Curriculum Development Model Research Articles

Model of Arabic Curriculum Development in Traditional Islamic Boarding Schools: A Case Study in Pesantren Musthafawiyah Purba Baru and Dayah Mudi Mesra Samalanga

This research aims to describe the Arabic language curriculum development model that is carried out at the Musthafawiyah Islamic Boarding School, North Sumatra, and Dayah Mudi Mesra, Samalanga, Aceh. This research uses a case study approach with data collection techniques in the form of observation, interviews, and documentation. The results of the research show that the Arabic language curriculum development model at the Musthafawiyah Islamic Boarding School Purba Baru and Dayah Mudi Mesra Samalanga has undergone stages of development in planning, organizing, implementing, and evaluating. First, the Arabic language curriculum development model at the Musthafawiyah Islamic Boarding School Purba Baru and Dayah Mudi Mesra Samalanga includes the following steps: a) formulating the vision, mission, and learning objectives to be achieved; b) maximizing the needs of students, graduate user communities, and further studies; c) curriculum evaluation; and d) adaptation to current needs. Second, the Arabic curriculum model used in the Old Musthafawiyah Islamic Boarding School and Dayah Mudi Mesra Samalanga is known as a separate curriculum model. In this curriculum model, listening skills, speaking skills, writing skills, reading skills, and grammar learning are taught separately.

DEVELOPMENT OF PODCAST IN SERVICE OF THE NEXT GENERATION OF GEROPSYCHOLOGISTS

Abstract The current geropsychology workforce falls woefully short of meeting the mental healthcare needs of older adults, with only 3% of licensed psychologists identifying Geropsychology as their primary or secondary specialty. Formal training in geriatric mental health is extremely limited. Out of the over 400 APA-accredited doctorate-level psychology programs in the U.S., only five provide specialty training in Geropsychology. Consequently, the vast majority of psychologists who treat older adults have never received formal education or training in geriatrics. It is imperative that evidence-based geropsychology education is disseminated to a wide audience of mental health providers across all levels of training and career development. The Geropsychology Podcast was developed to address this gap as a novel pedagogical resource commensurate with educational competencies established by the ‘Pikes Peak Model for Professional Geropsychology.’ Topics include geriatric assessment methods, intervention, consultation, and foundational knowledge on adult development and aging. The feasibility and acceptability of the podcast was evaluated with a two-year pilot study from 2019 to 2021. During this time, eleven episodes were published across multiple podcast platforms. Preliminary results found the episodes were downloaded by over 1,500 unique listeners across 34 countries. These results indicate that The Geropsychology Podcast is scalable, acceptable, and potentially fulfilling an educational need that people are actively seeking. This poster describes the podcast’s model of curriculum development and ongoing quality metrics and impact analysis. Future work holds that this podcast will continue to be a vital resource for the field.

Say My Name: Understanding the Power of Names, Correct Pronunciation, and Personal Narratives.

Names are a reflection of identity and often have personal meaning. The chronic mispronunciation of names can undermine one's identity and be experienced as a microaggression. This workshop aims to provide historical context for names as well as resources for correct name pronunciation. We developed a 60-minute interactive virtual workshop with didactics, small-group sharing of personal experiences, and case discussions. We used an anonymous postworkshop survey to evaluate workshop effectiveness. We presented the workshop at one local academic conference and two local educational conferences to learners of all levels from medical students to faculty. We collected postworkshop survey results from 78 participants of diverse racial and ethnic backgrounds. Participants reported learning historical context, ways to ask about correct name pronunciation, correcting name mispronunciation, documenting pronunciation, and sources for applications to practice. The main barriers to implementing workshop lessons included personal and structural factors. This workshop effectively fills an educational gap by addressing the importance of correct name pronunciation in order to provide a more inclusive environment for clinicians and patients alike.

Integrating the Basic and Clinical Sciences Throughout the Medical Curriculum: Contemplating the Why, When and How

A safe, effective clinician should have the ability to reason through any case they encounter — some of which may be unusual presentations or complex cases which may not fully match standard clinical practice guidelines. When faced with a situation that does not match a known pattern, a solid foundation in the underlying principles of the scientific basis of medicine would be needed to correctly reach the most probable diagnosis and choose the most appropriate treatment strategy. The ability to do this requires the clinician to be able to integrate relevant pieces of related knowledge from both the basic and clinical sciences. However, these two elements are often taught in a dissociated manner in medical school. This often results in students struggling to see connections between the two, and often perceiving the basic sciences as being not relevant to the practice of clinical medicine. The need for better integration of the curriculum has been recognized and many medical schools have attempted to implement an integrated curriculum to varying degrees. This article attempts to summarize the theoretical basis and available evidence supporting a fully integrated spiral curriculum as an effective model for medical curriculum development in order to train safe, effective clinicians. We also briefly discuss some challenges to this and some possible strategies to overcome them.

