents (97%) indicated a need for oncologic education for emergency nurses with moderate-high priority in relation to other educational needs. DiscussionOur findings suggest that emergency nurses need a stronger foundation of the knowledge and skills required to care for patients with cancer. Results from this study can inform future curriculum development efforts.

Bringing Reproductive Health Guidelines Into Fellowship Training: A National Survey of Adult and Pediatric Rheumatology Fellows and Program Directors.

This study seeks to assess rheumatology fellows' (RFs') and program directors' (PDs') interests in different educational tools and methods and to facilitate curriculum development for reproductive health related to rheumatic disease. Constructs were conceptualized in four dimensions: 1) RF and PD confidence in their current curriculum relating to the American College of Rheumatology (ACR) Reproductive Health Guidelines (RHGs), 2) personal interest in this topic, 3) opinions of the importance of this topic, and 4) interest in a range of learning materials and educational experiences. The final survey was distributed to 753 RFs and 179 PDs in the United States using the ACR Committee on Training and Workforce email list. Response rates were 13% (n=98) for RFs and 25% (n=44) for PDs. Both groups indicated more interest in the topic than confidence in their curriculum and rated summary sheets, question banks, didactics, and online modules higher than nine other educational tools or methods. Despite interest in the topic, 38% of RF respondents and 24% of PD respondents were unaware of the recently published ACR RHGs. RFs and PDs consider reproductive health very important and report high personal interest in this topic. In contrast, both groups indicated lower confidence in current curricula, and substantial proportions of both groups were unaware of recently published guidelines. RFs' and PDs' interests in specific educational modalities are aligned. Curriculum development efforts should prioritize summary sheets, question banks, didactics, and online modules. Efforts are needed to address the educational needs of practicing rheumatologists and other professionals caring for patients with rheumatic disease.

Designing a collaborative faculty‐student mentoring model in a large, complex science curriculum development team project

AbstractScientific research endeavors are increasingly collaborative in nature. As researchers work together in groups of increasing size to develop project goals and implement plans, traditional 1‐1 single faculty‐student mentor models are less relevant as students need input and guidance from the multiple faculty members contributing to the collaborative project. Instead, faculty‐student mentorship models would benefit from being re‐envisioned to facilitate faculty mentors advising multiple student team members and students seeking feedback from multiple faculty team members, while also facilitating complimentary student peer mentorship opportunities. In this article, we present a case study of how student mentorship support was initially designed and managed in a large, complex, and multidisciplinary collaborative science curriculum development effort: the Earth Science Experiential and Indigenous Learning (EaSEIL) project.

Islamic Religious Education Curriculum Development Based On Multiculturalism in Merdeka Curriculum At Elementary School

Merdeka curriculum provides an opportunity for every teacher to express their creativity and ideas in curriculum development efforts, including Islamic Religious Education (PAI) teachers at the elementary school level. One of them is an adequate response to the existence of multiculturalism in social life which is sunatullah. This study aimed to discover the implementation pattern of multiculturalism-based Islamic Religious Education (PAI) curriculum development in the Merdeka curriculum and its relationship with the teacher's role as a curriculum developer, especially at the elementary school level. This research is based on a literature study using a descriptive-qualitative method aimed at collecting data through documentation techniques, both in printed and electronic form. The data analysis was carried out in three stages: editing, organizing, finding, and conducting further analysis. The results of the study show that a multicultural-based curriculum development pattern can be carried out in the Islamic Religious Education teaching module in the Merdeka curriculum, especially in the sections: learning objectives, Pancasila student profiles, apperception, and triggering questions, learning methods and activities, assessment instruments, reflection, and enrichment techniques. Multicultural values ​​that can be included as content in curriculum development include tolerance, equality, justice, and democracy (freedom). The development is carried out by incorporating the value of multiculturalism, which includes: equality, justice, democracy (freedom), and tolerance.

