Curriculum Development Process Research Articles

Data Management and Curation for Qualitative Research: Collaborative Curriculum Development and Implementation

Objective: This eScience in Action article describes the collaborative development process and outputs for a qualitative data curation curriculum initiative led by a library faculty (research data specialist) at an R1 research university. Methods: The collaborative curriculum development activities described in this article took place between 2015-2020 and included 1) a college-wide “call out” meeting with graduate methods instructors and additional one-on-one conversations, 2) a year-long training series for disciplinary faculty teaching graduate-level qualitative research methods courses, 3) guest lectures and co-curricular workshops, and 4) the development of a credit-bearing graduate-level course. Results: This practice-based article includes a reflection on the collaborative curriculum development process and impacts, including the development of networks between the Library and qualitative researchers across campus. The article provides a proof-of-concept example for developing relevant and trustworthy library data services for humanities and qualitative social-science researchers. Conclusions: Curriculum development activities focused predominately upon researcher-centered perspectives and identified needs. However, changes in institutional expectations for library faculty (i.e. requirement to teach credit-bearing courses) played a major role in how the curriculum was implemented, its impact and continued sustainability of outputs going forward.

Development of an OIE Harmonized Day 1 Competency-Based Veterinary School Curriculum in Ethiopia: APartnership Model for Curriculum Evaluation and Implementation.

The University of Gondar College of Veterinary Medicine and Animal Sciences (UoG-CVMASc) and the Ohio State University College of Veterinary Medicine (OSU-CVM) developed an objective methodology to assess the curriculum of veterinary institutions and implement changes to create a curriculum that is harmonized with OIE standards while also covering the needs and realities of Gondar and Ethiopia. The process, developed under the sponsorship of the World Organisation for Animal Health (OIE) Veterinary Education Twinning Programme, is outlined in this article with the hope that it can be applied by other countries wishing to improve national veterinary services (VS) through the improvement of their academic programs. The plan created by the UoG-OSU Twinning team consisted of an in-depth curriculum assessment and development process, which entailed three consecutive stages. Stage 1(Curriculum Assessment) included the design and development of an Evaluation Tool for OIE Day 1 Graduating Veterinarian Competencies in recent graduates, and the mapping and evaluation of the current UoG-CVMASc curriculum based on the OIE Veterinary Education Core Curriculum. Stage 2 (Curriculum Development) consisted of the identification and prioritization of possible solutions to address identified curriculum gaps as well as the development of an action plan to revise and update the curriculum. Finally, Stage 3 (CurriculumImplementation) focused on the process to launch the new curriculum. In September 2017, 53 first-year students started the professional program at the UoG-CVMASc as the first cohort to be accepted into the newly developed OIE Harmonized Curriculum, the first of its kind in Africa.

The Design and Implementation of an IPC Certificate Course: Experiences From Sierra Leone

Background: Trained infection prevention and control (IPC) practitioners are critical to reducing healthcare-associated infections (HAI) and improving patient safety. Despite having HAI rates 3 times higher than high-income countries, many low- and middle-income countries (LMICs) lack trained IPC professionals. During the 2014–2016 Ebola outbreak in West Africa, the Sierra Leone Ministry of Health and Sanitation (MoHS) recognized this need and appointed and trained IPC focal persons at all district hospitals. Following the outbreak, MoHS requested assistance from the US CDC to develop and implement a comprehensive IPC training program for IPC specialists. Methods: The CDC, alongside its partners, convened a multidisciplinary team to develop an IPC certificate course. ICAP led the curriculum development process using a “backwards design” approach, starting with development of competencies and learning objectives, then designing an evaluation framework and learning strategies, and finally, identifying course content. The curriculum was based on existing resources, primarily designed for high-income countries, which were adapted to the Sierra Leone context and aligned with national IPC policies and guidelines. Additionally, an IPC steering committee, led by MoHS, was established to provide national leadership and oversight and make country-level decisions regarding accreditation and career pathways for IPC specialists. Results: The course includes three 2-week workshops over 6 months consisting of classroom didactics and hands-on activities. Topics include standard and transmission-based precautions, microbiology, laboratory, HAI, quality improvement, leadership, and scientific writing. Between sessions, participants conduct IPC activities at their work site and share results during subsequent workshops. Participants receive electronic tablets, which contain course content, assessment tools, and references, to upload their work into a cloud-based storage system for facilitators to provide feedback. They also receive in-person mentorship and connect with peers through a group messaging platform to share lessons learned. Participants’ knowledge and skills are assessed using a before-and-after test and observing them perform IPC practices using standardized checklists. The first cohort of 25 participants will complete the course in November 2019. Conclusions: The IPC certificate course is the first comprehensive, competency-based IPC training in Sierra Leone. Successes, challenges, sustainability, and lessons learned remain to be determined; however, based on similar models, the course has the potential to significantly improve IPC in Sierra Leone. Additionally, it is a model that can be replicated in other resource-limited settings.Funding: NoneDisclosure:None