Structural racism in healthcare and research: A community-led model of curriculum development and implementation.

Structural racism in the USA has roots that extend deep into healthcare and medical research, and it remains a key driver of illness and early death for Black, Indigenous, People of Color (BIPOC). Furthermore, the persistence of racism within academic medicine compels an interrogation of education and research within this context. In the spirit of this interrogation, this article highlights a unique model of community-engaged education that integrates cultural humility. As an individual and institutional stance, cultural humility denotes lifelong learning and self-critique, the mitigation of power imbalances, and accountability. The integration of cultural humility emphasizes that when space is created for BIPOC communities to lead the way, education regarding healthcare and research can be effectively reimagined. Demonstrating this effectiveness, six community partners led the development and implementation of a five-module Structural Racism in Healthcare and Research course. Using a cohort model approach, the pilot course enrolled 12 community members and 12 researchers. The curriculum covered topics such as history of racism in healthcare and research, and introduced participants to a cultural resilience framework. Evaluation results demonstrated a significant increase in participants' knowledge and ability to identify and take action to address inequities related to racism in healthcare and research.

Looking to Move Away from Expository General Chemistry Laboratories? We May Have a Cure for What “Ales” You

The two-semester General Chemistry laboratory sequence for nonchemistry majors at James Madison University has recently made the transition from expository, confirmation experiments to project-based (first semester) and research-based (second semester) curricula; this narrative will describe the development and current state of the Brewing Science (BrewSci) second-semester course. This high-enrollment service course with typically ∼25 sections (maximum enrollment of 24 students per section) offered during the regular two-semester school year was designed to leverage the skills obtained in a research-based environment: problem-solving, creativity, teamwork, communication, etc. The synthesis (brewing) and analysis of beer was selected as a vehicle for the learning goals due to the range of variables that can be manipulated, the wealth of relevant chemistry/biochemistry content suitable for a second-semester General Chemistry course, and the relative safety of the brewing process. Teaching supports, including trained undergraduate Learning Assistants, have been developed and employed to ensure the course can be taught by any of the rotating cohort of full-time or part-time faculty members. Analysis of course success rates (students earning a C– or higher) and DFW rates indicates improved student outcomes. Further, preliminary analysis of student survey data indicates improved student perceptions of their own abilities to think and act as scientists. Instructors corroborated these findings in a separate survey. Following the successful establishment of the BrewSci version of the General Chemistry 2 lab, the same curriculum development model is now being leveraged to expand offerings to other areas of faculty and student interest.

Development of a CPD program on caring nursing practice for hospital nurses: A mixed-methods study

Continuing Professional Development (CPD) is able to enhance and support caring nursing practice; however, the relationship has never been reported in Western Australia (WA). The aim of this study was to develop a CPD program on caring nursing practice for hospital nurses. A descriptive and exploratory mixed methods approach was used for the research. The research is reported using a three step curriculum development model: (1) development, (2) implementation, and, (3) evaluation - discussion. Findings confirmed that CPD is able to enhance and support caring nursing practice in WA hospitals. The extent to which it is able to do this is limited by cultural, organisational, interprofessional, nursing and personal factors beyond the reach of the CPD program.

Parents’ Involvement in Early Childhood Education Curriculum Development: A Case of Kaskazini ‘A’ District in Zanzibar

This study sought to explore the state of parents’ involvement in early childhood education curriculum development in Kaskazini A District, Zanzibar. The study used the qualitative approach in the light of Grassroot Rationale curriculum development model by Hilda Taba (1962). Face to face interviews and focus group discussions were used to collect data from parents, curriculum developers and Pre-primary Education Officers. Results have uncovered that parents were ineffectively involved in the process of pre-primary curriculum development; they were rather involved in curriculum implementation through participating in school meetings to discuss different issues about their children’s learning in school and home so as to improve their performance. The study recommends that: Firstly, curriculum development bodies should strengthen involvement activities and ensure that the process includes relevant ideas from all the stakeholders, including the parents. Secondly, parents’ involvement should be given priority as it is a way of improving children’s learning during the curriculum implementation. Lastly, effective strategies should be employed by curriculum developers to encourage parents’ involvement in the process of curriculum development.