Strategi Implementasi Pengembangan Kurikulum Pendidikan Agama Islam di Akademi Kebidanan Prima Husada Kota Bogor

Curriculum development efforts at AKBID Prima Husada Bogor City are an urgency, and Insya Allah it will be included in the success of student teaching and learning activities (KBM) according to the times and included in the vision and mission of AKBID Prima Husada. Based on this, three problems become the main research studies, namely first, how is the implementation of the curriculum at AKBID Prima Husada Bogor City. Second, what is the curriculum development strategy at AKBID Prima Husada Bogor City. Third, what are the supporting and inhibiting factors for curriculum development at AKBID Prima Husada Bogor City. This research uses a qualitative approach with a descriptive type. Sources of data through interviews, observation, and documentation which are then analyzed in the form of data reduction, data presentation, and conclusions in accordance with the guidelines of qualitative research methodology.Keywords: Each word/phrase is separated by commas. he results of the study: first, the implementation of the curriculum at AKBID Prima Husada Bogor City is using the convergence curriculum with the name rainbow curriculum, namely the formal curriculum, and the tahfidz curriculum. Second, the curriculum development strategy is diversification by adding new products, namely the Hafid curriculum packaged with Reading and Writing the Qur'an (BTQ) and tahfidz (memorization of prayers from the Qur'an and Hadith). Third, the supporting and inhibiting factors for curriculum development at AKBID Prima Husada Bogor City are: Factors supporting flexibility, namely providing space and flexibility for stakeholders in the effort to develop curriculum at AKBID Prima Husada Bogor City. The inhibiting factor is the limited time in optimizing the Pelangi curriculum, and there are some students who do not have basic knowledge about BTQ learning.
 Keywords: Strategic Management, Curriculum Development

Crowdsourcing cyber experts to determine relevant topics during cyber curriculum development efforts

ABSTRACT The cyber security environment, its threats, and its defence strategies are constantly changing. Educational programmes and their curriculum are known to be slow changing and at times out-of-date, resulting in content that may not be as relevant to their students and the industry. This research paper will 1 – present an overview of the curriculum development (CDev) process when using committees and their hindrance, 2 – describe the concept of crowdsourcing and its benefits when using domain experts, 3 – propose a Curriculum Development using Crowdsourcing Framework (CDC-F) to integrate expert crowdsourcing into parts of the CDev process (specifically the identification of industry-relevant topics and sub-topics for further curriculum content development), and 4 – present the process and results of ang experiment utilising the CDC-F.

The Experience of a Master's Class

The concept of responsible research and innovation (RRI) has increased in popularity in the context of European Commission policy since 2010; promoting inclusive and sustainable research and innovation. The present paper introduces a curriculum development effort following the RRI principles in higher education in order to demonstrate the potential positive influence of an RRI-inspired course design on the self-perception of students related to their own reflexivity and inclusiveness competencies. The paper first outlines the use of the RRI approach in higher education, with a special focus on two areas, reflexivity and inclusiveness. The development of a marketing-related subject will then be introduced, described and evaluated. With the aid of a master’s course, the selection of appropriate learning/teaching methods and related assessment practices will be introduced in relation to the competencies of reflexivity and inclusiveness. The results of a quantitative study are also presented, as students evaluated their own competency development in relation to reflexivity and inclusiveness topics at the end of the semester, with the help of an online survey. According to the main findings, the student perception was that course development served the aim of competency development well, and the various teaching methods supported inclusiveness, which also assisted the improvement of reflexive thinking.

2020-2021 Eğitim Öğretim Yılı İlkokul Öğretim Programları Üzerine Bir Değerlendirme

Bu çalışmada yürürlükte olan ilkokul öğretim programları incelenmiştir. Bu amaçla nitel araştırma yöntemlerinden doküman analizine dayalı olarak 2020-2021 eğitim-öğretim yılında ilkokullarda uygulanan öğretim programları, program geliştirme süreci doğrultusunda değerlendirilmiştir. İnceleme amacıyla ders programlarının hedefleri, içerikleri, öğrenme öğretme süreçleri ve değerlendirme öğeleri analize tabi tutulmuş ve elde edilen bulguların programın genel hedefleri ve ilkeleri ile tutarlılığı araştırılmıştır. 2018 yılında MEB’in uygulamaya koyduğu güncellenmiş öğretim programlarında görülen önemli özelliklerden biri, programların giriş bölümünde yer alan açıklamalarla tutarlılık oluşturulmaya çalışılmasıdır. 1980’li yıllardan itibaren hazırlanan ders temelli program geliştirme çalışmaları programların birbirinden kopuk olmasına yol açmıştır. Zaman içinde bu sorun giderilmeye çalışılmış ancak programların birbiriyle uyumsuzluğu sorununun devam ettiği görülmektedir. Bu sorunların programların felsefi temelleri, program tasarımları, içerik düzenlemeleri ve kazanım düzeyleri gibi alanlarda devam ettiği görülmektedir. Bu doğrultuda program geliştirme ve güncelleme çalışmalarının dersler özelinde ve öğretim kademeleri düzeyinde devam edeceği öngörülmektedir.