An Evaluative Study of Chemistry Curriculum at Higher Secondary School Level in Pakistan

The research was conducted to evaluate the National Curriculum of Chemistry for Higher Secondary level in Pakistan. This was a Descriptive and Evaluative study with a special focus on the achievement of objectives set at the National Level. The researcher prepared two questionnaires and served to the sample of curriculum experts and teachers of chemistry. The sample comprising of 50 experts and 400 teachers was selected from all the Provinces and the Districts through multistage random sampling techniques. The tool used was Chi-Square. Analysis of the data led to the findings of the study. The important findings reflected that Experts were satisfied with the alignment of the curriculum with the ideology of Pakistan. However, they were not satisfied with the attainability of objectives within the given timeframe and the process of curriculum development. The teachers expressed their satisfaction with the content but dissatisfaction with the students' evaluation process. On the basis of findings, recommendations were offered, which included the involvement of the teachers in the curriculum development process.

Teachers’ participation in curriculum development: a case study from an English preparatory program at a tertiary institution

The higher requirement of English competency among learners at the tertiary level has called for constant curriculum development in English training programs, especially in English instructed undergraduate programs. With the purpose to explore the phenomenon of teachers’ participation in the curriculum development process, this study employed a qualitative instrumental case study of an English preparatory program. The participants of the study were 8 English instructors in the English Preparatory Program at International School, Vietnam National University, Hanoi. The data of the research were collected by using a semi-structured interview and then thematically coded. The results from the interview show a high level of teacher’s willingness to be involved in most staged of the curriculum development process. The main activities they actually participated in the examined project were selecting content, sequencing content, and organizing learning experience. Feasible suggestions to increase teachers’ voices in the decision-making process were also recorded.

Engaging Students in Curriculum Development Through Design Thinking: A Course Design Case

This design case documents the motivations, decisions, and results of an experimental course that involved students in the curriculum development process through the use of design thinking methodology. Primary points of student input were determining assignment topics, developing learning objectives, and contributing to the design of grading assessment. The case also examines the student experience and provides a detailed evaluation of the process, including an assessment of the benefits of the approach and a dissection of the unforeseen obstacles in the design process. In this investigation into the intention and execution of the course, educators may find the inspiration and framework to adapt this approach for their own courses.

DESAFIOS E ENCAMINHAMENTOS RELACIONADOS AO ENFRENTAMENTO DOS/AS PROFESSORES/AS A UM CURRÍCULO INOVADOR – O CURSO MÉDICO DE UMA UNIVERSIDADE PÚBLICA

Investigar a dinâmica do processo de mudança curricular de um Curso de Medicina na perspectiva dos docentes. Trata-se de um estudo de caso, com entrevistas individuais e foco na análise dos incidentes críticos e nos repertórios linguísticos sobre o processo de mudança curricular. A análise destaca a importância da participação docente no cotidiano da sala de aula e em todas as fases do processo de elaboração, revisão e inovação curricular e da utilização das abordagens de Educação Permanente, Planejamento participativo, Formação e participação docente, das Redes formais e informais de relações; do desenvolvimento de Equipe e da gestão dos conflitos

