Idea Of Curriculum Research Articles

WE‐D‐204‐04: Learning the Ropes: Clinical Immersion in the First Month of Residency

Speakers in this session will present overview and details of a specific rotation or feature of their Medical Physics Residency Program that is particularly exceptional and noteworthy. The featured rotations include foundational topics executed with exceptional acumen and innovative educational rotations perhaps not commonly found in Medical Physics Residency Programs. A site‐specific clinical rotation will be described, where the medical physics resident follows the physician and medical resident for two weeks into patient consultations, simulation sessions, target contouring sessions, planning meetings with dosimetry, patient follow up visits, and tumor boards, to gain insight into the thought processes of the radiation oncologist. An incident learning rotation will be described where the residents learns about and practices evaluating clinical errors and investigates process improvements for the clinic. The residency environment at a Canadian medical physics residency program will be described, where the training and interactions with radiation oncology residents is integrated. And the first month rotation will be described, where the medical physics resident rotates through the clinical areas including simulation, dosimetry, and treatment units, gaining an overview of the clinical flow and meeting all the clinical staff to begin the residency program. This session will be of particular interest to residency programs who are interested in adopting or adapting these curricular ideas into their programs and to residency candidates who want to learn about programs already employing innovative practices. Learning Objectives: To learn about exceptional and innovative clinical rotations or program features within existing Medical Physics Residency Programs. To understand how to adopt/adapt innovative curricular designs into your own Medical Physics Residency Program, if appropriate.

WE‐D‐204‐00: Session in Memory of Franca Kuchnir: Excellence in Medical Physics Residency Education

Speakers in this session will present overview and details of a specific rotation or feature of their Medical Physics Residency Program that is particularly exceptional and noteworthy. The featured rotations include foundational topics executed with exceptional acumen and innovative educational rotations perhaps not commonly found in Medical Physics Residency Programs. A site‐specific clinical rotation will be described, where the medical physics resident follows the physician and medical resident for two weeks into patient consultations, simulation sessions, target contouring sessions, planning meetings with dosimetry, patient follow up visits, and tumor boards, to gain insight into the thought processes of the radiation oncologist. An incident learning rotation will be described where the residents learns about and practices evaluating clinical errors and investigates process improvements for the clinic. The residency environment at a Canadian medical physics residency program will be described, where the training and interactions with radiation oncology residents is integrated. And the first month rotation will be described, where the medical physics resident rotates through the clinical areas including simulation, dosimetry, and treatment units, gaining an overview of the clinical flow and meeting all the clinical staff to begin the residency program. This session will be of particular interest to residency programs who are interested in adopting or adapting these curricular ideas into their programs and to residency candidates who want to learn about programs already employing innovative practices. Learning Objectives: To learn about exceptional and innovative clinical rotations or program features within existing Medical Physics Residency Programs. To understand how to adopt/adapt innovative curricular designs into your own Medical Physics Residency Program, if appropriate.

WE‐D‐204‐02: Errors and Process Improvements in Radiation Therapy

Speakers in this session will present overview and details of a specific rotation or feature of their Medical Physics Residency Program that is particularly exceptional and noteworthy. The featured rotations include foundational topics executed with exceptional acumen and innovative educational rotations perhaps not commonly found in Medical Physics Residency Programs. A site‐specific clinical rotation will be described, where the medical physics resident follows the physician and medical resident for two weeks into patient consultations, simulation sessions, target contouring sessions, planning meetings with dosimetry, patient follow up visits, and tumor boards, to gain insight into the thought processes of the radiation oncologist. An incident learning rotation will be described where the residents learns about and practices evaluating clinical errors and investigates process improvements for the clinic. The residency environment at a Canadian medical physics residency program will be described, where the training and interactions with radiation oncology residents is integrated. And the first month rotation will be described, where the medical physics resident rotates through the clinical areas including simulation, dosimetry, and treatment units, gaining an overview of the clinical flow and meeting all the clinical staff to begin the residency program. This session will be of particular interest to residency programs who are interested in adopting or adapting these curricular ideas into their programs and to residency candidates who want to learn about programs already employing innovative practices. Learning Objectives: To learn about exceptional and innovative clinical rotations or program features within existing Medical Physics Residency Programs. To understand how to adopt/adapt innovative curricular designs into your own Medical Physics Residency Program, if appropriate.