Digital marketing education brand management for organizational strategizing in the present- & post-covid-19 era

The study is an examination of the digital marketing environment demands in Asian tertiary educational institutions due to the advancements and commitments to educational reform in the current and post-Coovid-19 era, with the goal of assessing current efficiency for digital learning and the future of those needs. A case study approach was used to assess current conditions of digital marketing from the users’ (student) perspective to provide recommendations Asian tertiary education institutions can utilize in their marketing curriculum revision and development efforts. Findings showed a basic level of knowledge and awareness of digital marketing platforms’ usefulness and applicability among participants, but a disconnected view on preferences or suggestions for improvement. Conclusions suggest findings serve as a baseline for future research that addresses deficiencies existing in user knowledge and awareness of digital educational platforms purpose and design that will specifically improve their digital marketing curriculum revision and development efforts.

The Leadership of the Principal of Madrasa in Implementing the Madrasa Tsanawiyah Al Ittihadiyah Curriculum Program at Pangkalan Masyhur Medan

This paper aims to explain the principal of the madrasa's leadership in implementing the curriculum program at Madrasa Tsanawiyah Al Ittihadiyah Pangkalan Masyhur Medan. This study used a qualitative method because it revealed madrasa principals' behavior, vice-principal of the madrasa, education staff, and teachers in implementing madrasa curriculum management. For data collection, this study used interview techniques, observation, and document review. The data were collected then analyzed using data reduction steps, data exposure, and concluding. Triangulation techniques were used to ensure the validity of the data, both among participants and between methods. This findings indicated that the madrasa principal's leadership in implementing the curriculum program at MTs Al Ittihadiyah Pkl. Mahsyur is performed effectively. It was indicated by (1) the communication carried out by the principal of the madrasa in socializing the vision, mission, goals, and development of the madrasa curriculum; (2) wise decision making by the principal of the madrasa in curriculum deliberations; (3) exemplary shown by the principal of the madrasa in efforts to develop curriculum; and (4) particular motivation given to teachers in madrasa curriculum development efforts.

Population Health Content Within Professional Entry-Level Physical Therapist Education Programs

Introduction. Physical therapists can play an important role in improving the health of populations. However, little information exists about how physical therapists are prepared for population-based practice. The purpose of this study was to determine the current and desired coverage of population health concepts within entry-level physical therapist programs accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE). The Clinical Prevention and Population Health (CPPH) Curriculum Framework of the Association for Prevention Teaching and Research guided the study. Methods. Program directors at CAPTE-accredited physical therapist education program were invited to participate in an online survey. Sixty-three of 237 program directors (27%) responded. Results. Program directors agreed that 22 of 23 CPPH domains should be included in entry-level physical therapist education programs, although only 9 of these domains had at least moderate coverage within current curriculums. The largest gaps between current and desired coverage were for occupational health, population health informatics, counseling for behavioral change, global health issues, and organization of clinical and public health systems. Discussion and Conclusion. The CPPH Framework may be a useful tool for physical therapy faculty to use when incorporating population health into their curriculums. The identified gaps between current and desired coverage may be a useful place to start curriculum development efforts. Similarities between responses to this survey and those in a companion study of occupational therapist programs suggests that it may be useful for faculty from physical therapist and occupational therapist programs to collaborate in curriculum development efforts related to population health.

Categorical Pediatric Residency Program Curriculum Needs: A Study of Graduating Residents and Residency Program Leadership.

Pediatric residency programs must adapt their curriculum to meet evolving patient needs yet face limited resources to implement changes resulting in gaps. We performed a categorical pediatric residency program curriculum needs assessment to inform curriculum development efforts. We analyzed data from the 2017 American Academy of Pediatrics Annual Survey of Graduating Residents and pediatric program and associate program director polls conducted at a 2019 pediatric residency program director national meeting. We used conventional content analysis to code and categorize. Participants included 528 (53%) graduating residents representing 88% of programs, 89 program directors, and 177 associate program directors representing at minimum 45% of programs. Participants demonstrated concordance on the top 4 needs-additional clinical experiences, career development, business of medicine, and health systems. Program leaders also identified wellness and resiliency; disparities; diversity, equity, and inclusion; and communication. This is the first categorical pediatric program general curriculum needs assessment conducted of pediatric leadership and graduating residents in over a decade. While program leadership and resident data were collected 2 years apart, we found concordance on the top 4 categories and consistency with prior national needs assessments with the exception of career development. New curriculum development efforts are underway.