Effect of Curriculum Change on TIMSS Achievement in Bahrain

The Trends in International Mathematics and Science Study (TIMSS) is one of the most influential assessments of student achievement conducted at regular interval every four years. It provides reliable data about the mathematics and science achievement of students in grade 4 and grade 8, as well as data that informs instruction, curriculum development and teaching-learning process. Curriculum related factors are among the most prominent elements that affect TIMSS results. This study explores the impact of recent revisions in the school mathematics curriculum implemented by the Ministry of Education in Bahrain (The Bahrain Numeracy Strategy) on the TIMSS achievement results. The analysis focuses on the three cognitive domains (Knowing, Applying & Reasoning) as well as the three content domains (Number, Geometric Shapes and Measurement & Data Analysis) among fourth grade students. A thorough review of the curriculum and structured interviews and reflections with in-service teachers who witnessed a prominent change in the outcome revealed that Bahraini students’ scores improved in all three content domains while comparing 2011 and 2015. The possible explanations and reasons for those changes in achievement are further discussed.

ICT in the Primary School

The aim of the study was to explore various issues related to the introduction and use of ICT in primary schools in eastern and central Croatia from the viewpoint of informatics teachers. A total of 232 respondents participated in the survey. Both descriptive and inferential statistics were applied in data analysis. The results indicate that the equipment in computer classrooms is only partially satisfactory. LCD projectors and multimedia computers are mostly used in teaching informatics. The research also revealed that teachers are aware of the importance of ICT implementation in classrooms. However, they are less satisfied with the professional development opportunities. Their responses also suggest that they are ready to participate in the curriculum development process, undertake continuing education, and focus on pupils and their learning. In addition, the analysis showed that teachers, regardless of their background characteristics, share similar views. So far, the issues discussed in this paper have only been superficially examined. The present study expands previous research by providing insight into the practice and attitudes of informatics teachers in Croatian primary schools.

Evaluation of 2018 Turkish early childhood teacher education curriculum

This study aims to examine the characteristics of the Turkish Early Childhood Teacher Education Curriculum updated in 2018 and reveal the views of university lecturers as its end users. In the first stage of the study, previous and updated curricula were examined in order to reveal the characteristics of the latter, in the second stage, the curriculum-related views and recommendations of lecturers from private and public universities in Turkey were obtained. Increased number of elective courses was the most favored characteristic of the new curriculum while lack of flexibility, less practicum, and the failure of certain new courses to meet needs were the negative aspects. Increasing practicum and ensuring the participation of all stakeholders in the curriculum development process were the most vociferous recommendations of the lecturers.

Developing a Global Studies Curriculum: The Case of Northern High School

This fictional case presents the challenges school districts face when developing a new curriculum. After the school board voted to create a global studies program at Northern High School, the social studies supervisor had the responsibility of designing and implementing the curriculum. With only a few months to implement the curriculum, the supervisor embraced an ambitious whole-school approach. This included bringing teachers together from different disciplines to draft a curriculum; investing in professional development; and encouraging participation of students, the school, and the community. This case presents issues and questions that may arise during the curriculum design and development process.

RETRACTED ARTICLE: Early Pioneers of the Americas: The Role of the Olmecs in Urban Education and Social Studies Curriculum

Today’s multicultural education efforts typically use additive or supplementary approaches, which minimally adds to curricula that were not intended to educate minority students (Delpit in Teaching when the world is on fire, The New Press, New York, 2019). Thus, this paper seeks to answer the following research question: What are the educational implications of the Olmecs and their civilization, the oldest in the Americas, for Social Studies standards and curriculum development processes? The paper provides primary source documentation as it addresses the omission of the Olmecs in public school curricula. The findings expand Social Studies curriculum development and culturally responsive pedagogy (Ladson-Billings in The dreamkeepers: Successful teachers of African American children. Jossey-Bass, San Francisco, 1994), which could enhance instruction, engagement, and student achievement.

KOMITMEN GURU DITINJAU DARI MOTIVASI BERPRESTASI DAN PEGAWASAN KEPALA SEKOLAH PADA SD NEGERI 04 NANGGALTARUSANKABUPATEN PESISIR SELATAN

Teachers who have seriousness in carrying out their duties will always be responsible, have a high level of care for their duties, tend to be disciplined, and have concern for the advancement of education and direct superiors are the characteristics of a teacher who has a commitment to competence. Teachers who are committed to providing a lot of time to carry out tasks related to learning such as: designing learning, managing learning and always thinking about ways to improve the active learning achievement of students. The oversight function will be carried out in accordance with the rules if the supervisor can formulate a comprehensive, sustainable, planned and systematic program. Supervisors must be able to carry out curriculum development, organize teaching and learning processes and broaden the experience of teachers and bring corrective actions

KOMITMEN GURU DITINJAU DARI MOTIVASI BERPRESTASI DAN PEGAWASAN KEPALA SEKOLAH PADA SD NEGERI 04 NANGGALO TARUSANKABUPATEN PESISIR SELATAN

Teachers who have seriousness in carrying out their duties will always be responsible, have a high level of care for their duties, tend to be disciplined, and have concern for the advancement of education and direct superiors are the characteristics of a teacher who has a commitment to competence. Teachers who are committed to providing a lot of time to carry out tasks related to learning such as: designing learning, managing learning and always thinking about ways to improve the active learning achievement of students. The oversight function will be carried out in accordance with the rules if the supervisor can formulate a comprehensive, sustainable, planned and systematic program. Supervisors must be able to carry out curriculum development, organize teaching and learning processes and broaden the experience of teachers and bring corrective actions.

REFLECTIONS ON IMPLEMENTING A STUDENTS-AS-PARTNERS APPROACH TO CURRICULUM DEVELOPMENT IN ENGINEERING

The implementation of Students-as-Partners (SaP) with instructors in the co-development of curriculum is becoming an increasingly popular pedagogical model. Enhanced learning outcomes, student satisfaction, and skill development have been demonstrated as a result of SaP work. Engineering educators stand to benefit from this approach, however further investigation is needed to better understand the implications of SaP work on curriculum development processes. Thus, the primary goal of this paper is to provide an analysis of the complexities of the Students-as-Partners approach from an experiential lens of curriculum design in first-year engineering. This study uses a collaborative auto-ethnographic approach to draw from instructor and student written reflections on the process and experiences of working within the SaP model on a first-year engineering curriculum development project. Common themes were identified and synthesized from individual reflections. Important considerations of a partnership include creating a positive climate, pre-existing perceptions of power, framing the project with intention, and taking advantage of niche areas of expertise. Various forms of motivation were also found to influence the partnership dynamics and outcomes. Restraints of partnerships in general were identified in the unequal student representation and the difficult balance of providing guidance and instilling ownership. These findings provide key considerations to engineering educators who may find the SaP approach a viable option in curriculum development processes.

The Impact of Quality Assurance Policies on Curriculum Development in Ontario Postsecondary Education

Two trends in the evolution of quality assurance in Canadian postsecondary education have been the emergence of outcomes-based quality standards and the demand for balancing accountability and improvement. Using a realist, process-based approach to impact analysis, this study examined four quality assurance events at two universities and two colleges in Ontario to identify how system-wide quality assurance policies have impacted the curriculum development process of academic programs within postsecondary institutions. The study revealed different approaches that postsecondary institutions chose to use in response to quality assurance policies and the mechanisms that may account for different experiences. These mechanisms include endeavours to balance accountability and continuous improvement, leadership support, and the emerging quality assurance function of teaching and learning centres. These findings will help address the challenges in quality assurance policy implementation within Canadian postsecondary education and enrich international discussions on the accountability-improvement dichotomy in the context of quality assurance.

The Impact of Quality Assurance Policies on Curriculum Development in Ontario Postsecondary Education

Two trends in the evolution of quality assurance in Canadian postsecondary education have been the emergence of outcomes-based quality standards and the demand for balancing accountability and improvement. Using a realist, process-based approach to impact analysis, this study examined four quality assurance events at two universities and two colleges in Ontario to identify how system-wide quality assurance policies have impacted the curriculum development process of academic programs within postsecondary institutions. The study revealed different approaches that postsecondary institutions chose to use in response to quality assurance policies and the mechanisms that may account for different experiences. These mechanisms include endeavours to balance accountability and continuous improvement, leadership support, and the emerging quality assurance function of teaching and learning centres. These findings will help address the challenges in quality assurance policy implementation within Canadian postsecondary education and enrich international discussions on the accountability-improvement dichotomy in the context of quality assurance.

Educators’ reasoning(s) and their effects on successful attainment of curriculum goals

It has been suggested that the curriculum development process should focus on three factors: people, programmes and process in order to achieve the idealised goals. In other words, for a curriculum to be successfully enacted, it should encompass societal needs (social reasoning), facts as representative of a specific discipline (professional reasoning) and the unique strategies adopted by the educator to attain desired goals (personal reasoning). These three factors are driven and influenced by educators’ reasoning (social, professional and personal), which drive and have an impact on their practice. The purpose of this article is to explore three propositions of educators’ reasoning. Such reasoning is divided into personal, social, and professional reasonings, and their effects on successful attainment of curriculum goals. Using an interpretive qualitative case study, 20 participants were selected using purposive sampling: with two selected using convenience sampling for the reported study. Data were generated using reflective activities and one-on-one semi-structured interviews. The findings demonstrate that being grounded in either social or professional reasoning, while disregarding the other, may hamper the attainment of goals. Thus, this article recommends integration and alignment of the three propositions of reasoning (personal, social, and professional) in order to successfully attain curriculum goals.

Assessing caregiver usability of the National Training and Development Curriculum for Foster and Adoptive Parents

Most foster and adoptive caregiver training curricula show limited effectiveness in improving the preparation of caregivers to care for foster and adoptive children and youth. In 2017, in response to the need for evidence-based and comprehensive training for foster and adoptive parents, the United States Children's Bureau initiated a cooperative agreement to fund the development of the National Training and Development Curriculum for Foster and Adoptive Parents (NTDC). As part of the curriculum development process, caregiver usability tests were conducted to assess caregiver perceptions of the structure of the three primary training components: (a) the caregiver self-assessment, (b) the classroom-based training curriculum, and (c) Right Time training curriculum. Participants were generally satisfied with the training components. Findings included the identification of a variety of content- and delivery-related strengths, as well as many recommended areas of improvement. This study summarizes findings from these caregiver usability tests, and provides a wide variety of caregiver-generated suggestions for improving foster and adoptive caregiver training curricula that are applicable to all caregiver training efforts.

SOCIAL STUDIES CURRICULUM AT THE CROSSROADS: IMPLEMENTATION OF THE SECONDARY SCHOOL SOCIAL STUDIES CURRICULUM IN CHINGOLA DISTRICT OF ZAMBIA

Curriculum implementation is one of the key aspects of the curriculum development process. The success of any educational policy depends on the accomplishing of the objectives of the policy. However, despite the desire to make learning more relevant to the needs of the learners by bringing into context all the skills, attitudes, values and competencies from the three subject areas (Geography, History and Civics) into one (Social Studies). The implementation of the 2013 revised junior secondary school Social Studies curriculum still remain a challenge. The purpose of this study was to analyse the implementation of the junior secondary school Social Studies curriculum in Chingola district. The researchers used a phenomenological research design. 71 participants comprising of 40 teachers of Social Studies, 20 learners of Social Studies, 10 secondary school head teachers and the District Education Standards Officer were sampled for the study. Data was collected from the District Education Standards Officer, Head teachers and teachers using interview schedules. From the learners, data was collected using focus group discussion schedules and then a document analysis schedule was also used to collect data from policy documents and school-based curriculum implementation documents. Thematic analysis was used to analyse the data. The findings revealed that the time allocated to the implementation of Social Studies in schools was inadequate. Further, Social Studies was being taught through specialization by teachers who were trained in subject areas like Geography, History and Civic Education a scenario which contributed to the poor performance of learners. The researchers recommended that the Ministry of General Education through the Curriculum Development Centre should consider allocating more time (periods) to the implementation of Social Studies, expedite the training and recruitment of Social Studies teachers and encourage Continuous Professional Development (CPD) meetings both at district and school levels for the purpose of capacity building. Article visualizations: