Public School Curriculum Research Articles

초등학교 5학년 일반 학생과 발달성 난독 학생의 영어 수행력 프로파일링

Objectives Most Korean students learn English as a second language from 3rd grade in public school curriculum. Despite receiving the same instruction in schools, there are concerns about the individual differences in English abilities among Korean students. Students with developmental dyslexia, who have difficulties in reading and writ-ing in their native language, also struggle with reading and writing in English. This study aimed to confirm the strengths and weaknesses of students through individual profiling of English abilties. Methods This study focused on two typical development students(TD who are A and B) and two developmental dyslexic students(DD who are C and D) in 5th grade. We developed the tests to profile English abilities, focusing on word reading, word writing, vocabulary, and meta-linguistic awareness abilities. Results In word reading and word writing, the TD showed higher performance than DD. In vocabulary, A, B, and C showed similar high performance, while D showed lower performance. In meta-linguistic awareness abilities, including phonological awareness(PA), syntactic awareness(SA), and orthographical awareness(OA), TD showed high performance in all abilities. Among the DD, C had weaknesses in SA compared to PA and OA, while D showed weaknesses in all abilities. Conclusions This study highlights the profiling of diverse English abilities among four 5th grade students. While DD showed different profiles in this study, they commonly demonstrated lower performance in reading and writing compared to TD, as well as lower metalinguistic awareness. It suggests that DD may require individualized educa-tion plan(IEP) based on their strengths and weaknesses.

Trailblazer in Health Education: The Legacy of Thomas Denison Wood.

Thomas Denison Wood, often regarded as the "Father of Health Education," was a pioneering figure in the early 20th century whose work laid the foundation for modern health education. His contributions were instrumental in integrating health education into the public school curriculum in the United States. Wood advocated for a holistic approach to health, encompassing physical fitness, hygiene, nutrition, mental health, and preventive care. His key achievements include the development of comprehensive health education programs, leadership in professional organizations, and the establishment of the New York City School Health Program. Wood authored several influential books, such as "Health by Stunts" (1901) and "A Textbook of Hygiene" (1915), which provided practical guidance on maintaining health and were widely used in educational settings. His work emphasized the importance of lifelong health education, beginning in childhood and continuing throughout life. Through his writings, teaching, and advocacy, Wood significantly shaped the field of health education, and his legacy continues to influence health education practices today.

Narratives of Personal Health and Sexual Education Experiences of Emerging Adults with Disabilities

Disabled communities’ sexualities have been historically oppressed. Currently in the U.S., public school curricula do not include inclusive sexual education and students with disabilities are often left out of classrooms that discuss any amount of personal health and sexual education (PHSE). Research on the disabled population is filled with samples of non-disabled individuals imposing their opinions on a population that they do not belong to. The purpose of this study was to capture lived experiences of ways emerging adults with disabilities learned about PHSE. Individuals with varied disabilities were intentionally included to add breadth to the research field. The final sample consisted of eight individuals (75% female, 87% White, mean age of 21.5). After conducting narrative interviews and analyses, four story types were generated: (1) “The Self-Guided Journey”, (2) “Experience is the Best Teacher”, (3) “Personal Health Matters More”, and (4) “Two Ears, One Mouth”. Our findings highlighted the lack of formal support and access to adequate, relevant information about sexuality for disabled communities. Informal sources, like families and media, sometimes served as helpful resources for PHSE and disabilities. Individuals’ disability symptoms and personal characteristics need to be considered when crafting universally applicable personal health and sexuality education.

The Nakba in Israeli history education: Ethical judgments in an ongoing conflict

ABSTRACT The Nakba, which means “the catastrophe” in Arabic, is the most controversial historical topic in Israeli history education. Despite the Nakba’s significance to the history of Israel and the ongoing Israeli-Palestinian conflict, until the last decade it has traditionally been excluded from Israeli public discourse and school curriculum. This article analyzes the different types of ethical judgments about the Nakba included in authorized curricula, teaching resources, and national exams currently used in the Israeli Jewish public education systems. Our data analysis reveals that the Nakba is explicitly mentioned in 40% of teaching materials used in Israeli Jewish schools, and the teaching materials include six types of implied ethical judgments. We developed a typology of three ethical justifications commonly utilized in the teaching materials: denial; acknowledging suffering, limited responsibility; and complex engagement. While some of the teaching materials promote critical engagement with the Nakba, others continue to deny its existence or minimize the negative consequences experienced by Palestinians. This research highlights how political beliefs influence the ethical judgments made in teaching materials and the importance of teaching about ethical judgments for helping students critically engage with and understand difficult histories.

Universal mental health curricula in public schools: Integrating mental health into physical education

AbstractMental health problems are ubiquitous, yet public schooling lacks comprehensive mental health curricula. The purpose of public education, in part, is to prepare people to face life and contribute to society. In the same vein as physical education (PE), we argue that a universal mental health curriculum could benefit the entire population. Schools across the globe, including in the United States, are beginning to explore universal mental health curricula, which could yield benefits that reach beyond mental health and wellness, to improve physical health, reduce behavioral problems, and increase academic performance. But the road ahead is marked with considerable economic and political barriers. We argue for incorporating mental health into the PE curriculum to gain traction toward a more comprehensive mental health curriculum.

Understanding College Students’ Perspectives on Religion Classes and Importance of Edukasyon sa Pagpapakatao Classes to the Philippine Public School Curriculum

Understanding College Students’ Perspectives on Religion Classes and Importance of Edukasyon sa Pagpapakatao Classes to the Philippine Public School Curriculum

Unmasking Southern White evangelicalism in U. S. history education: Racialized theopolitical discourses at work

White evangelical churches and organizations play a significant role in mobilizing congregants as participants in the white Christian nationalist movement. This fusion of faith and politics has made white evangelicals “ambassadors” of white Christian nationalism (Miller, 2022). This paper interrogates the history, theology, and politics of white Christian nationalism to understand its influence in the U. S. educational system, specifically its implications for K-12 history curriculum in public schools. Beginning with current legislation around critical race theory, this paper traces the intersection of evangelical and conservative discourse in the Southern United States. This historical analysis shows how the white, Southern evangelical record on race and racism accommodates the theopolitical ideology of the white Christian nationalist movement. This paper argues the current white evangelical challenges to critical race theory and demands to teach “alternative histories” about America’s racial past not only limits discussions around race and power in classrooms but distorts the curriculum with white Christian nationalist tenets disguised as truth.

The Integration of 21st-Century Skills in Grade Eight Mathematics Curriculum

The study measured the extent of the implementation of twenty-first-century skills in grade eight math curriculum in public schools in the Kingdom of Bahrain, and it included all Cycle Three Mathematics Books (or curriculum) for the academic year (2022-2023). The researcher chose grade eight mathematics books in the first and second semesters as a sample for her study; furthermore, the research was conducted using the descriptive-analytical method to analyze the contents of the books using a content-analysis card. The results showed a very high percentage (92.20%) of twenty-first-century skills integration in eighth-grade math books; as a result, the percentage of technical literacy was (14.5%), and the rate of local and global citizenship skills was the lowest (7.6%). In addition, the results showed close ratios between critical thinking, creativity and problemsolving, leadership, and decision-making (13.1% – 13.7%). The math curriculum directs learners to access information through digital technologies and includes different mathematical problems in which digital technologies are used to achieve solutions with the highest percentage (25%- 23.6%). However, it was immediately apparent that the math curriculum content failed to motivate learners to develop their skills concerning environmental sustainability (7.8%) and negotiation skills (7.9%). Overall, the literature showed that the widespread opportunity for 21st-century skills in the mathematics curriculum impacts students’ abilities to obtain high grades in the TIMSS exams. This suggests that integrating science, technology, engineering, and mathematics education into mathematics curricula can provide convenience for students to evolve 21st-century skills in a consequential and effective way.

Teachers' technological literacy for ICT integration to implement competence-based curriculum in public secondary schools in Tanzania

This study investigated teachers’ understanding of ICT integration in implementing a competence-based curriculum (CBC) among public secondary schools. Interviews and focus group discussions were used to collect the data from 139 teachers, academic teachers and the head teachers. Simple random and purposive sampling was used to obtain participants. The thematic analysis covers the whole process of data analysis. The study findings revealed that most teachers are aware of the Education and Training Policy and ICT Policy. However, they could not link their teaching practices in the classroom to meet policy goals, 85% of teachers did not integrate ICT as a pedagogical tool in their teaching and learning process, most teachers did not use online assessment, and the most used ICT devices were smartphones, computers and laptops. The study found that most teachers understand the benefit of ICT in implementing a competence-based curriculum. The study recommends aligning our policies and practices, especially in real school environments.

The Role Of School Principals As Instructional Leaders In The Implementation Of Curricula In Public Schools In Aqaba District, Jordan

The Role Of School Principals As Instructional Leaders In The Implementation Of Curricula In Public Schools In Aqaba District, Jordan

Projection of Bosai Culture in Natural Disasters: The Case of the Turkish Republic of North Cyprus

Since the existence of the world, several destructive disasters have been experienced that have shaped the earth and threatened the existence of mankind in this world. Events such as landslides, floods, earthquakes, avalanches, wars, industrial accidents and epidemics, which occur almost on a daily basis in different geographies, have caused a very high number of casualties and property losses. These destructive events are classified into two according to their sources, namely natural and human disasters. Natural disasters began to take place long before man existed on the planet and they will probably continue until the end of the world. Each natural disaster affects the lives of societies and people from physical, sociological and economic aspects. Disasters such as earthquakes, floods, hurricanes, storms, forest fires, volcanic eruptions and landslides are of natural origin and they cause loss of life or property. In addition, people also experience psychological and sociological devastation. Millions of people lost their lives and billions of dollars of economic losses occurred due to disasters in the last century. Therefore, the development level of countries plays a critical role in terms of their preparedness for disasters and their relationship with resilience. Earthquake is a natural disaster of high importance in terms of the area it affects and the destruction it causes. As in every sector of the countries exposed to earthquakes, deep wounds can be inflicted in their education system. Since living with an earthquake brings with it several problems and phenomena, the issue of education stands out as a concept that countries should take precautions and study. For example, its ability to adapt to and make investments in innovations, to pay attention to pre-disaster education, and to learn from past mistakes has raised Japan to the level of the country with the highest disaster preparedness in the world. At this point, with the correct methods it applies and the precautions it takes, Japan sets a good example for a country with a high earthquake risk, such as the Turkish Republic of Northern Cyprus. Therefore, using a literature review, this paper focuses on the extent to which the reality of earthquakes is included in the secondary school geography curriculum of public schools in TRNC, which is located in the first-degree earthquake zone. According to the findings, Social Studies and Geography textbooks were examined at all levels, and only 6th grade Social Studies and 9th grade Geography textbooks found information about earthquakes. However, it has been observed that this information needs to be more extensive on earthquake preparation, earthquake time, and what to do after the earthquake, and no application is included. As a result, earthquake is a natural phenomenon, which is turned into disaster due to lack of education and knowledge. From this perspective, in order to prevent economic and human capital losses, the country’s population must be prepared at all levels of education for the steps to take before, during and after the earthquake.

BOARDING-BASED SCHOOL PROGRAM; INNOVATIVE APPROACHES TO NOURISHING RELIGIOUS CHARACTER VALUES

The aim of this research was to describe the concept of the Islamic boarding school-based school program in instilling students' religious character values and to determine the implementation and evaluation of the Islamic boarding school-based school program in instilling students' religious character values. The research method used a qualitative approach with a case study type of research. Data collection techniques include observation, interviews and documentation. Data analysis used the Miles and Huberman model, namely data collection, data reduction, data presentation and drawing conclusions. The results of this research were first, the Islamic boarding school-based school program is a program that integrates the curriculum in public schools with that in Islamic boarding schools which was launched by SMPN 2 Pasirian in collaboration with the Nurul Hayat Pasirian Islamic Boarding School. This program was a form of supporting and strengthening religious character education in students, especially regarding learning Islamic religious education (PAI). Second, this program was implemented from Monday to Thursday and during non-school hours, namely 13.00-15.00. The learning materials taught were reading and writing the Qur'an, memorizing short surahs, basic fiqh, and learning basic Arabic. Apart from that, the religious habituation model was also applied during school hours such as Duha prayers, reading Asmaul Husna or short surahs from the Al-Qur’an, giving alms in the form of money every Friday to be distributed to school students in need, and so on. Third, evaluate this program through three domains, namely the cognitive, affective and psychomotor domains.

Comparison between the Computer Curriculum in public schools in the Kurdistan Region, Iraq and Jordan

This study aims to analyze and compare three computer curriculum Text books, which are the information technology book for the seventh grade in the Kurdistan region, the computer book for the first intermediate grade in Iraq, and the computer book for the seventh grade in Jordan, in order to know which fields in the books have the greatest space and importance, and the areas that It has the least space and importance. To achieve the objectives of this research, all the topics in the three books have been analyzed.
 The research community consists of three books (Information Technology/Kurdistan Region, Computer/Iraq, and Computer/Jordan). To implement the objectives of the research and collect information, the classification form was used as a research tool consisting of 175 sections, and after the issuance of the validity and reliability of the research tool, this form was divided into 100 experts in the field of computer in universities and governmental and non-governmental institutes in the Kurdistan Region, as well as education teachers in basic public schools. After taking the opinions of experts, analyzing them and emptying the research tools, statistical formulas were used, such as (percentage, arithmetic mean), the most important results of the study were presented.

Towards Effective Upper Basic Education Curriculum Implementation in Private and Public Schools in Nigeria

Purpose: This study investigated the effective implementation of the upper basic education curriculum in private and public schools in Nigeria. Methodology: The research employed a cross-sectional survey design, guided by three research questions and three null hypotheses. The study used a sample of 1134 respondents, comprising 954 teachers and 180 supervisors, drawn from a population of 145,783 teachers and 19,466 supervisors. Findings: A multistage sampling technique was adopted. The researchers developed an instrument named the Questionnaire on the Implementation of Upper Basic Education Curriculum (QIUBEC) for data collection. Significance: Three experts validated the instrument, and it demonstrated a reliability coefficient of 0.98 using Cronbach's Alpha. Mean, percentage, and standard deviation were employed to address the research questions, and a t-test was utilized to test the null hypotheses at a 0.05 level of significance. Based on the findings, several recommendations were made, including the suggestion that science teachers should choose teaching pedagogies that provide all students in the classroom with equal learning opportunities to reach their full potential.

AGING EDUCATION IN THE UNITED STATES: WHERE WE ARE AND HOW DID WE GET HERE?

Abstract Aging education at the precollege level is relatively new in the United States, making its debut in the literature in the 1960s (Myers, 1977). The first White House Conference on Aging (WHCoA) in 1961, centered on the need for aging education and recommended it be integrated into curricula in public schools, higher education institutions, and libraries (McGuire, 2017). At the 1971 WHCoA it was noted that such educational efforts were indeed rare and again recommended that aging and life cycle education be mandatory at all levels of education, programs be developed to train teachers about aging, and older citizens be used as school volunteers (McGuire, 2017). Since then, aging curricula and intergenerational programming have made their way slowly and insufficiently into education at both the pk-12 and college levels. Interestingly, more recently, it seems more for-profit organizations are investing in aging education and training versus educational institutions to educate their workforce to better meet the needs of their older consumer base to increase their profit margins. Beyond profit margins, what is the heuristic value of aging education and why is it increasingly important and needed not only in the United States, but worldwide? This paper will kick off the symposium and set the stage with a retrospective account of what factors have propelled aging education in the United States and what we have learned to move aging education forward at both the pk-12 and higher education levels.

EVALUATION OF STUDY SKILLS INTEGRATION INTO OMANI SECONDARY SCHOOL CURRICULUM

Study skills are considered critical in both the academic and professional life of a student. This study focusses on the extent to which secondary school students in Omani public schools possess study skills and how these are integrated into their English language textbook. The study explored i) the study skills profile of students in terms of college readiness, ii) the correlation between students' academic performance and study skills, and iii) the types of study skills embedded in the ‘Engage with English’ coursebook and workbook used in Grade 12. For this purpose, an adapted version of the pre-tested Study Skills Inventory developed by Dennis Congo was administered to 162 secondary school students. The results revealed that the students are relatively strong in the skills of memorising, test preparation, and concentration; however, most students lack fundamental study skills such as reading, critical and creative thinking, and time management skills. With respect to the correlation between study skills and academic performance, a bivariate correlation between the individual high school percentage and skills was performed using SPSS. The results showed a weak correlation between study skills and student performance for most of the skills except concentration which revealed a strong positive correlation with a Pearson value of 0.72. The document analysis of the textbook was conducted in alignment with the same inventory. The analysis revealed that although the textbook covers reading and memorising skills, other important skills including note-taking, test preparation, time management, and critical thinking skills are not targeted adequately. Although the student sample size is not large enough to generalise the findings of the study and only one textbook used by Grade 12 students was analysed, the authors conclude that there is an urgent need for the inclusion of study skills in the Omani public school curriculum to enhance students’ transition to higher education and subsequently, their professional success. The curriculum designers and decision-makers should consider embedding study skills more extensively in the curriculum during the next review cycle.

Evolution to Critical Race Theory: Kentucky Legislative Curriculum Bans in 1922 and 2022

This article draws from primary and secondary historical sources such as public policy documents, speeches, and media reports to trace attempts made by the Kentucky legislature to ban controversial topics in public school curriculum—evolution in 1922 and critical race theory in 2022. Kingdon’s multiple streams framework (MSF) serves as the model for this historical and contemporary comparative education policy analysis.

The transformation of the curriculum in the Linking Worlds Dialogic Pedagogy

Dialogic Pedagogy of the "Linking Worlds" is characterized by forming community classrooms incorporating a diversity of community agents who join to transform the official school curriculum in Chilean public schools. The participatory action research we report in this article was developed in two of these classrooms, one in the cultural context of a mining community and the other in a rural cultural context. The action research project aimed to make their local cultures visible in the school curriculum. Our objective was to systematize the knowledge and practices of the people who are part of community classrooms and determine whether these contributions managed to challenge the official curriculum structure. We achieved our objective in a four-year study involving 76 participants in dialogical conversations and collective dialogues. Throughout the study, we collected audiovisual records. We identified two areas of knowledge and practices that transform the official curriculum: the corporeality-affectivity and community areas. In addition, it was possible to verify that although the themes nominally coincided, the curricular transformations differed depending on the local characteristics of each classroom. These local curricular transformations promote the advancement of dialogic pedagogy because in such decisions and through egalitarian dialogue, debates, disputes, etc., different participants’ voices are heard in each community classroom. In addition, these transformations keep the debate and interpretation of school curricular contents open.

Evaluation of Implementation of the Independent Curriculum at State Level Schools for Academic Year 2022/2023 in Belitung District, Bangka Belitung Islands Province

This study aims to evaluate the implementation of the independent curriculum at state senior high schools for the 2022/2023 academic year in Belitung district, Bangka Belitung archipelago province. This study uses a descriptive qualitative research design. The evaluation model used for this study is the CIPP model. The population and sample in this study were taken from parties related to public high schools (SMA) that have implemented the implementation of the independent curriculum and related agencies related to the implementation of the independent curriculum, namely: The Bangka Belitung Islands Province Schools, Vice Principals for Curriculum, Teachers, Students, Parents and School Committees at Tanjungpandan 1 Public High School, Sijuk 1 Public High School, and Panggang 1 Public High School. The data collection techniques in this study were observation, documentation and interviews. Data analysis researchers used descriptive analytical research, namely research that intends to understand the phenomenon of what is experienced by research subjects, for example behavior, perception, motivation, action. The results of the research based on context evaluation are as follows: 90% with the "Very Good" category from three schools that implement the independent curriculum in Belitung district, based on the results of teachers' understanding of the independent curriculum, 77% of the data is obtained with the "Good" category, based on the results of interviews with researchers to respondents in this study regarding students' understanding of the independent curriculum were obtained by 77% in the "Good" category. In conclusion, it can be concluded that the implementation of the independent curriculum in public senior high schools in Belitung Regency has been going well, although seen from the aspect of implementation it is still not optimal and needs improvement. because there are many strategies offered by the government to implement the curriculum depending on the school that is implementing it.

Evaluation of Factors Influencing the Successful Implementation of the Independent Learning Curriculum at State Vocational High School 3 Pekanbaru

This study aims to identify and obtain information about the analysis of the implementation of the independent learning curriculum in public vocational high schools (SMKN) 3 Pekanbaru. The method used in this study is a qualitative descriptive method, which describes the subject about the situation and data obtained during observations and questions so that it becomes useful information and is easily understood by readers. The samples in this study were school principals, vice-curriculum administrators and subject teachers. Data was collected by conducting interviews, observation and documentation. The results showed that the analysis of the implementation of the independent learning curriculum at the public vocational high school (SMKN) 3 Pekanbaru has been carried out optimally and is ongoing, although there are still obstacles in its implementation. The key to success in implementing the independent learning curriculum is that the principal and teachers must have the will to make changes. The principal as a leader must be able to change the mindset of the human resources in the school to want to make changes and provide equipment for each major class so that this independent curriculum can be implemented.