Parents’ Involvement in Early Childhood Education Curriculum Development: A Case of Kaskazini ‘A’ District in Zanzibar

This study sought to explore the state of parents’ involvement in early childhood education curriculum development in Kaskazini A District, Zanzibar. The study used the qualitative approach in the light of Grassroot Rationale curriculum development model by Hilda Taba (1962). Face to face interviews and focus group discussions were used to collect data from parents, curriculum developers and Pre-primary Education Officers. Results have uncovered that parents were ineffectively involved in the process of pre-primary curriculum development; they were rather involved in curriculum implementation through participating in school meetings to discuss different issues about their children’s learning in school and home so as to improve their performance. The study recommends that: Firstly, curriculum development bodies should strengthen involvement activities and ensure that the process includes relevant ideas from all the stakeholders, including the parents. Secondly, parents’ involvement should be given priority as it is a way of improving children’s learning during the curriculum implementation. Lastly, effective strategies should be employed by curriculum developers to encourage parents’ involvement in the process of curriculum development.

New Curriculum Development Model for Improving Undergraduate Students’ Data Literacy and Self-Efficacy in Online Astronomy Classrooms

There is a critical need for research-based active learning instructional materials for the teaching and learning of STEM in online courses. Every year, hundreds of thousands of undergraduate non-science majors enroll in general education astronomy courses to fulfill their institution’s liberal arts requirements. When designing instructional materials for this population of learners, a central focus must be to help learners become more scientifically and data literate. As such, we developed a new, three-part, curricular model that was used to inform the creation of active-learning instructional materials designed for use in online courses to help introductory astronomy students improve their ability to make evidence-based conclusions when presented with a variety of data representations, while increasing their self-efficacy with respect to engaging meaningfully in science. We conducted a pilot study of these instructional materials at nine different colleges and universities to better understand whether students’ engagement with these materials lead to increases in self-efficacy, and whether faculty who implemented the materials were able to easily incorporate our active learning materials into their existing online astronomy courses. Overall, we found a statistically significant improvement in students' self-efficacy after engaging with our instructional materials in their online courses. The results of the item-by-item analysis indicated that students’ beliefs improved most on the questions that assessed their ability to make meaningful contributions to scientific research, and their confidence using data representations to interpret an array of scientific questions. The instructor feedback emphasized that our curriculum development model could successfully inform the creation of instructional materials that were easy to implement in existing online astronomy classes, and supported course learning objectives, creating the potential for widespread dissemination and use at the undergraduate level.

Role Model Pengembangan Kurikulum Grass Root di Sekolah Dasar

Progress in the field of education must be able to improve the quality of students. To follow these developments, it is necessary to be accompanied by the development of learning curricula by schools to improve the quality of students by adjusting the circumstances in each school. There are many models of curriculum development that can be used in schools. The research method in this article is qualitative. This field research (Field Research) aims to analyze the curriculum development model applied by SD Negeri 104 Palembang. The research finding is that the curriculum development model applied by SD Negeri 104 Palembang refers to the national education curriculum and initiates curriculum development according to school needs. The curriculum development model applied is a grass root, the initiatives and ideas come from the principal and teachers at the school. Teachers in schools form teams to develop or perfect the curriculum, either in one or several components or its entirety.

Curriculum Development Design of Elementary-Based Islamic Boarding School

The applied curriculum is still using the elementary school curriculum in general, which does not adopt the values of Islamic Boarding School. Based on logic of the PAR (Participatory Action Research) approach as well as the results of FGD (Focus Group Discussion) and SWOT analysis, the carried out service treatments are mentoring and development of Islamic boarding school-based elementary school curriculum design. This mentoring was given to the curriculum development team of SDI Turen Malang by bringing in a third party who is the head of the curriculum at the Islamic boarding school. In addition to a facilitator, researcher as graduate from Islamic Boarding School who was part of the curriculum development team of Islamic Boarding School also provided direction and contributed concepts. In this curriculum, the basis of innovation is the introduction of Islamic religious teachings by integrating the curriculum. The curriculum development model of Islamic Boarding School for SDI Turen into an Islamic Boarding School-based curriculum in this service is emphasized on 4 points, namely: 1) Integration of religious values in the learning process, 2) Addition of religious subjects, 3) Use of the yellow book as a reference, and 4) Habituation of religious activities. The hope is that SDI Turen can use this curriculum development design into a permanent school curriculum as an effort to realize the dream of becoming an Islamic Boarding School-Based School.

