Curriculum Model Research Articles

An Examination of Meaningful Experiences During Sport Education

Background: In recent research years, there has been an increasing focus on the meaningfulness of physical education experiences. While it has been suggested that certain curriculum models such as sport education or cooperative learning provide opportunities for meaningful engagement in physical education, to date there has been no empirical study of those claims. Objectives: The purpose of this study was to quantitatively examine students’ perceptions of meaningfulness in two physical education contexts: traditional multi-activity format, and sport education. Methods: Sixty seventh-grade students aged 12 to 14 completed a 20-item survey titled "Meaningful Experiences in Physical Education Survey (MEPES)" prior to and at the completion of one of three sport education seasons. The analysis consisted of independent samples t-test comparisons between the two contexts (previous physical education experiences, and sport education) for each of the five dimensions of meaningfulness. A Pearson correlation was conducted to examine if there were significant relationships between the five dimensions. Results: Results of the independent samples t-test showed that significantly higher levels of meaningfulness were identified from participation in sport education than in previous physical education for four of the five dimensions. Pearson's coefficient results indicated significant positive correlations between all five meaningfulness dimensions. Conclusion: Sport education has structural elements that promote a sense of meaningfulness within physical education.

Using the TIMSS curriculum model to develop a framework for coherence and its role in developing mathematical connections

ABSTRACT Developing mathematical connections for pupils continues to be at the forefront of educational policies worldwide. One strategy suggested to support the connections pupils make is the idea of developing “coherence”. Research regarding coherence has increased within mathematics education, however, the term is used widely. It therefore becomes necessary for coherence to be further conceptualised. In this systematic scoping review, five databases were searched for literature on the topic of coherence in school-based mathematics education. A total of 11,587 pieces of literature were extracted. Following further screening, 35 papers were reviewed. The findings suggest that there is limited consensus regarding the conceptualisation of coherence, leading to fragmented perceptions across the literature. This paper presents a framework for coherence based on the TIMSS curriculum model to support international comparisons of coherence and provide clarity for mathematics education researchers and school colleagues when considering which aspect of coherence they are addressing.

The Role of Medical Schools in Enhancing the Quality of Health Facility Services: A Doctoral Perspective: A Brief Review

This article explores the pivotal role of doctoral-level medical education in enhancing the quality of health facility services. Through a comprehensive examination of Doctoral programs, it underscores their significance in shaping competent healthcare professionals. Emphasizing clinical training, interprofessional education, research, and continuous professional development, Doctoral programs prepare doctors to deliver patient-centered, evidence-based care. The article suggests further research avenues including assessing learning methodologies' impact, evaluating healthcare service performance post-educational interventions, comparative analyses of international programs, examining emerging technology's influence, developing innovative curriculum models, and conducting cost-benefit analyses. These efforts aim to deepen understanding and advance healthcare delivery globally.

Effective Instruction and Curricular Models: What Do We Know About Student Learning Outcomes in Physical Education?

This essay aims to elucidate effective teaching through the utilization of instructional models in physical education. In this essay, Rink’s seven essential teaching tasks provide the foundational structure, complemented by an examination of four legitimate student outcomes in physical education: physical, cognitive, social, and affective domains. A literature review of 222 research studies on teaching effectiveness of nine instructional models reporting on teacher behaviors and student outcomes was coded following a four-step reliability coding process to establish a consensus on the articles included. This essay serves as a resource for comprehending the application of instructional models in physical education curricula, highlighting the need for continuous research into their efficacy and the replication of studies to validate outcomes across various educational settings. In addition, it highlights the importance of integrating K–16 teacher assessment data within these models to demonstrate the educational impact across learning domains.

Erratum. Effective Instruction and Curricular Models: What Do We Know About Student Learning Outcomes in Physical Education?

Erratum. Effective Instruction and Curricular Models: What Do We Know About Student Learning Outcomes in Physical Education?

Educational and curricular model in the intercultural universities of Mexico: the case of the Degree in Language and Culture

The intercultural university model in Mexico was born as a political response that guaranteed access to higher education for young people who live in predominantly indigenous areas, under the tutelage of a curricular, linguistic and culturally relevant model, removed from Western and hegemonic conceptions. of the urban university. The premise of relevance within intercultural universities is currently widely debated. In this sense, this document aims to analyze how the intercultural educational model and the curricular proposal contribute (or not) to the construction of indigenous student identities and development. of intercultural competencies of students who do not classify themselves as indigenous but who attend these higher education schools, for which the degree in language and culture is taken as a reference.