WE‐D‐204‐03: CAMPEP Residencies in a Canadian Context: Comprehensive Cancer Centers and Integrated Learning Environments

Speakers in this session will present overview and details of a specific rotation or feature of their Medical Physics Residency Program that is particularly exceptional and noteworthy. The featured rotations include foundational topics executed with exceptional acumen and innovative educational rotations perhaps not commonly found in Medical Physics Residency Programs. A site‐specific clinical rotation will be described, where the medical physics resident follows the physician and medical resident for two weeks into patient consultations, simulation sessions, target contouring sessions, planning meetings with dosimetry, patient follow up visits, and tumor boards, to gain insight into the thought processes of the radiation oncologist. An incident learning rotation will be described where the residents learns about and practices evaluating clinical errors and investigates process improvements for the clinic. The residency environment at a Canadian medical physics residency program will be described, where the training and interactions with radiation oncology residents is integrated. And the first month rotation will be described, where the medical physics resident rotates through the clinical areas including simulation, dosimetry, and treatment units, gaining an overview of the clinical flow and meeting all the clinical staff to begin the residency program. This session will be of particular interest to residency programs who are interested in adopting or adapting these curricular ideas into their programs and to residency candidates who want to learn about programs already employing innovative practices. Learning Objectives: To learn about exceptional and innovative clinical rotations or program features within existing Medical Physics Residency Programs. To understand how to adopt/adapt innovative curricular designs into your own Medical Physics Residency Program, if appropriate.

WE‐D‐204‐01: Site‐Specific Clinical Rotation: Into the Minds of the Radiation Oncologists

Speakers in this session will present overview and details of a specific rotation or feature of their Medical Physics Residency Program that is particularly exceptional and noteworthy. The featured rotations include foundational topics executed with exceptional acumen and innovative educational rotations perhaps not commonly found in Medical Physics Residency Programs. A site‐specific clinical rotation will be described, where the medical physics resident follows the physician and medical resident for two weeks into patient consultations, simulation sessions, target contouring sessions, planning meetings with dosimetry, patient follow up visits, and tumor boards, to gain insight into the thought processes of the radiation oncologist. An incident learning rotation will be described where the residents learns about and practices evaluating clinical errors and investigates process improvements for the clinic. The residency environment at a Canadian medical physics residency program will be described, where the training and interactions with radiation oncology residents is integrated. And the first month rotation will be described, where the medical physics resident rotates through the clinical areas including simulation, dosimetry, and treatment units, gaining an overview of the clinical flow and meeting all the clinical staff to begin the residency program. This session will be of particular interest to residency programs who are interested in adopting or adapting these curricular ideas into their programs and to residency candidates who want to learn about programs already employing innovative practices. Learning Objectives: To learn about exceptional and innovative clinical rotations or program features within existing Medical Physics Residency Programs. To understand how to adopt/adapt innovative curricular designs into your own Medical Physics Residency Program, if appropriate.

The changing pedagogical discourses in China

Purpose This paper aims to explore the changing pedagogic discourses in China today, using the current wave of English curriculum innovation as a focused case. Given the cross-cultural nature of foreign language education, the change in the English as a foreign language curriculum in China has served as a fertile ground for different pedagogical ideas to emerge and to cross. The new English curriculum in China has endorsed a more communicative and humanistic view of language teaching, encouraging teachers to adopt a task-based approach to organize their classroom teaching. The new English curriculum has aroused a heated debate among Chinese scholars on the suitability of such a Western curriculum idea in the Chinese educational context on the basis of its relation to the Confucian tradition of education, the English as a Foreign Language (EFL) context of China and the danger of post-colonialist imposition. Design/methodology/approach A critique is conducted on the three areas of controversies by situating the debate in the larger context of the cross-cultural understanding of the Chinese pedagogic discourse in the process of globalization and internationalization. Findings It is important for China to resist the homogenizing effect of globalization and internationalization in the area of curriculum development; however, being defensive and protective of one’s own and dismissive of others has not been and should not be the attitude of Chinese curriculum reform. The evolution of Chinese pedagogy is not only a result of Western influence but also a result of social change in the process of industrialization (Cheng, 2011). Global trends and national traditions should not be taken as extremes in an incompatible and irreconcilable dichotomy. Originality/value The three areas of debates on the new English curriculum can serve as a good lens into the evolving curriculum discourses in China. They reflect the cultural–historical, contextual and critical considerations among Chinese educational scholars in the national curriculum innovation efforts.