17.4 Engaging Learners: The Developmental Assessment

Consultation and liaison psychiatrists are frequently expected to provide clinical care while simultaneously hosting learners from a variety of training programs. This may include medical students, residents, and fellows in addition to other multidisciplinary or mid-level providers who are seeking clinical contact hours in pediatrics or mental health. This session will outline the differences in curriculum development and engagement models necessary when shifting between training medical students, residents, and fellows in a shared learning space.

Teaching Learning Methods and Students’ Moral Behaviour

This study sets out to examine the relationship between teaching methods and students’ moral behaviour in secondary schools. The improvement of students’ moral behaviour in Cameroon is an ongoing process. The study deals with students’ moral behaviour which has dropped in the past five years and is increasingly gaining grounds in Cameroon. There has been a constant increase of violence, juvenile crimes, aggressiveness, cheating in exams, disrespect, irresponsibility just to name but a few deviant students’ behaviour. The objective of the study was to investigate the effects of teaching methods on students’ moral behaviour. The research applied a mixed methodological approach which is a combination of qualitative and quantitative approaches at different stages in the research process. Teaching learning methods was measured using Element Based Curriculum Development Model Questionnaire scale adopted from Aslan and Gunay (2016). The students’ moral behaviour was assessed using Understanding the Moral Values of Young People and their character development questionnaire sub scale by Beng (2018). The semi structure interview guide was adopted from Askell-Williams (2001) focusing on achievement goals (Pintrich, 2000). The validity and reliability of these research instruments were assessed and determined. The review of related literature was focused on teaching methods and student’s moral behavior with models and theories. The samples were 100 students, 50 with disciplinary problems and 50 without disciplinary problems, 7 discipline masters and 7 citizenship teachers selected for the research through the simple random sampling techniques. Data collected from the respondents was analyzed using descriptive statistics, stepwise multiple regression analysis and Pearson Product Moment Correlation Coefficient. The research findings indicated a significantly positive relationship between teaching methods and students moral behaviour. If teaching methods is improved by 10%, students moral behaviour will be improved by 0.19% .Students’ moral behaviour should be developed through teaching learning methods and the integration of moral education in all lessons in the school curriculum. Keywords: curriculum development, moral behaviour, and violence. DOI: 10.7176/JEP/13-29-05 Publication date: October 31 st 2022

Influences of Online Practice Community on Instructors’ Blended Teaching Behaviors: Analysis Based on an Extended UTAUT Model

During the implementation of China’s Vocational Skill Level Certificate, the Vocational Skill Curriculum Development Organization built an online teaching community of practice (COP) by inviting instructors from several schools to participate. Through this community, instructors constructed a blended teaching system together through multiparty collaboration modes like cooperation, communication, sharing, and mutual assistance. As demonstrated by the research team, when teachers participate in a community of practice, the curriculum development model implemented within that community can strengthen the blended teaching intentions and ability of instructors, thus exerting positive effects on their blended teaching behaviors. Based on an extended Unified Theory of Acceptance and Use of Technology (UTAUT), a theoretical model concerning the influencing factors of online teaching communities of practice on the blended teaching behaviors of instructors was constructed. Through a questionnaire survey and field interviews of 204 instructors, data were analyzed by SPSS and AMOS software and an empirical test of the constructed conceptual model was carried out. The research results demonstrate that performance expectancy influences the blended teaching intentions of instructors only slightly, while effort expectancy and facilitating conditions have significantly positive influences on the blended teaching intentions of instructors. Interactions between the instructors themselves and interactions between instructors and the organization in the online community of practice have significantly positive influences on the blended teaching ability of instructors. The blended teaching intentions and blended teaching ability of instructors both have significantly positive influences on their blended teaching behaviors. In this research conclusion, various methods for online COPs to improve the blended teaching behaviors of instructors were summarized.

Model for Developing a Multicultural Islamic Religious Education Curriculum in Islamic Higher Education

<p class="06IsiAbstrak">This study aims to determine the importance of implementing multicultural education and strategies in developing multicultural-based Islamic religious education (PAI) curriculum in the Undergraduate Islamic Religious Education Study Program of the Faculty of Tarbiyah and Teacher Sciences (FTIK), IAIN Salatiga. This qualitative research used observation, interview, and documentation methods. The results uncovered that multicultural education is crucial for students. The lecturer's strategy in implementing the learning process was adjusted to the curriculum. Also, there is a curriculum evaluation by opening up students' thinking insights and developing student potential through expanding Islamic knowledge insights on contemporary issues. The strategies used in instilling multicultural education include (1) fostering noble morals and developing inter-religious harmony; (2) multicultural education was carried out comprehensively; (3) lecturers implemented multicultural values both in lectures and off-campus activities; (4) building teamwork involving stakeholders; (5) the curriculum development model was conducted through subject matter curriculum; (6) institutional support for multicultural-based Islamic religious education curriculum development. Implementing multicultural education in the Undergraduate Islamic Religious Education Study Program of the Faculty of Tarbiyah and Teacher Sciences (FTIK), IAIN Salatiga, can be a real solution to heterogeneous or plural conflicts as a preventive effort in undergoing socio-cultural problems.<strong></strong></p>

The Mediating Role of Curriculum Design and Development on the ICT Curricular Initiative in Singapore Private Institution

This study recognized the importance and necessity of incorporating ICT in curriculum design and development in Singapore's private education context. A critical literature review was conducted to investigate the impacts of the ICT implementations at the institute, teacher teaching, and student learning levels with considerations in various curriculum design and development models on the ICT initiative based on a selected private institute. Factors related to the institute, teachers, and students were derived and examined. It was established that the ICT initiative must be founded on the respective curriculum design and development models. Consequently, a conceptual framework was established and confirmed the models’ mediating roles between the ICT implementation drive at the institute, teacher, and student levels, and the ICT initiative.

A lesson learned from the integration of BIM in construction engineering education in an Indonesian Polytechnic

The Indonesian construction industry has increasingly adopted Building Information Modeling (BIM). One of the barriers to adopting BIM is BIM skills among graduates are still rare. Therefore, higher education institutions have to adopt BIM into their curriculum. However, as BIM is a new concept in construction engineering, many higher education institutions have a problem integrating BIM. Therefore, the paper proffers a syllabus to integrate BIM in a vocational higher education institution. The research methodology follows the Tyler model of curriculum development. It started with a review of prominent BIM integration into higher education research. Then, discussion with BIM practitioners from the industry to acquire information on current BIM-related job specifications in Indonesia. The team teacher then discussed and analyzed the results to create an initial syllabus. Further, the students' performance and feedback are observed during two years of course offering from 2019 to 2021. Improvement of the syllabus is based on observation and feedback results. The progress has increased students' performance in the BIM course. The students' performance is excellent even though the course was offered online due to a pandemic.

Pelatihan Model Pengembangan Kurikulum 2013

The curriculum as several educational plans needs to be developed dynamically according to the needs and changes that occur in society with reference to the development of curriculum models. In line with this, among the many models of curriculum development, one that must be considered is choosing a curriculum development model. The selection of the development model is not based on the advantages and benefits and opportunities for optimal results, but also needs to be adapted to the education system and education processing system adopted and which educational concept model is used. serves as a means to facilitate a communication, or as a perspective guide for making decisions, or as a planning guide Therefore, the model can help us form the concept of the process by showing certain principles and procedures, as for the purpose of this mentoring is to provide insight to teachers in the development of the 2013 curriculum model. In addition, teachers who pursue escape are expected to improve their skills in carrying out learning activities. To achieve the expected goals of this training, lectures, demonstrations, exercises and assignments are used. The targets in this service are teachers SMA Tengku Sulung districts Sungai Batang. The methods used are in the form of seminars, demonstrations, and exercises or assignments.

Creating space for leadership education in undergraduate medical education in Canada.

The need for effective leadership by physicians is clear, yet the design/delivery of curricula, and assessment of leadership competencies, in Undergraduate Medical Education (UGME) continues to need work. In reappraising their UGME assessment strategies, the Medical Council of Canada (MCC) invited position papers across diverse lenses, including the CanMEDS Intrinsic Roles. This article is foundational work derived from the report on leadership assessment to the MCC. Using Kern’s Model of Curriculum development as a guide, we reviewed the landscape of Canadian UGME leadership education through an environmental scan of the published and grey literature, Canadian leadership frameworks and resources, and consultation with learner and faculty leadership. Leadership education across programs was highly variable and learners were often unaware of available opportunities. In response, we have suggested processes for curricular development, including strategies for key content, teaching and assessment, and program evaluation considerations. Leadership education cannot remain another checkbox on a list of UGME experiences. Such training necessitates focused attention and investment to foster ongoing identity formation toward becoming a good doctor.