Curriculum Experts Research Articles

Planning a telelearning environment to foster higher order thinking

Throughout Australia, audiographic conferencing is widely used as an instructional medium to link schools in rural and remote areas with urban schools which have curriculum and teaching expertise in particular subject areas. This technology involves a two‐way audio link via telephone, and a computer link up via modem. The computer acts as a shared visual link between teacher and students. Curriculum documents increasingly emphasise the importance of fostering higher order thinking (HOT) for students, and this presents challenges to teachers who must meet the needs of distance students. The present research was an in‐depth investigation of telematics classrooms in Western Australia, with a deliberate focus on changing the teaching‐learning environment in order to develop higher order thinking in learners. Planning for higher order thinking was orchestrated through a research partnership approach and a formative experiment. This entailed successive interventions in the learning environment in order to create conditions conducive to HOT. Each phase of the process was monitored and talk was analysed in order to uncover students’ thinking processes through dialogue. The framework adopted for analysis of HOT investigated types of talk which were indicative of reasoning processes. Results indicated that students’ capacity to display HOT increased as a result of changes in pedagogy, in particular, the scaffolding role of the teacher, and opportunities for social interaction, dialogue and collaboration among students. Technology was used to support learning rather than merely to mediate communication, or act as a conveyor of the teacher's instructions.

The influence of academic scientists and technologists on Alberta's secondary science curriculum policy and programme

In democratic societies, it is becoming increasingly common for the government to formulate science education policies and programmes to reform education. In Alberta, Canada, government policies on education, including science, have been formulated on the basis of unprecedented public consultation. However, in the implementation of these policies, the initially proposed senior high science programme ran counter to views on science education held by academic scientists, technologists and academic high school science teachers. By garnering public support and applying political pressure, these groups were successful in forcing the government to re‐examine its science education policies and draft programmes. This review resulted in changes in the programme design and, more significantly, in the processes used to develop the science curriculum. This paper examines the complexity of reforming science education, and the dynamic tension and conflict that can develop between curriculum experts and academic scienti...

Mentors’ Roles in a Primary Articled Teachers’ Scheme

Abstract As school‐based initial teacher training is the preferred government route to teaching, even in primary education, research which examines the role of the teacher mentor is especially pertinent. This study is based on semi‐structured interviews with nine mentors about how they spend their time when mentoring. The findings revealed that a major part of their time is taken up as channels of communication between the various partners in the scheme and on the practicalities of working with their Articled Teachers (ATs). Functions requiring developing ATs’ curriculum knowledge and expertise and assessment of ATs’ teaching competence appear to be two important aspects on which they spend time but do not relish. Whether practising primary teachers are the most suitable people to deliver all aspects of ITT is questioned.

The Public Relations Curriculum and the Academic Minor

The field of public relations has grown tremendously in the last several decades and many experts predict the largest growth spurt is yet to come. This continuous growth of the public relations field has brought challenges. One area constantly challenged is public relations education.(1)From 2975 to the present, the preparation of public relations students in higher education has been scrutinized by the Public Relations Society of America and other professional agencies and organizations.(2) These examinations have mostly focused on the core public relations curriculum and general requirements beyond the major needed for graduation, or on specific skills and experiences desired in new graduates. Both educators and practitioners seek to keep public relations education relevant to the ever-changing demands and opportunities of the field. After all, the public relations major is a professional degree designed specifically to launch students on a chosen career path.This study looks at one area of public relations education that has been largely overlooked--the formal academic minor chosen by students majoring(3) in public relations. These minors are elective in that the students choose them with relatively few limitations. This study also examines why students chose their minors and if there was any correlation between minors and public relations specialties that are career aspirations.BackgroundPublic relations education has been aligned with the liberal arts in general, and in particular with the social sciences, some of the humanities, journalism, and business. Today, while closely linked with the liberal arts, the study of public relations is largely housed within colleges or departments of journalism or mass communication.(4)The true tension, however, exists in the content of public relations and communication courses and the skills ultimately mastered by the new entrants into the profession.(5) Because a definition of public relations is universally accepted,(6) and because the profession continues to expand, the major is expected to master ever-increasing academic ground.Recently, one curriculum expert in the field called for a new commission similar to the 1987 Commission on Undergraduate Public Relations Education to ...carefully analyze whether an undergraduate education is still adequate to prepare students for public relations careers, or a graduate degree should be the recommended approach.(7)Those in the field have also questioned students' preparation. When asked about public relations education, practitioners mostly focus on the skills they hope to see in new graduates. The authors of a recent article entitled Does Public Relations Education Make the Grade? suggested five collegiate study areas to meet these expectations: writing and speaking skills; critical analysis ability; strategic communication planning; career orientation; and studies in communication science.(8)With practical limitations on how many courses students can take in public relations and in non-major communication courses along with the expectations to have working knowledge in critical areas in the humanities, social sciences, and business, the academic minor should provide critical focus in some strategic area. The minor should become an important ingredient of the overall curriculum while still allowing the student some freedom of choice.The 1987 Commission cited above was the last major curriculum examination that addressed the undergraduate academic minor and recognized the contribution it could make in the student's general preparation. The Commission surveyed practitioners and educators about appropriate classes for undergraduate public relations students. Included was a rating of preferred minors. The respondents rated these on a scale from 1 to 7--1 being not essential to 7 being most essential. The top seven minors and their ratings were: business, 6.36; English, 5. …