대학의 비교과교육과정 개발⋅운영 모형 연구

Objectives The purpose of this study is to help universities systemically develop and operate extracurricular curriculum that can reflect their own characteristics, through research on a development and management model for extracurricular curriculum activities. Methods The steps of research were progressed with three stages: research planning, literature review and the model development. Based on the Taba’s(1962) curriculum development model, the research planning stage planned the extracurricular curriculum development and operation model of the university. The literature research stage collected and analyzed the extracurricular, extracurricular activities, extracurricular curriculum which were related to the pilot study, curriculum development model, model research, curriculum development the research paper and also were related to the books and research papers. The model development stage based on the curriculum model and the curriculum development model which are the foundation of curriculum brought out the implication and the model was confirmed after a feasibility study by a expert of curriculum. Results The management and development model for extracurricular curriculums consists of four stages: 1. Drafting a proposal and planning of university extracurricular curriculums; 2. crafting detailed plans for each extracurricular curriculum activity; 3. executing and operating the extracurricular curriculum activities; and 4. evaluating and assessing university extracurricular curriculums. Each stage is comprised of five different sub-categories, such as ① subject, ② period, ③ foundation, ④ method, and ⑤ model. Conclusions The reason for the establishment and operation of the extracurricular curriculum is to instill students with the university’s core values and help them become competent members of society and the university. Therefore, the university extracurricular curriculum must be developed and operated according to the stages and procedures as in the required and elective curriculum.

DEVELOPMENT MODEL DA’WAH OF MILLINEAL IN THE YUK NGAJI COMMUNITY

The most non-formal education that has emerged in the midst of society is Islamic educational institutions in the form of Majlis Ta'lim. Majlis Ta'lim or religious community, one of which is the hijrah community, is called the hijrah movement called YukNgaji. This hijrah movement is a hijrah community which focuses on a group of millinial children who want to change their lives by leaving the bad things that happen by becoming more obedient to Allah SWT. This research uses a qualitative method using a phenomenological approach by exploring the meaning in depth related to the educational curriculum model in the YukNgaji community in Bintaro. The development of millinneal da'wah in the Yuk Ngaji community by utilizing technology and information in delivering da'wah content in the form of da'wah of akidah, fiqh and morals. Keywords: Non-formal education, Majlis Ta'lim, and YukNgaji Community.

Designing Writing Across the Professions (WAP) programs at the intersection of work-integrated learning and writing transfer research

In our information age, written communication has become increasingly important in many professions. As a result, university faculty and administrators need to develop specific curricula and pedagogies that will facilitate the process of equipping students with the required writing knowledge and skills to meet the demands of their workplace environments. In this article, we argue that Writing Across the Professions (WAP) as a curricular model meets that requirement, particularly in Work-Integrated Learning (WIL) contexts, which we believe are conducive to fostering writing transfer in university students. WAP foregrounds the importance of writing in workplace contexts and aims to facilitate the transfer of students’ knowledge and practices by focusing on rhetorical genre theory and analysis, discourse community theory and analysis, providing engaged feedback on students’ writing, and inviting students to critically reflect on their previous and current writing knowledge and practices. In this article, we propose four conceptual foundations that university faculty and administrators can utilize to implement WAP programs at their institutions. The first concept is that professional (writing) knowledge and practices are contextual and require lifelong learning; WIL faculty and students thus need to be informed about what is involved in learning to write across professions. Secondly, as the transfer of professional (writing) knowledge and practices goes beyond disciplinary boundaries, both faculty and students need to build contextual awareness. Thirdly, as problem-solving is an integral part of writing in the professions, faculty and students need to engage in critical reflection. Finally, professional (writing) knowledge and practices impact identities and therefore require mentoring. In outlining these shared concepts from WIL and writing transfer research, this article offers examples of how they can inform curricular approaches and pedagogical practices in WAP.

An Investigation of The Connection of Bloom’s Taxonomy to the Core Mathematics Curriculum for Senior High Schools in Ghana

This paper attempts to preview the connection of Bloom's taxonomy to Ghana's Senior High School mathematics curriculum. Mathematics is a vital tool for economic growth and national development as a STEM subject. Bloom's taxonomy, which presents a hierarchical model, helps educators teach school mathematics to enable students to acquire basic Knowledge known as order thinking (LOT) skills and develop higher-order thinking (HOT) skills. The analysis of the mathematics syllabus concerning Bloom's taxonomy revealed that the syllabus concentrates more on the three fundamental skills in Bloom's hierarchy of teaching and assessment. Remember 18.1%, Understand 33.3%, and Apply 29.8%, totalling 81.2%, leaving only 18.8% for the top three HOT skills. The study recommends that Ghana adopt a curriculum model that focuses on teaching transversal skills that can churn out informed citizens rather than putting students under the shackles of tests.

We have to change; they stay the same

Overseas student integration and difficulties in adjusting into the academic life of the host country are often posited as personal failures, and international education scholarship focuses heavily on the notion of failure. However, the categorization of international students is premised on them not being active subjects in the curriculum and the ways in which they can contribute to internationalization of higher education. The current study addresses this negative characterization through qualitative methodology, observing and interviewing 24 Chinese international students at an Australian university. Conducted during the COVID pandemic period, this study offers new insights into how the shift to online learning exacerbated the failure of the teaching, learning, and curriculum models that predominate in Australian universities. We call for a rethinking of international students’ education; as the pandemic subsides, deeper conversations are necessary over the continued prevalence of the deficit model while considering international students’ agency in their learning practices.

Manajemen Kurikulum Merdeka pada Madrasah Inklusi

This research is a qualitative study which aims to analyze the planning, organization, implementation and evaluation model of the independent curriculum at inclusive madrasas at MI Walisongo Kranji 01 Kedungwuni. Data was collected through interviews, observation and documentation. Meanwhile, data analysis uses the interactive analysis model proposed by Miles and Hubermen. The results show that: 1) Curriculum planning includes discussions between the madrasa head and the madrasa coordinator. This discussion is carried out before a meeting is held with the teacher to discuss activity plans in the learning process using the applied curriculum, 2) Organizing the curriculum includes choosing the right homeroom teacher in the new school year, then designing the lessons that will be delivered, 3) Implementing the curriculum in the form of appropriate learning carried out by the teacher, and this is the responsibility of the class teacher and subject teacher. As for children with special needs, there is an Individual Learning Program (PPI) that has been scheduled, and 4) In curriculum evaluation there are three stages of assessment or assessment which include, diagnostic assessment, formative assessment, and summative assessment. However, in summative assessments related to report card grades, there are differences for students with special needs and normal students. The difference lies in the type of questions given. For normal students, the types of questions include multiple choice, essay and description. Meanwhile, for students with special needs, the types of questions include multiple choice, draw the line, and true-false questions.

Tuan Guru Leadership Strategy in Implementing the Ma'had Curriculum: Multicase Study

This research aims to analyze the leadership strategies of Tuan Guru in implementing the Ma’had curriculum in Ma’had Darul Qur’an Wal-Hadith Nahdlatul Wathan East Lombok and Ma’had Darul Hikmah Kediri West Lombok. This research uses a qualitative descriptive approach with a case study type and a multicase design. To obtain research data, researchers used observation, interviews and documentation methods. Checking the validity of the data using data triangulation and method triangulation. The research results show that first, the ma’had curriculum planning process includes planning objectives, content/teaching materials/materials, methods, media and evaluation by involving administrators, teachers and curriculum staff. This curriculum planning aims at transformative leadership and charismatic leadership. Second, the implementation of the ma’had curriculum includes learning methods (sorogan, bandongan and discussion methods), implementation of the contents/study materials of the yellow book (turats) and evaluation. The implementation of this curriculum combines the methods of the Salafi curriculum model and the integrated curriculum model which leads to a moderated curriculum model that strengthens the social reconstruction curriculum. And third, the implication of the Tuan Guru leadership strategy is to have graduates who master the yellow book and have a deep understanding of Islam, mahasantri become Islamic cadres and are able to contribute positively to Islamic educational institutions and society, mahasantri are able to apply Islamic teachings and become uswatun hasanah.

Implementing a stakeholder capitalism approach through values-based leadership: case studies in the private, nonprofit and educational sectors

Purpose Stakeholder capitalism has gained attention among business practitioners and academia, often discussed within the context of corporate social responsibility, ethical practices and values-based leadership. Many societal institutions, including businesses and higher education institutions, have a role to play in the transition toward stakeholder capitalism. This study aims to discuss insights gained from a multiyear research and pedagogical project coordinated among a group of academics and an Israel-based holding company to study the implementation of a values-based leadership process focused on establishing a stakeholder-oriented model in a variety of organizations. Design/methodology/approach Conducted over a decadal period, this project relied on a qualitative case study methodology. The project was conceived as an exploratory and inductive study examining organizations that implemented a values-based leadership model and a university that used this model for curriculum and pedagogy. Semi-structured interviews, observations of leadership practices and operations, and substantive reviews of organizational documents informed the study’s iterative methodology. Findings The case studies presented explore the benefits of a stakeholder capitalism and values-based leadership transformation in organizations and highlight the importance of senior leadership engagement at the outset to set the tone and direction of implementation while also role modeling values-based behaviors for the organization. The utility of aligning the new values-based approach with existing elements of the organizational culture and priorities was also identified in addition to the benefit of individuals linking the new values initiative to their personal values and life. These practices, and a broader stakeholder dialogue on values, helped establish a transition that was inclusive within the organizational hierarchy and in its connections to the larger society. The cases also explored how stakeholder principles and values-based leadership models can be integrated into management education based on the outcomes of the organizational investigations. Originality/value These case studies offer insight into the implementation of a values-based leadership framework, which draws on stakeholder theory, in diverse organizations across a for-profit to non-profit spectrum. These studies also provide a unique opportunity to evaluate the implementation of a common values framework in different sectors. The cases further highlight the potential role of business-education sectoral partnerships in educating a workforce that is dedicated to business for good.

Competency-based and less time-bound: a new approach to the macro-structure of a medical school curriculum

ABSTRACT Shifting to a competency-based (CBME) and not time-bound curricular structure is challenging in the undergraduate medical education (UME) setting for a number of reasons. There are few examples of broad scale CBME-driven interventions that make the UME program less time-bound. However, given the range of student ability and varying speed of acquisition of competencies, this is an area in need of focus. This paper describes a model that uses the macro structure of a UME program to make UME curricula less time-bound, and driven more by student competency acquisition and individual student goals. The 3 + 1 curricular model was derived from the mission of the school, and includes a 3-year core curriculum that all students complete and an individualized phase. Students have an 18 month individualized educational program that meets their developmental needs and their educational and professional goals. This is achieved through a highly structured advising system, including the creation of an Individualized Learning Plan, driven by specific goals and targeted Entrustable Professional Activities (EPA). Students who struggle in achieving core competencies can use individualized time to support competency development and EPA acquisition. For students who have mastered core competencies, options include obtaining a masters degree, clinical immersion, research, and community-based experiences. Students can also graduate after the 3-year core curriculum, and enter residency one year early. Structural approaches such as this may contribute to the norming of the developmental nature of medical education, and can advance culture and systems that support CBME implementation at the UME level.

Implementation of a programmatic assessment model in radiation oncology medical physics training.

In 2019, a formal review and update of the current training program for medical physics residents/registrars in Australasia was conducted. The purpose of this was to ensure the program met current local clinical and technological requirements, to improve standardization of training across Australia and New Zealand and generate a dynamic curriculum and programmatic assessment model. A four-phase project was initiated, including a consultant desktop review of the current program and stakeholder consultation. Overarching program outcomes on which to base the training model were developed, with content experts used to update the scientific content. Finally, assessment specialists reviewed a range of assessment models to determine appropriate assessment methods for each learning outcome, creating a model of programmatic assessment. The first phase identified a need for increased standardized assessment incorporating programmatic assessment. Seven clear program outcome statements were generated and used to guide and underpin the new curriculum framework. The curriculum was expanded from the previous version to include emerging technologies, while removing previous duplication. Finally, a range of proposed assessments for learning outcomes in the curriculum were generated into the programmatic assessment model. These new assessment methods were structured to incorporate rubric scoring to provide meaningful feedback. An updated training program for Radiation Oncology Medial Physics registrars/residents was released in Australasia. Scientific content from a previous program was used as a foundation and revised for currency with the ability to accommodate a dynamic curriculum model. A programmatic model of assessment was created after comprehensive review and consultation. This new model of assessment provides more structured, ongoing assessment throughout the training period. It contains allowances for local bespoke assessment, and guidance for supervisors by the provision of marking templates and rubrics.

Bovill & Bulley 학생 참여 교육과정 모델 방식이 2022 개정 교육과정에 주는 시사점 논의

Objectives This study was motivated by the lack of curriculum materials or study that focus on the student engagement curriculum emphasized in the 2022 revised curriculum and provide a model for its implementation. The purpose of this study is to discuss the implications of Bovill & Bulley's model of student participation curriculum for the 2022 revised curriculum.
 Methods we reviewed domestic and international student engagement curriculum studies and the student engagement curriculum policy of the 2022 revised curriculum, and analyzed the Bovill & Bulley’s student participation curriculum model and the series of studies that led to its development to analyze the features and significance of the Bovill & Bulley model and its implications for the 2022 revised curriculum.
 Results We found that the Bovill & Bulley’s model was developed based on Arnstein's (1969) ladder of citizen participation and is inherently focused on decentralization. It also provides more specific and detailed steps and examples than other studies, and previous research has confirmed the need for contextualized autonomy and institutional support and endorsement for student participation.
 Conclusions This implies implications for the 2022 revised curriculum, highlighting the need for curriculum-level support for school curriculum design and implementation, the necessity to ensure teacher autonomy in the operation of student participatory curriculum, and the institutional and policy-based assurance of sufficient time and physical conditions for new curriculum development.

학사제도 유연화 적용 성과 및 개선방안 연구

Objectives As part of the flexible application of the academic system, the purpose of this study is to confirm the factual perception of instructors and learners on the effectiveness, efficiency, and satisfaction of the operation of the graduation research intensive semester system, which has been in place since 2018, and to check the operation status and performance of the graduation research intensive semester system at H University, and secondly, to find ways to improve by checking learners and instructors' perceptions of the graduation research intensive semester system.
 Methods As for the research method, the operation status was identified through literature research and advice, and technical statistics using SPSS 18.0 were used to analyze the differences between majors implemented and non-executed in the graduation research intensive semester system and 108 respondents who surveyed 266 engineering participants from 2018 to 2023 to check their performance. FGI was conducted on 8 graduates, prospective graduates, and 6 incumbent teachers to derive improvement measures.
 Results The research results are first, as of 2023, 8 out of 12 majors are operating. It was analyzed that majors implementing the graduation research intensive semester system had higher satisfaction with support and feedback for tasks provided by professors in charge of subjects and preference for the intensive semester system than those that did not. Second, improvement measures such as introducing a seasonal semester that can provide continuity and continuity of graduation research, timely payment of materials, introducing an industry-academic graduation research program, and preparing a system to maintain continuity of supervisors were derived.
 Conclusions In conclusion, it has been verified that the graduation research intensive semester system is established as a specialized curriculum model, and if the improvement plan is implemented in practice, the graduation research intensive semester system can play an effective role in improving the quality of practical engineering education models.

Pesantren Resistance to Indonesia's National Curriculum to Defend Its Curriculum Model

Purpose: This article explores the challenges faced by pesantren (Islamic boarding schools) in Indonesia in reconciling the national curriculum with their traditional religious education while preserving their identity. Methods: The research employed a qualitative approach, utilizing multiple case studies conducted in two pesantren in Indonesia. The study involved observations, interviews, and documentation collected from January to December 2023. Result and Conclusion: The findings reveal a contestation between the national curriculum and the curriculum offered by pesantren. While many pesantren have integrated formal education, they exhibit resistance by focusing on Islamic teachings and values. Pesantren often modify the national curriculum to align with their religious identity. This study underscores the complexity of integrating formal education with pesantren's values and emphasizes the necessity of an inclusive approach from the government to ensure the relevance of education. Furthermore, it highlights pesantren's resistance to the dominance of the national curriculum, reflecting tensions between the government's modernization agenda and the traditional values upheld by pesantren. Research Implications: This research contributes to understanding the dynamics between formal education and traditional Islamic education within Indonesia's pesantren context. It sheds light on the challenges pesantren face in maintaining their identity while conforming to national educational standards. The findings have implications for policymakers, educators, and stakeholders involved in shaping the educational landscape of Indonesia. Originality/ Value: This study offers original insights into the interaction between the national curriculum and pesantren's curriculum, which have not been extensively explored in existing literature. This research contributes to a deeper understanding of educational dynamics in Indonesia by examining pesantren's responses to government policies and state control. Additionally, it underscores the significance of preserving the unique identity of pesantren amidst efforts to modernize the educational system.

Music Curriculum Research Using a Large Language Model, Cloud Computing and Data Mining Technologies

This paper presents a method to enhance the scientific nature of the music curriculum model by integrating a large language model, cloud computing and data mining technology for the analysis of the music teaching curriculum model. To maintain the integrity of the mixing matrix while employing the frequency hopping frequency, the paper suggests dividing the mixing matrix into a series of sub-matrices along the vertical time axis. This approach transforms wideband music signal processing into a narrowband processing problem. Additionally, two hybrid matrix estimation algorithms are proposed in this paper using underdetermined conditions. Furthermore, utilizing the estimated mixing matrix and the detected time-frequency support domain, the paper employs the subspace projection algorithm for underdetermined blind separation of music signals in the time-frequency domain. This procedure, along with the integration of the estimated direction of arrival (DoA), enables the completion of frequency-hopping network station music signal sorting. Extensive simulation teaching demonstrates that the music curriculum model proposed in this paper, based on a large language model, cloud computing and data mining technologies, significantly enhances the quality of modern music teaching.