Curriculum theory and the question of knowledge: a response to the six papers

In this paper, following some brief introductory remarks, I provide a context to this Symposium by presenting a brief autobiographical account explaining how I became involved in curriculum theory and the idea of a knowledge-led curriculum and how I was led to write the paper under discussion. I then make brief comments on each of the six papers individually, concluding with some thoughts about the implications of the collection of papers as a whole for the future of curriculum theory.

High Stakes Policy and Mandated Curriculum

Several social processes guide and shape how school actors engage with high stakes state and district policies relative to mandated curriculum and instruction. In this article, we use rhetorical argumentation analysis to explore how stakeholders mobilize resources through argumentation and rhetorical appeals (logical, emotional, and authoritative). However, their mobilization process creates opportunities and constraints for the interpretation and implementation of mandated curriculum. Findings show that school actors use state policy as a resource to make logical and authoritative claims in their attempts to clarify conflicts between new curriculum ideas and their implicit schemas.

Discussion on MLD in School Education in the UK

<p>The emphasis is on educating as many children as possible with special educational needs<br />alongside others in mainstream schools, although national guidance also requires them to take<br />into account the views and wishes of children and their parents in the choice of school,<br />whether mainstream or special. It is likely that some children with Moderate Learning<br />Difficulties (MLD), if not all of them, will have emotional, behavioral and physical needs<br />that will need to be met within a broader definition of curriculum (DfES 2003). To address<br />the issues around the idea of an appropriate curriculum and pedagogy for children with MLD,<br />it is important to remember that a significant proportion of pupils with Special Education<br />Needs (SEN) who attend mainstream schools will fall into the MLD category, so it is<br />important that the curriculum meets their needs.</p>

Balancing Curricular and Pedagogical Needs in Computational Construction Kits: Lessons From the DeltaTick Project

To successfully integrate simulation and computational methods into K–12 STEM education, learning environments should be designed to help educators maintain balance between (a) addressing curricular content and practices and (b) attending to student knowledge and interests. We describe DeltaTick, a graphical simulation construction interface for the NetLogo modeling environment designed to make computational model construction a more accessible and responsive part of science and mathematics curricular activities through domain-specific, customizable construction libraries. With DeltaTick, learners assemble and reassemble predefined sets of “behavior blocks” to build simulations that represent a particular domain of study. When needed, blocks can be added, adjusted, or replaced to better reflect student knowledge, interests, or questions. We present coding analyses and vignettes from DeltaTick enactments in middle and high school classrooms to illustrate ways these features allowed learners to explore core curricular ideas, while also accommodating emergent student or classroom needs. From these findings, we posit two principles, curricular example space and levels of responsivity, for the design of computational modeling environments intended for classrooms. We argue that this design approach can bring into better alignment the complex relationships between computational modeling activities, student knowledge, curricula, and teacher supports in K–12 classrooms.

Pedagogy of third space: A multidimensional early childhood curriculum

This paper will illustrate how philosophical and pedagogical boundaries that are defined by diverse cultures and ideologies might be navigated in the practical implementation of an early childhood curriculum in postcolonial urban India. Findings from a qualitative naturalistic inquiry indicated that a complex, multifaceted curriculum shaped by diverse socio-cultural-historical elements was being enacted: a highly structured academic curriculum mandated by the government and historically rooted in the colonial policies of the British administrators; the ongoing values-based curriculum is rooted in Ancient Indian beliefs, the practical knowledge of teachers and some curricular ideas central to Euro-American progressive education. This early childhood approach did not fit the definition of any of the commonly known ‘Western' early childhood curricula. Rather, the three-dimensional postcolonial early childhood curriculums seemed to seamlessly combine ideas from diverse educational discourses within what can be conceptualized as the third space of pedagogical hybridity. More recently, changes in the national curriculum policy recommend learner-centred approaches; and an increasing influence of globalization has promoted the adoption of core ideas from the dominant, mostly ‘Western' discourse of early childhood education. A teacher education curriculum developed within a postcolonial framework to prepare early childhood teachers in the pedagogy of third space is recommended and urged.

The art of design: Curriculum policy and the fine art vs. design debate at Michaelis School of Fine Art, 1925–1972

This article opens by questioning the narrowness of our modern usage of the term ‘art’, and the consequences for our understanding of the ‘art school’. It takes as its case study the curriculum policy of Cape Town's Michaelis School of Fine Art, from its inception up to 1972. Specifically, it examines the institution's longstanding resistance to the idea of a broad curriculum including a range of design subjects, closely allied to a school of architecture. This resistance is attributed to the widespread belief of the time that, outside of the ‘hard’ sciences, universities should not teach primarily vocational skills and that design belonged within the social and educational world of technical colleges instead. It is noted that Michaelis modeled itself for many years on the Slade School of Fine Art and that only one director, Rupert Shephard, seriously attempted to question this model. After Shephard's departure, it is argued, Michaelis reverted to a relatively narrow fine art curriculum, divorced from most aspects of design practice as well as from architecture—a curriculum which persists to the present day.

Toward a deliberative curriculum?

In this paper, I introduce a deliberative understanding of the formation of the curriculum and school subjects, going beyond a view of subjects as distinctive and prescribed purpose-built enterprises. The basic idea of a deliberative curriculum is developed in relation to curriculum theory and didactics (didaktik), and the disposition of the paper is as follows: I begin by presenting a short conceptual overview of curriculum history, based on Pinar's (1978) threefold categorization. I then present what I term ‘didactic typologies’, implying different interpretations concerning the formation of curriculum and the content of school subjects. I exemplify the need for a problematization of curriculum by analyzing a recent article by Zongyi Deng (2009) on how to deal with curriculum questions at different levels with reference to ‘liberal studies’, in which he claims ‘that a school subject is a distinctive purpose-built enterprise’. I then make an extended case for what I call, with reference to Null (2011), a ‘deliberative curriculum’, and try to analyze some of the characteristics and consequences of this perspective for curriculum making, teachers’ professionalism, and classroom activities. Finally, I link and exemplify these three areas to the recent Swedish educational and curriculum history.

College Aerobics Curriculum System Construction in Perspective of Systems Theory

The physical education curriculum is an important part of the school curriculum system, is to achieve the goal of school physical education, quality education, promoting students to adapt to society, students complete an effective way to cultivate individuality. In this study, aerobics as the college physical education curriculum reform and the practice object, on the base of the comprehensive analysis the development status, according to “National College of Physical Education Curriculum Guidelines” spirit, combining with the college aerobics teaching characteristics and rules, system theory is curriculum ideas, from the target system of aerobics courses, teaching content, teaching form, teaching methods, curriculum evaluation, and other aspects, to construct the aerobics curriculum system of higher education. Effectively cultivate student's sports consciousness, physical ability and innovation capabilities, to meet the needs of the student physical and mental health, and lay a solid foundation for lifelong physical reserves.

So we can dance! Towards a new inclusive Australian dance curriculum – power, contestations and settlements

Abstract This article uses autoethnographic writing in a research study that encompasses aspects of a personal and professional journey to locate dance within school cultures. Critical Discourse Analysis was utilized to investigate factors impacting on the construction and realization of a dance curriculum for all primary school students in Australia. The investigation is informed by Bourdieuian and Foucaultian approaches to reveal discourses, struggles and the effects of power in the construction of a new school dance curriculum within the context of political and micro-political interests related to dance education. In the neo-liberal context of the globalized idea of a national curriculum, dance as a learning experience in schools is usually located at the bottom of a deeply entrenched curriculum hierarchy. The article provides insight into the dance curriculum deliberation and settlement process, contributing to arts curriculum development research.

Translating Current Science into Materials for High School via a Scientist–Teacher Partnership

Scientist-teacher partnerships are a unique form of professional development that can assist teachers in translating current science into classroom instruction by involving them in meaningful collaborations with university researchers. However, few reported models aim to directly alter science teachers’ practices by supporting them in the development of curriculum materials. This article reports on a multiple case study of seven high school science teachers who attended an ongoing scientist–teacher partnership professional development program at a major Southeastern research university. Our interest was to understand the capacity of this professional development program for supporting teachers in the transfer of personal learning experiences with advanced science content and skills into curriculum materials for high school students. Findings indicate that, regardless of their ultimate success constructing curriculum materials, all cases considered the research grounded professional development supports beneficial to their professional growth with the exception of collective participation. Additionally, the cases also described how supports such as professional recognition and transferability served as affordances to the process of constructing these materials. However, teachers identified multiple constraints, including personal learning barriers, their classroom context, and the cost associated with implementing some of their curriculum ideas. Results have direct implications for future research and the purposeful design of professional development experiences through scientist-teacher partnerships.

Problems Faced by Pre - Vocational Education Curricula Teachers in Jordan

Research aims to identify the problems faced by curricula of vocational education teachers in Jordan, the study sample consisted of 100 teachers selected through a sample available, interview tool, the results showed that the most important problems facing teachers curricula of vocational education: perception of inferiority by students and school administration and teachers for the curriculum and got on top of problem where the percentage of them (90%), and ranked second problem of lack of acceptance of students to the idea of teaching curriculum of vocational education by (85%), and ranked third dearth of concerns professional highly equipped to carry out activities pose problem faced by teachers and amounted to (70%). The researcher recommended to provide professional Laboratory schools equipped to achieve the objectives of professional education curriculum, in addition to holding lectures for students, teachers and school administrators to make them aware of the importance of pre-vocational education curriculum.

Standards or Curriculum? Policy Constructions of the What and How of Schooling

In the United States, the idea of a common curriculum comes up against deeply ingrained systems of local curriculum-making and legal prohibitions against federal curriculum control in force since t...

Selman Selmanagić – „balkanski Le Corbusier“

Život poznatog berlinskog arhitekta, dizajnera i profesora Selmana Selmanagića malo je poznat u našoj stručnoj javnosti. Zavidna i duga karijera ovog uspješnog Bosanca i njegov uzbudljiv i dinamičan život, u susretu različitih kultura, zasigurno zaslužuje pozornost, osobito ako se imaju u vidu suvremena istraživanja naslijeđa bauhausovske tradicije i modaliteti njegove recepcije u nekadašnjoj Istočnoj Evropi. Selman Selmanagić je jedini Jugoslaven koji je studij arhitekture u cijelosti završio na Bauhausu. Dvadeset godina vodio je Odjel arhitekture na Visokoj umjetničkoj školi u Berlinu, a svojim radom nije samo utjecao na obrazovanje studenata arhitekture nego i svih ostalih područja. Kroz svoj dugogodišnji profesorski rad Selman Selmanagić je obilježio generacije i generacije svojih studenata, ali i kolega, zagovarajući ideju jedinstvenog kurikuluma koji obuhvaća arhitekturu, dizajn, primijenjenu umjetnost, umjetnički obrt, tehniku i znanost – „totalen Architektur“. Zanimljiv je i podatak da je tridesetih godina 20. stoljeća boravio na Bliskom Istoku i da je surađivao, između ostalih, i u ateljeu Richarda Kauffmanna u Jeruzalemu upravo u vrijeme kada je značajan broj njegovih kolega, Bauhausovaca emigrirao u tadašnju Palestinu i kada se specifična varijanta evropskog arhitektonskog modernizma, a time i tradicije Bauhausa, kreativno interpretirala na ovom prostoru. Osobito je značajno bilo njegovo sudjelovanje u timu „Kolektiva za planiranje“ (Planungskollektiv) od 1945. do 1950. godine, a u kojem je, sa nizom uglednih arhitekata od kojih su mnogi bili Bauhausovci i kolege iz antifašističkog pokreta, pod vodstvom Hansa Scharouna planirao poslijeratnu obnovu Berlina, pri čemu je Selmanagić bio voditelj voditelj Odjela za planiranje izgradnje i obnovu kulturnih i sportskih objekata i zaštitu spomenika (Leiter des Referats für Kultur- und Erholungsstätten-plannung). Osim što je radio kao profesor i arhitekt, bio je i urbanist, filmski arhitekt te vrlo uspješan i etabliran dizajner. Neka njegova dizajnerska rješenja svrstavaju ga u klasike 20.stoljeća. U dizajnu namještaja i uređenju interijera itekako je proklamirao bauhausovske ideje i estetiku. Posebno je zanimljivo da je 1975. godine kao glav

Los programas de enseñanza primaria de 1938. Un currículo (inédito) para la escuela del Nuevo Estado

The aim of the study we are actually presenting is to analyze the main features of the Primary Teaching Programs developed in 1938, exactly during Pedro Sainz Rodriguez’s ministry, removing them from the archivistic isolation. In order to do that, first of all, we should look at the historical background of the different ways of making a prescriptive curriculum in Primary Education, highlighting those programs which were penalized by Jesus Hernandez, government minister for Public Instruction during the Spanish Second Republic. After that, we proceed to study thoroughly the main characteristics of the abovementioned programs developed during 1938. Finally, the conclusions found highlight, on one hand, the necessity of tackling these programs content from different perspectives in order to interpret the host of circumstances which contribute to decide to keep them unpublished in spite of being officially approved. On the other hand, whereas the commission presented to the government minister independent designs for the different types of School, they maintained the idea of the Primary Education Curriculum as an answer to only one purpose: to put it at the service of the politic targets of the New State.