An Expert System Approach to Curriculum Development in Engineering Education

SUMMARY RÉSUMÉ This paper focuses on demonstrating the feasibility of applying expert system methodology as a new approach for assisting the development of engineering degree curricula particularly in developing countries. A number of subdomains in which a rule-based system can be applied have been identified in the field of curriculum development. The subdomain developed and presented in this paper concerns methods of identifying curriculum content, and the major subgoal of developing a profile of ‘staff experience’ in this context is investigated in depth. Knowledge in this subdomain has been encapsulated in an expert system which has been refined to the satisfaction of a curriculum expert and tested by potential end-users of the system. RÉSUMÉ On s'est concentré dans cet article sur une démonstration de la possibilité d'appliquer ks méthodes d'Intelligence Artificelle, au développement des programmes d' études pour la formation des ingénieurs au niveau de licence (surtout dans les pays en voie de developpement). On a identifié, dans le domaine du developpement des programmes d' études, plusieurs sous-domaines auxquels s'appliquerait un systeme d'Intelligence Artificielle à base de régies. Le sous-domaine qu'on presente ici concerne les methodes qu'on se sen pour déterminer le contenu des programmes d' études; en meme temps, un autre but majeur de nos recherches a été d'examiner à fond le profit d'experience du personnel enseignant en ce qui s'agit du développement des programmes d' études. On a encapsulé le savoir dans ce sous-domaine au moyen d'un système d'Intelligence Artificielle qui a ete mis au point à la satisfaction d'un expert en matières de programmes d' études et, qui a été, de plus, vérifié par des représentants de ceux qui, en toute probabilité, se serviront d'un tel système.

An Analysis of Courses in Cataloging and Classification and Related Areas Offered in Sixteen Graduate Library Schools and Their Relationship to Present and Future Trends in Cataloging and Classification and to Cognitive Needs of Professional Academic Catalogers

This study examines what is taught in sixteen library schools in the United States. The trends and needs of Cataloging and Classification professionals were analyzed from professional literature and compared with course descriptions. The author identifies the variety of ways that cataloging content is covered in education programs particularly the titles of courses containing cataloging content and also calls for curriculum experts to be aware of the quantitative and qualitative requirements of the profession.

Lessons from the "Kokugo" (National Language) Readers

Previous articleNext article No AccessFocus on Internationalization of Japanese EducationLessons from the "Kokugo" (National Language) ReadersElaine GerbertElaine Gerbert Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 37, Number 2May, 1993 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447180 Views: 1Total views on this site Citations: 14Citations are reported from Crossref Copyright 1993 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Janet Borland Saving Red-Crowned Cranes: Children as Charismatic Conservationists in 1960s Japan, Environmental History 27, no.11 (Dec 2021): 30–57.https://doi.org/10.1086/717437Hikaru Komatsu, Shin-Pei Fu, Meng-Hui Lin, Yi-Huan Hsieh, Jeremy Rappleye, Iveta Silova Measuring the Transformation of University Students’ Self-Construal for Greater Environmental Sustainability, SAGE Open 12, no.11 (Feb 2022): 215824402210798.https://doi.org/10.1177/21582440221079836Keita Takayama Engaging with the More-Than-Human and Decolonial Turns in the Land of Shinto Cosmologies: “Negative” Comparative Education in Practice, ECNU Review of Education 3, no.11 (Mar 2020): 46–65.https://doi.org/10.1177/2096531120906298Iveta Silova , Comparative Education 55, no.44 ( 2019): 444.https://doi.org/10.1080/03050068.2019.1657699Keita Takayama How to mess with PISA: Learning from Japanese kokugo curriculum experts, Curriculum Inquiry 48, no.22 (Apr 2018): 220–237.https://doi.org/10.1080/03626784.2018.1435975Volker Lenhart Hechtius (1795–1798) – the beginnings of historical-philosophical-idiographic research in comparative education, Comparative Education 54, no.11 (Nov 2017): 26–34.https://doi.org/10.1080/03050068.2017.1396094Jeremy Rappleye, Hikaru Komatsu How to make Lesson Study work in America and worldwide: A Japanese perspective on the onto-cultural basis of (teacher) education, Research in Comparative and International Education 12, no.44 (Nov 2017): 398–430.https://doi.org/10.1177/1745499917740656Moosung Lee, Tom Friedrich Citation Network Analysis of Comparative Education Texts, (Jan 2011): 113–144.https://doi.org/10.1007/978-94-6091-722-6_7Erwin H. Epstein Setting the normative boundaries: crucial epistemological benchmarks in comparative education, Comparative Education 44, no.44 (Nov 2008): 373–386.https://doi.org/10.1080/03050060802481405Rui Yang University internationalisation: Its meanings, rationales and implications, Intercultural Education 13, no.11 (Mar 2002): 81–95.https://doi.org/10.1080/14675980120112968Ruth Hayhoe Creating a Vision for Teacher Education between East and West: The case of the Hong Kong Institute of Education, Compare: A Journal of Comparative and International Education 31, no.33 (Jul 2010): 329–345.https://doi.org/10.1080/03057920120098473Christian Galan Bibliographie, (Jan 2001): 339–350.https://doi.org/10.4000/books.pumi.5270Masahiko Minami Chapter 8 Cultural constructions of meaning: Cross-cultural comparisons of mother-child conversations about the past, (Jan 1997): 297–345.https://doi.org/10.1016/S0166-4115(97)80140-9Noel F. McGinn The impact of supranational organizations on public education, International Journal of Educational Development 14, no.33 (Jul 1994): 289–298.https://doi.org/10.1016/0738-0593(94)90042-6

The keyword method compared to alternative vocabulary-learning strategies

Imagery and sentence versions of the keyword method of vocabulary learning were contrasted with three nonkeyword verbal-contextual alternatives. Subjects' definition learning in the imagery keyword condition was substantially higher than when subjects were presented the vocabulary in sentence contexts, when they generated sentence contexts for the words, when they made decisions about whether the words were used correctly in sentences, or when they were left to their own devices to learn the words. The learning benefits associated with the sentence keyword version were not as dramatic as in the imagery keyword condition. They were more evident when recall of any part of the definition was considered correct than when recall of the entire definition was necessary. These results indicate that the keyword method is a potent alternative to vocabulary-learning techniques that are regarded as effective by curriculum experts in reading.

Secondary LD Curricula — A Proposed Framework

This article presents a framework for a model curriculum for secondary learning disabled students. The framework was developed using a three-round Delphi probe of national experts in secondary LD curriculum. The current status of secondary LD curricula as assessed through a literature review is presented. In addition, discrepancies between existing curricula and the proposed framework are delineated and recommendations for curriculum development are specified.

Educational Change and Pedagogical Validity

tional program or curriculum is a planned coordinated pedagogical vehicle designed to assure certain learning outcomes on the part of the student(s). A curriculum arises out of a philosophic base such as the Bible oriented Divine Wisdom view, the Classics oriented Eternal Truths view, the Democratic Social Needs perspective, or the Scientific Method as Universal Tool bias. The goals of a curriculum are carefully considered and adopted after suitable pondering. Objectives, content, selection, instructional strategy, evaluation and assessment techniques all flow out of the adopted goals with the aid of curriculum and instructional technology as predictably as February follows January. The previous process involves many people, with the curriculum expert as facilitator. Parents, employers, students, teachers, counselors, administrators, even professors are represented. Once adopted, the administrator moves heaven and earth to implement the plan so that the teacher may assure student outcomes according to the blueprint. The accepted wisdom as outlined above is not working. One wonders if it has ever worked anywhere except in experimental programs. Writer after writer has condemned the schools, saying in effect that educators are not doing what they claim. Our schools have been under fire for a long time. Goodman, Kaufman, Kohl, and now Silberman are but a few of the many names that have become synonymous with the thesis that educators, while saying that students are learning X, Y, Z, are in fact teaching students to hate school and all that it represents. What is wrong? The background of the following ideas is experiential. The points in this paper are postulated by me but they emerge from the experience of friends, relatives, and associates, and from the conflict between the real world experiences of this diverse group with the accepted curricular wisdom. The conclusion is not Heger's Law; rather, it is a Law postulated by Heger. Within individual classrooms, teachers often try to develop a curriculum, students often try to learn. Both parties do the teaching-learning process. They share a common intent-at least at the outset. There is ample documentation that students tend to lose

Tinjauan Aspek Budaya pada Pembelajaran IPA: Pentingnya Pengembangan Kurikulum IPA

: Education deals with enlightening people and developing human resources. The reasecher concluded that cultural background of students influences their learning attitude in the school. Therefore, the developing learning process of Natural Sciences insist student to elaborate principles of Natural Sciences without ignoring cultural valuesof local community. The policy of decentralization of Indonesian Government had authorized and legitimated local authorities to develop curriculum based on the local cultures. To do so, each local government through the officers of Education has to create a curiculum by involving some curriculum experts, instructures, natural sciences theachers, and the lectures of universities who adequately understand learning model of Natural Sciences.

A hierarchy of competencies for teachers of emotionally handicapped children.

Descriptions of the characteristics necessary for effective teaching of emotionally handicapped children often emphasize personal giftedness. During a four year teacher training program at the UCLA Neuropsychiatric Institute School, a hierarchy of competencies for such teachers was formulated which shifts the focus from educational artistry to trainable competencies. In order of importance, the teacher of the emotionally handicapped should be objective, flexible, structured, resourceful, a social reinforcer, a curriculum expert, and an intellectual model.

The coming revolution in textbooks

One of the more interesting developments in contemporary American education is the expectation by parents, administrators, and students of increased professional competence on the part of public school teachers. They not only expect the teacher to be a subject specialist in his field; they also feel that he should be something of an educational psychologist, an amateur psychiatrist, a novice sociologist; a curriculum expert, and a reading clinician. They want teachers to provide for individual differences within their classes, to modify the language and the reading level of the textual materials they use, to adapt basic curriculum content to their student's experiential background, and to develop the basic skills of reading. The teacher is told, for example, that all teachers are teachers of reading. The social studies, science, or mathematics teacher knows that he is no more a teacher of reading than is the person who tells him this. Yet it is the teacher who generally is left to face these problems alone; and very often he doesn't know how to solve them.

Biology's Bright Future

So much has been said recently on education-by qualified persons as well as by those who simply want to get into the actthat little more needs to be said. I am tempted to follow the example of those famous comedians, Laurel and Hardy, when in their most frustrating moments, Mr. Hardy would yell at his hopelessly entangled friend, Do something! The idea of this as an annual affair of this organization came from a mandate of the Board of Directors in its last meeting in Washington, D. C. However, the scheduling of this first Presidential Address is frightening indeed. On one side, it has been preceded bv distinguished curriculum experts, and on the side, it will be followed by the address of a distinguished Nobel prize winner. I feel like the other speaker at the Gettvsburg Address ceremonies. The story is told about a nervous young executive who was about ready to give his first major speech. While riding on a train before the talk, he encountered an old familv friend, the Rev. John Howland Lathrop. In answer to a plea for help, Dr. Lathrop said: Let me give you some advice that has stood me in good stead over many years in the ministry. As you mount into the pulpit, vou pause, you raise your head high, you very slowly survey of the hundreds out in front of you, and to yourself you sav quietlv; 'You go to hell, go to hell.' then, Dr. Lathrop said, You can then buckle down and proceed to save their souls. M'Iany phrases and statements have been uttered so often in the past four years that they have become common-place cliches. For instance, the terms scientific literacy, and biological literacy, are now verv popular terms. I suspect that our distinguished founder, Dr. Oscar Riddle, was responsible for these fine phrases. I noticed that recently a very well known annual symposium used these terms as the theme for of its talks. Another often used term is quality courses. President Sproul of the Universitv of California had the idea when he wrarned: If we fail in our hold upon quality, the cherished American dream of universal education will degenerate into a nightmare. Too, the idea of science for all is another widely used phrase. The distinguished science-educator, Dr. Lee DuBridge, has written: is the study of some of mankind's greatest intellectual achievements. The method of is one important method by which the human mind may grapple with the problems that we face. Finally, the spirit of science, like the spirit of true liberalisnl, is the spirit of freedom.' And thus he too adds his voice to the many who are telling us that is a subject that must be in the curriculum of those who go through our American schools. Science has become an important subject in the school curriculum, and certainly in the minds and lives of citizens -a subject of great significance and importance. There is no doubt that in this cold war in which we are so hotly engaged, we find ourselves without the very weapons we need so badly. These are the exportable commodities which we must have in great quantity to send to foreign countries which are in the undecided classification. The exportable commodities are American citizens who are scientifically literate, and consequently, are in the best position to assist these countries in

Curriculum Experts Urge That Research Studies Be Conducted in Classrooms, Not Remote Laboratories

Journal of School HealthVolume 27, Issue 5 p. 156-156 Curriculum Experts Urge That Research Studies Be Conducted in Classrooms, Not Remote Laboratories First published: May 1957 https://doi.org/10.1111/j.1746-1561.1957.tb00317.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume27, Issue5May 1957Pages 156-156 RelatedInformation

Division by a Fraction Made Meaningful

Division by a fraction or by a mixed number is an operation in arithmetic which many teachers find difficult to make meaningful. Then too, its social usefulness has been questioned by curriculum experts and administrators until teachers now seem less concerned with the process. While not so commonly used as many other operations, division by a fraction is important and essential and does provide an unusually effective thinking situation.

Functional Mathematical Needs of Teachers

Despite the fact that a considerable portion of the time in the elementary is de voted to the study of arithmetic, and that until recently nearly every high stu dent studied mathematics for at least two years, relatively few students have elected mathematics as a college subject. The Na tional Survey of the Education of Teachers2 shows that not more than 48 per cent of col lege students have any contact with college mathematics, and that mathematics courses taken comprised about 21.8 per cent of all college work. Since our modern civilization is becoming more complex as science advances, and quan titative concepts are becoming increasingly important, it would appear that something is lacking in the education of our teachers when over half of our college students are permitted to graduate without having had any directed study in the field of mathematics which has, as some of its main objectives, the develop ment of quantitative concepts and the ability to think quantitatively. In the fall of 1935 Central State Teachers College at Mt. Pleasant, Michigan, set out on a curriculum experiment under the direc tion of the Michigan Department of Public Instruction. In this experiment it was pro posed to set up a general curriculum for the first two years of college work, based as far as possible on the functional needs of stu dents. Achievement tests in elementary mathematics showed a serious deficiency in this field.3 A diagnostic and remedial pro gram, instituted as a result of these findings, demonstrated that in most cases these defi ciencies could be overcome by remedial study and practice. A survey of research studies for the past twenty years indicated functional uses of mathematics are increasing for adults. These facts all pointed toward the desirability of determining the functional mathematical needs of teachers in their everyday life. A check list of eighty-two mathematical items was formulated with the help of a com mittee composed of curriculum experts and college instructors. It was decided to have the items rated on a three point scale with respect to the following criteria: (i) fre quency of use, (2) difficulty of learning, and (3) general importance; following to some ex tent the procedure used in the Commonwealth Teacher Training Study.4 The criterion of learning in school used in the Common wealth Study was not included in this study since it was felt that many topics might be considered to have no place in a college cur riculum since they were supposed to have been learned in the elementary and secondary school. Descriptive meanings were given to each of the three points on the scale as follows: