Curriculum Materials Research Articles

Psychedelic medicine in psychiatry residency training: a survey of psychiatric residency program directors

Objective The growth of psychedelic medicine creates new challenges in psychiatric education as physicians may soon be responsible for prescribing a number of psychedelic interventions. Despite this growing need for educated providers, very little is known about the training psychiatry residents receive in psychedelic medicine. We conducted a survey to determine the current educational opportunities as well as the priorities and concerns held by training directors about this emerging field. Methods We emailed an online survey to US psychiatry residency training directors. Respondents answered questions about current offerings in psychedelic medicine, as well as their interest, priorities, and concerns about curricular materials and their delivery. Results Sixty-one programs responded to our survey. The majority of respondents (64%) favored devoting additional time to psychedelic education, but many endorsed concerns about the dearth of educational materials (54%) and limited availability of faculty to deliver content (46%). The majority of programs (94%) expressed some interest in implementing a standardized curriculum in psychedelic medicine. Conclusion Training directors recognized that their current curricular materials are limited, and they appeared interested in additional support to meet the upcoming demand in psychedelic education. Further research can inform curriculum development and implementation of psychedelic education in residency training.

Bringing academic disciplines together to focus on literacy: a secondary school case study

PurposeThe purpose of this qualitative study was to bring together teachers from different academic disciplines to engage them in lesson study (LS) cycles with a focus on literacy.Design/methodology/approachThis research employed a qualitative case study and occurred in one secondary school along the Texas (USA) and Mexico border. Ten teachers representing six academic disciplines participated in eight LS cycles to reflect on their knowledge of literacy, including when, if at all, they integrated literacy when planning and teaching lessons. About 20 students shared their impressions, feelings and thoughts about the lessons.FindingsTeachers learned that literacy standards exist in each academic discipline and that integrating reading and writing during lessons allowed for more increased dialogue between/among teachers and students. The principal learned that teachers from all academic disciplines need differentiated, sustained professional learning opportunities on how to teach literacy skills.Originality/valueTeachers often work alone or within their respective academic departments, whereas this project focused on secondary teachers from six academic disciplines taking part in LS cycles with a common focus on literacy. Sustained opportunities for teachers to study their standards and curriculum materials, plan and teach lessons and share perspectives from classroom observations resulted in new knowledge about ways to include literacy in any academic discipline. A schoolwide professional learning community focused on literacy could act as a catalyst for instructional change.

Linking Traditional Teaching to Innovative Approaches: Student Conceptions in Kinematics

This study delves into the problem-solving approaches of students who attend classes with traditional teaching methods in university physics education with innovative curriculum materials. This research, conducted with university physics and engineering students, focused on applying research-based curriculum materials in solving kinematic problems. The study analyzes the impact of student knowledge and the distinction between rote learning and scientific practices on conceptual understanding. Student responses are categorized based on the depth of knowledge demonstrated, the skill type utilized, and the degree to which responses indicate a logical progression. These, together with demographic data, are analyzed to determine any patterns. Findings reveal that students use intuitive and mathematical skills to solve a graphical question. However, students employ qualitative and mathematical skill types when they are required to design an experiment. Notably, gender disparity appears to influence the approach to graphical questions, but the design-based question shows no significant relationship between males and females. Gender was likely to contribute to knowledge and logical progression levels, but grades might not show a positive relationship with knowledge level. This study aims to contribute to developing physics education at the university level by highlighting the gap between innovative course materials and their enactment.

Gender Distribution of Course Material Authors in a Doctor of Veterinary Medicine Program

The gender distribution of authors in the health sciences literature has been well documented. We explored whether this distribution persists among library course reserves for a Doctor of Veterinary Medicine program, as course reserves are veterinary faculty members’ own teaching materials. Such a bibliometric analysis of course reserves provides a novel method of examining curricular materials. In the Fall of 2022, researchers collected the library's current course reserve metadata, including fields, such as author names and material types. Binary gender was determined based on a variety of sources: traditional naming conventions, gender presentation in photographs, pronouns in signatures, and biographies. Of the 167 exported authors, 162 were included for further analysis in SPSS. Course reserves’ authors were analyzed by collaborators and media type. The dichotomous gender distribution of first authors was 76% male/ 24% female. Female first authors were more likely to have collaborators than male first authors (39% vs 26%). When collaborations did occur, first and second authors had the same gender at a significantly higher rate. Exploring author gender across material type, we found that generally, the first author gender ratio remained 3 males to every female. Contextualizing these results in the framework of contemporary health sciences literature, we found that the gender disparities in course reserves to be unsurprising, while still disappointing.

Ratio, rate, and proportion in Japanese curriculum materials

Ratio, rate, and proportion are arguably the most important topics in the middle grades mathematics curriculum before algebra. The study reported here describes how Japanese mathematics curriculum materials treat these topics. The analyses were conducted on the official curriculum documents published by the Japanese Ministry of Education and one of the most widely used textbook series for Elementary and Lower Secondary School Mathematics. The results of the analyses show that the Japanese curriculum introduces and develops these topics across multiple grade levels as expected for such complex topics. However, the initial definition of a proportional relationship appears before students formally study ratios. Moreover, the Japanese materials emphasize solving missing-value proportion problems by using the definition of proportional relationships, rather than setting up a proportion equation with a missing value in the equation of the form [Formula: see text] where A, B, and D are given, and x is the unknown quantity. These and other aspects of how the Japanese curriculum materials approach these topics might be of interest to audiences outside of Japan.

Al-Islam and Kemuhammadiyahan Curriculum in Muhammadiyah Secondary School: An Analysis of Implementation and Development Material

This study aims to analyze the implementation and development of the Al-Islam and Muhammadiyah (AIK) curriculum at SMP Muhammadiyah 7 Surakarta. This research approach uses a descriptive qualitative method with a focus on evaluating curriculum implementation and material development. Data collection was carried out through in-depth interviews, classroom observations, and analysis of curriculum documents. The results of the study show that although the implementation of the Al-Islam and Kemuhammadiyahan (AIK) curriculum at SMP Muhammadiyah 7 Surakarta has been going well, there are several challenges that need to be overcome, such as limited time in the implementation of classroom learning and the need to innovate teaching methods so that students are more interested. Not only that, the quality of teachers is a crucial fact in the implementation of the curriculum. This research provides insight into the importance of developing a curriculum that is adaptive to the changing times and student needs, as well as improving teacher competence in teaching Al-Islam and Muhammadiyah subjects.

Get Fit! With Math and Lit: Pedagogical Implications for a Newly Developed Physical Activity Program

This article details the development of a physical activity curriculum used in an after-school program for youths. The program, Get Fit! With Math & Lit, employed culturally relevant pedagogies as its guiding framework and the Teaching Personal and Social Responsibility Model to structure its content. This multifaceted framework of the curriculum elevates holistic health considerations of youths to include social, emotional, mental, and physical needs, especially in relation to academic achievement. Particularly, positively engaging youths in physical activity and academics necessitates an integrated approach to instruction. The program utilized multimodal literacies to engage participants in collaborative games, physical exercises, mathematical problems, literacy practices, and reflective discussions. These multimodal literacies can be incorporated into various settings such as middle school classrooms, after-school programs, and physical education contexts. The purpose of this article is to share the curriculum's objectives, content, learning activities, materials, processes, evaluation, and implications.

Desain Kurikulum dan Bahan Ajar Bahasa Arab yang Menarik dan Efektif

This article reviews the design of an effective and interesting Arabic curriculum and teaching material, aimed at improving students' understanding and skills in the language. The main focus is on the creation of curricula that are dynamic and responsive to student needs, as well as the development of educational materials that vary and utilize technology. The methodology described includes the analysis of students' needs to design a competence-based curriculum, the integration of technology into the teaching material, and the use of interactive media to create an exciting learning experience. Implementation of these curricula and teaching materials shows positive results, with significant increases in student motivation and involvement, as well as improvements in their language skills. Continuous evaluation and adjustment based on student feedback are key to ensuring that the curriculum and the teaching material remain relevant and effective. This article provides insight into how a systematic approach to curriculum design and the development of teaching materials can improve the quality of Arabic learning and meet student learning needs in a comprehensive way.

Competencia docente del profesorado de educación primaria en el área de medidas en un contexto de reforma curricular

[Objective] The aim is to explore how in-service teachers professionally view curricular materials and students' mathematical thinking in the area of measurement. [Methodology] The participants were 18 in-service primary school teachers, who completed a 12-item questionnaire with three focuses: (i) interpret students' mathematical thinking, (ii) propose activities to support students' understanding, and (iii) analyze activities related to curriculum references regarding magnitudes and their measurements. The analysis was conducted in two stages. In the first stage, the characteristics of the responses by in-service teachers to each of the items were identified, and in the second stage those characteristics were grouped according to the three focuses in order to identify any peculiarities on how teachers interpreted students' mathematical thinking and proposed and analyzed activities using the curriculum. [Results] Results indicate that teachers have difficulties in identifying errors because they do not consider the real context of the problem. Furthermore, although they were able to propose different activities, they had difficulties when asked to place the activity into an everyday context. The curricular difference between mathematical process and ability proved to be difficult for teachers in the area of measurement. [Conclusions] Teachers’ limitations show the need to develop continuing education proposals for in-service primary teachers that foster the development of teaching competences.

The Reach and Impact of a Positive Youth Development Program (Project P.A.T.H.S.) in China and Beyond: Review and Reflection

AbstractThere are few validated positive youth development (PYD) programs in different regions of China. Utilizing 15 PYD constructs extracted from effective programs in the United States and with the support of the Hong Kong Jockey Club Charities Trust, colleagues from five universities in Hong Kong developed the P.A.T.H.S. Program in Hong Kong. In the past two decades, the research team trained 9,415 potential program implementers, supported the implementation in 300 + high schools in Hong Kong (357,839 participants) and evaluated the impact of the project. Because of its overall success, the P.A.T.H.S. Program was transplanted to mainland China with the support of the Tin Ka Ping Foundation, with adaptation of the curriculum materials. Before, during, and after the COVID-19 pandemic, the research team also trained 1,589 teachers and related professionals, provided guidance on the implementation in 30 + schools (84,000 + participants), and evaluated the impact of the program. This paper reviews the achievements, effects, and impact of the P.A.T.H.S. Program in China and beyond. It also highlights several observations and reflections regarding the future development of positive youth development programs in China as well as around the globe.

Leading Systemwide Improvement in Elementary Science Education: Managing Dilemmas of Education System Building

Reforming instruction is challenging. In this comparative case study of 12 school districts, we investigated the dilemmas that emerged for system leaders as they engaged in system building for elementary science and the approaches leaders took in managing them. We found that system leaders’ efforts to manage their environments contributed to the preferential treatment of literacy and mathematics relative to science. Leaders managed this dilemma using three strategies: (a) integration of science with other subjects, (b) specialization of teachers, and (c) adopting curriculum materials. This study contributes to literature on dilemma management by showing that dilemmas in education system building are school-subject sensitive, emerge in relation to system building for other subjects, and are embedded in school and education systems’ structural/organizational arrangements.

An examination of Japanese curriculum materials through quantitative and covariational reasoning: the treatment of linear functions

ABSTRACT In this study, we investigated how Japanese curriculum materials represent functional relationships through the lenses of quantitative and covariational reasoning. Utilizing macro and micro analyses, we analyzed Japanese elementary and lower secondary-level curriculum materials, including course of study, teachers’ guide, and Mathematics International textbook series. We analyzed a set of statements and explanations in the course of study and the teachers’ guide. We examined tasks, questions, and representations in the textbooks. Findings showed that Japanese curriculum materials attentively focus on learners’ quantitative and covariational reasoning starting from 4th grade by the end of 8th grade. Particularly, Japanese curriculum materials have a spiral nature that supports learners’ covariational reasoning gradually building up to continuous covariation in learning functional relationships involved in proportional and linear situations. We discuss the possible implications of this study for teachers, teacher educators, curriculum developers, and textbook writers.

‘The piece that we were looking for’: teachers' collaborative curriculum design for equity-centred biology units

ABSTRACT Critiques of current science education reforms call for science curricula that reflect expansive notions of equity in science teaching. This case study explores the experiences of two secondary-school biology teachers in the United States working as a Teacher-Design-Team (TDT) to centre equity through new curriculum materials that they co-designed. Four questions guided the study: (1) How did teachers centre equity in their curriculum design decisions and what concepts of equity did these decisions evoke? (2) How did teachers characterise their process for centring equity in the collaborative design of their biology units? (3) What do teachers describe as outcomes of their work? (4) What did teachers experience as supports – or challenges – in their efforts to design equity-centred units? Key findings include that a strong partnership and shared goals grounded in an equity framework catalysed the teachers’ work; teachers used an emergent ‘three-pronged approach’ to organise their unit planning; teachers’ centring of equity contained many facets; and teachers described multiple benefits from their TDT efforts, including greater job satisfaction and strengthened intention to remain in teaching. These findings have implications for future research and for practitioners who support the work of Teacher-Design-Teams (TDTs), particularly for science curriculum innovations that centre equity.

THE EFFECTIVENESS OF DIGITAL TEACHING MATERIALS TO IMPROVE LITERARY LITERACY SKILLS IN PRIMARY SCHOOLS

This research is motivated by the challenge of improving the literary literacy skills of elementary school students, which are often considered boring using conventional learning methods. The purpose of this study was to analyze the effectiveness of digital teaching materials in improving literary literacy skills, as well as the interests and motivations of 5th grade elementary school students in Majalengka Regency, West Java.. The research method used was quasi-experimental with a pre-test and post-test design in two groups: the Experimental Group which used digital teaching materials and the Control Group which used conventional methods. The research sample consisted of 60 grade 5 students, with each group consisting of 30 students. Data collection techniques include literary literacy tests, interest and motivation questionnaires, and classroom observations. Data analysis was done using statistical tests to compare changes in pre-test and post-test scores between the two groups. The research results showed that the use of digital teaching materials significantly improved the literary literacy skills of students in the Experimental Group compared to the Control Group. The average literary literacy score in the Experimental Group increased from 45 to 72, while in the Control Group, it only increased from 43 to 55. Students' interest and motivation also increased more significantly in the Experimental Group. In conclusion, digital teaching materials effectively improve students' literary literacy skills, interest, and motivation. The implication is that teachers and schools are advised to integrate technology into literature learning, and policymakers need to support using digital teaching materials in the national curriculum to improve the quality of education.

Taṭbīq al-Ta’līm al-Syumūlī fī Ta’līm al-Lugah al-‘Arabiyah bi al-Madrasah al-Mutawassiṭah

This research aims to explore the application of holistic learning in Arabic language learning at Muhammadiyah Ahmad Dahlan Middle School, Metro Lampung. The main focus of this research is to understand how a holistic approach can improve students' Arabic language understanding and skills, as well as identifying factors that support and hinder its implementation. This research uses a qualitative methodology with a case study approach. Data was collected through classroom observations, in-depth interviews with teachers and students, as well as analysis of documents related to the curriculum and teaching materials. This approach allows researchers to get an in-depth picture of learning processes and experiences in the field. The research results show that the application of holistic learning in Arabic language learning at this school has had a positive impact on increasing students' understanding and language skills. Students show greater interest and more active participation in the learning process. However, research also found several obstacles, such as limited resources and lack of training for teachers.

Analysis of E-Lkpd Needs Based On Geographical Inquiry To Stimulate Students’ Collaborative Abilities

Collaborative abilities are one of the pillars that students must have in facing the complexity of the world, especially in facing the industrial revolution 5.0. Collaborative abilities can be trained by using E-LKPD in learning. Therefore, this research aims to determine the needs analysis for E-LKPD development. This type of research is quantitative descriptive using questionnaire, interview and observation data collection techniques. The research subjects were students in class XI-10 IPS at SMA Negeri 5 Samarinda. The data obtained was then analyzed using quantitative descriptive analysis techniques. Based on the data analysis carried out, the curriculum requires LKPD as an attachment that must be provided in learning. The material presented in E-LKPD has informative and procedural characteristics. Regarding the analysis of student needs, it shows that 78% of students need E-LKPD which can make it easier for students to understand the material and 38% of students attract students' learning attention. Regarding the weaknesses of the E-LKPD used during geography learning, it is that the E-LKPD is not in accordance with the meaning of the E-LKPD itself, the E-LKPD is not in accordance with the curriculum used, the E-LKPD used by students has not attracted the students' learning attention. Based on the results of this research, it can provide an illustration that needs analysis seen from the curriculum aspect, material characteristics, and student characteristics is the main step in developing E-LKPD that is appropriate and innovative based on current needs.Keywords: Need analysis, E-LKPD Bases on Geographical Inquiry, Collaborative Abilities

Pilot Implementation of Guiando Buenas Decisiones, an Evidence-Based Parenting Program for Spanish-Speaking Families, in Pediatric Primary Care in a Large, U.S. Health System: A Qualitative Interview Study.

Adolescent substance use is a significant public health problem in the United States and Hispanic youth engage in substance use services at lower rates than other groups. For this under-served group, prevention services delivered in non-stigmatized, non-specialty care settings may increase access to the services. We describe findings from a feasibility pilot of the implementation of a virtual version of Guiando Buenas Decisiones (GBD), a universal, group-based substance use prevention program for parents. It was conducted with Spanish-speaking families and delivered, virtually, in pediatric primary care in a large healthcare system in the U.S. Through qualitative interviews with pediatricians (n =7) and parents (n = 26), we explored potential barriers and facilitators of GBD enrollment and engagement. Parents and pediatricians alike noted the dearth of universal prevention programming in Spanish and that GBD could help address the need for linguistically appropriate programming. Parents liked the curriculum content, materials and videos; they felt the focus on strengthening family bonds, setting clear expectations and guidelines, the use of family meetings, and the positive tools provided for navigating family conflict were well-aligned with their cultural and family values. Feedback from parents was helpful for informing more personalized and attentive approaches to program outreach and recruitment methods, and for adaptation of recruitment fliers and letters. In this pediatric primary care context serving an underserved population, we found virtual GBD feasible to implement, acceptable and appealing to parents, and judged by pediatricians as a promising, much-needed addition to their prevention armamentarium.

The potential of lesson study in enhancing secondary school mathematics teachers’ pedagogical practices in lesson planning: evidence from Ethiopia

PurposeThe main purpose of this study was to explore how engaging in lesson study enhances secondary school mathematics teachers’ pedagogical practice in lesson planning in Jimma, Ethiopia.Design/methodology/approachThe study employed a design-based research approach with qualitative and quantitative data collected from two secondary schools, and 12 mathematics teachers. A purposive sampling technique was used to select participants. Interviews, observations, questionnaires and document analysis were the main sources of data. Qualitative data were analyzed using themes with the support of Atlas-ti qualitative data analysis software. Quantitative data were analyzed using the Wilcoxon ranked signs test.FindingsThe findings revealed that engaging secondary school mathematics teachers in lesson study enhanced their lesson planning competence. As a result, teachers began to carefully plan detailed lessons, use curriculum materials and create more student-oriented lessons. Lesson study was found to be a potent model on which to build secondary school mathematics teachers’ lesson planning competence. Hence, it would be rewarding to integrate lesson study into the present school-based teachers’ pedagogical capacity-building program in the study settings.Research limitations/implicationsThe data were collected from particular localities with a small sample size in the quantitative phase. Therefore, it is difficult to generalize to the entire secondary school teachers in the country. However, thick descriptions were provided that would allow readers to determine the transferability of the findings to their specific school context. Future research should investigate the effects that enhanced TPP in lesson planning has on teachers’ mathematics teaching in more schools using a larger sample size.Practical implicationsThis study provides insight into and empirical evidence of how engaging in the process of LS is essential to enhance teachers’ lesson planning competence. It adds important knowledge to a small but growing model of lesson study research. It also informs future researchers in the practical use of LS where lesson planning is a crucial concern in many secondary schools of the country.Originality/valueThis research was originally conducted to build mathematics teachers' pedagogical practice in lesson planning through lesson study in Ethiopian secondary school contexts.

The Role of Teachers in the Context of Multicultural Education to Promote Islamic Values

This study explores the role of teachers in promoting Islamic values within multicultural education settings, examining perspectives on integration, challenges faced, and strategies employed. It aims to understand how educators navigate cultural dynamics while fostering ethical development and cultural awareness among students. A qualitative research approach was employed, utilizing semi-structured interviews with educators and educational experts. Participants were selected based on their experience in integrating Islamic values into curriculum and educational practices. Data were analyzed thematically to uncover patterns and insights regarding teachers' perceptions and practices. The result of the research showed that teachers perceive their role as pivotal in integrating Islamic values, viewing it as essential for nurturing ethical behavior and cultural understanding among students. Challenges identified include resistance from stakeholders and resource limitations. Strategies employed include adapting curriculum materials, fostering open dialogue, and enhancing cultural sensitivity. Successful examples highlight the positive impact of integrating Islamic values on students' ethical development and cultural awareness within educational settings.

Research to classrooms: a co-designed curriculum brings All of Us data to secondary schools.

We describe new curriculum materials for engaging secondary school students in exploring the "big data" in the NIH All of Us Research Program's Public Data Browser and the co-design processes used to collaboratively develop the materials. We also describe the methods used to develop and validate assessment items for studying the efficacy of the materials for student learning as well as preliminary findings from these studies. Secondary-level biology teachers from across the United States participated in a 2.5-day Co-design Summer Institute. After learning about the All of Us Research Program and its Data Browser, they collaboratively developed learning objectives and initial ideas for learning experiences related to exploring the Data Browser and big data. The Genetic Science Learning Center team at the University of Utah further developed the educators' ideas. Additional teachers and their students participated in classroom pilot studies to validate a 22-item instrument that assesses students' knowledge. Educators completed surveys about the materials and their experiences. The "Exploring Big Data with the All of Us Data Browser" curriculum module includes 3 data exploration guides that engage students in using the Data Browser, 3 related multimedia pieces, and teacher support materials. Pilot testing showed substantial growth in students' understanding of key big data concepts and research applications. Our co-design process provides a model for educator engagement. The new curriculum module serves as a model for introducing secondary students to big data and precision medicine research by exploring diverse real-world datasets.