Medical University of South Carolina College of Medicine.

Medical University of South Carolina College of Medicine.

An Examination of the Rational Model in Business Education in the Greater Bay Area (Guangdong, Hong Kong, and Macau) for Curriculum Revision and Development Aimed at Improving Graduates’ Employability Potential

The rational action model are techniques and processes of decision-making from data for effective decision-making. Business leaders are strategizing for their futures for their future employment needs in the Greater Bay Area region of Hong Kong, Macau, and the Guangdong province. Tertiary business curriculum revision and development efforts are focused on properly preparing graduates’ productive decision-making skillsets that ultimately increases their employability. This qualitative study examines the perspectives of regional business leaders for the knowledge and use of rational action in their own companies, the need or not for the rational action model in future employment decisions, and their take on the rational model inclusion in business curriculum. The purpose is determining what entanglements rational action has in delivering on business leaders’ expectancies in their employment decisions. The findings indicate a strong use by business leaders of rational action and a desire for new graduates to be proficient in rational decision-making, but without a cohesive expression between the three major areas of how to affect curriculum enhancement efforts. The conclusion is a positive demand for rational models to be included in curriculum revision and development efforts, but dependent on the tertiary institutions themselves for design. Recommendations focus on the rational action model in studies of a similar nature, but focused on other regions where emerging economies are focusing on the business education enhancements.

National Geriatric Network Rapidly Addresses Trainee Telehealth Needs in Response to COVID-19.

BACKGROUND/OBJECTIVESCoronavirus disease 2019 (COVID‐19) has pushed many geriatric healthcare providers to attempt video visits for the first time. Although the Veterans Health Administration (VA) is a pioneer in telemedicine, rapid shifts to nearly exclusive use of telehealth for healthcare delivery and changes regarding trainee engagement in telehealth served as the impetus for rapidly assessing telehealth training needs.DESIGNNational needs assessment (online survey) of associated health trainees and medical fellows affiliated with Geriatric Research Education and Clinical Centers (GRECCs).SETTINGNational GRECC network ‐‐ 20 VA centers of excellence focused on supporting Veterans as they age. Each GRECC is affiliated with a school of medicine at a major university.PARTICIPANTSTrainees (n = 89) representing 12 disciplines.RESULTSTwo‐thirds of participants had received some telehealth training. However, most had never done a video‐to‐home visit, and, regardless of telehealth experience, they reported low confidence. Based on open‐ended questions exploring training needs, educational resources were rapidly developed and disseminated.INTERVENTIONWithin 1 week of the assessment, a nuts‐and‐bolts guide regarding remote access, technology requirements, video‐conferencing platforms, and managing emergencies was sent to the national network of GRECC associate directors for education for dissemination among discipline‐specific training directors at their sites. This resource was subsequently submitted to the national VA COVID Strong Practices SharePoint site. An interdisciplinary team of geriatric specialists with extensive video‐to‐home experience also organized a national webinar that peaked at just over 700 participants. GRECC Connect, a network of geriatric specialty teams funded to improve care access for rural older veterans using telehealth and associated health training programs at each GRECC facilitated rapid development and dissemination of both resources.CONCLUSIONWe quickly identified and responded to telehealth training needs of geriatrics trainees to optimize care for rural older adults as part of a rapid response to COVID‐19. Although the webinar and nuts‐and‐bolts resources were developed within the VA context, they have demonstrated high demand and broader applicability. Results should continue to inform curriculum development efforts to address telehealth training gaps within and outside the VA.

A mixed methods needs assessment of pediatric emergency and critical care in Tanzanian providers: a model for curriculum development

Background There are several curricula developed to train providers in low-resource settings on how to care for critically ill and injured children, however few incorporate the unique needs, insights, and challenges faced by the providers. Using a mixed methods approach, we conducted a needs assessment to determine the most important learning issues, attitudes, and beliefs of emergency department (ED) providers at Muhimbili National Hospital (MNH) about the development of a novel pediatric emergency medicine (PEM) curriculum for their setting. Methods A retrospective, observational, analysis of a database of pediatric (<18 years old) ED visits from April 2016 to April 2017 identified the most common presenting diagnoses. Qualitative focus groups and semi-structured interviews were conducted using purposive sampling of providers. Content analysis identified emerging themes and member-checking was performed approximately 5 months later. Results Analysis of 16005 visits showed that 8 of the top 15 most common diagnoses were shared with the 15 most important topics identified by healthcare providers from the qualitative analysis; sepsis, anemia, malnutrition, congenital heart disease, pneumonia, burns, malaria, and seizures. Twenty-one healthcare providers (2 ED attending physicians, 1 pediatric attending, 5 ED residents, 9 nurses, and 4 registrars) participated and thematic saturation was achieved. Fifty-seven percent of respondents (n=13) preferred a course taught in-person, and 58% (n=15) preferred a course length of less than six months. Respondents preferred a mixed instruction approach of lectures and didactics with simulation and skills stations. Three principal perspectives on poor patient outcomes were identified; i) delayed presentation to care from a lack of recognition of disease severity and/or inappropriate or inadequate treatment; ii) poor communication and a lack of knowledge of pediatric resuscitation and critical care, and limited pediatric supplies and equipment; and iii) inadequate inpatient care despite ED stabilization. Conclusions Emergency care providers reported interest in participating in a short PEM curriculum with both live training and self-administered learning. The topics identified were concordant between participants and a database analysis, as well as previously published studies. Themes on poor patient outcomes have provided a deeper context into which the curriculum will be taught. These findings can inform future curriculum development efforts.

An Assessment of New Methods and Techniques in Teaching and Learning in Nigeria Towards Sustainable Development Goals.

The 1950’s and 1960’s were eras of absolute faith in education as a major instrument of social or economic development. This saw the unprecedented curriculum development efforts geared towards a new interpretation of the role of education in development, this was so, as many developing countries at that time were getting independence from colonial administration. Thus, the changing economic, social and political situation in both developed and developing countries combined to create needs for constant innovations and reforms in education. Due to this new social configuration it is necessary that new ideas and needs have emerged in which the former system is no longer adequate. This is more so as by early 1970’s to date there is general agreement among politicians, educational and social plainness, and schools that education is a key change agent for moving societies towards development. Within this context expanded and improved educational provision became a focus of development efforts, especially in developing countries as a means of acquiring new teaching methods. The rationale behind this paper is the evident failing of the educational system in response to new methods and techniques in teaching and learning. The primary obstacle to the introduction of new teaching methods and techniques into the system was partly the inertia of the educational system itself and partly the inability of government to muster the sum of money required to provide teaching instructional aides.

ATRA COMPETENCY STUDY: PROMOTING DEVELOPMENT OF RECREATIONAL THERAPISTS SERVING OLDER ADULTS

Competency concerns the knowledge, skills, and abilities needed to perform specific job tasks. In the field of recreational therapy (RT), four documents from the certification (NCTRC), accreditation (CARTE), and professional association (ATRA) broadly identify areas of competency for RTs. While broad competencies are defined, no specific competencies (i.e., diagnoses, assessments, interventions, theories) are identified. Sixty-seven RT experts, including 10 verified older adult experts with greater than five years experience and peer-reviewed publications, participated in three rounds of a Delphi study to gain content consensus. After experts in each setting identified key terms in the first round, experts reviewed the consolidated list twice to generate the final competency list. Next, all certified recreational therapists were invited to rate the extent that each competency item is being used in RT practice; the extent of their knowledge/skill for each item; and the degree of interest in gaining more knowledge/skill. A total of 1377 recreational therapists participated in the study (88% females, 11% male, 1% non-disclosed) with participants ranging in age from 20-60+ years of age. The study’s findings related to specific diagnostic populations served; interventions/modalities, techniques, standardized assessment tools, and theories utilized; education, training, and counseling topics in treatment; and on-the-horizon treatment and issues. This comprehensive two-part multi-year study is the first to explore current RT practice at a micro-competency level. In the effort to improve practice, these specific competencies necessary for RT practice with older adults are significant to both educators and practitioners in future curriculum and professional development efforts.