Curriculum Planning Research Articles

School contextualization with indigenous group’s socio-educational methods and pedagogies

This article presents a method for contextualizing school education and initial teacher training, using the case of Mapuche in schools in central-southern Chile to change the ambivalence of teaching in an indigenous context. The analysis is based on a dispositionalist-contextualist theoretical framework and the results of empirical research projects on Mapuche socio-educational knowledge. It examines the co-construction of intercultural knowledge by researchers and parents. It concludes with a Mapuche educational knowledge base that can contextualize the school curriculum and teacher training plans.

Leading boarding school quality management (Multisite study of man Insan Cendekia Serpong and Smanu Mh Thamrin Jakarta)

The research objectives are 1). Analyzing the planning of the learning process in improving the quality of boarding school education. 2). Analyzing the implementation of the learning process in improving the quality of boarding school education. 3). Analyzing authentic supervision and assessment (authentic supervision and assessment) of the learning process in improving the quality of boarding school education. 4). Analyzing improvements in the quality of the learning process in improving the quality of boarding school education in improving the quality of education owned by MAN Insan Cendekia Serpong and SMANU MH Thamrin Jakarta. The research method uses a qualitative approach by collecting data through observation, interviews and documentation to obtain accurate data. This research was conducted at MAN Insan Cendekia Serpong and SMANU MH. Thamrin Jakarta. Results of research on the quality management of leading boarding schools, a multisite study by MAN Insan Cendekia Serpong and SMANU MH. Thamrin Jakarta. The research results show that the quality of education services in schools is in accordance with national education standards. The relationship between quality and service is closely related to accreditation, curriculum and strategic plans.

Educational quality policies and student satisfaction in public and private universities in Peru

Educational quality policies are a basic principle that every Peruvian university educational institution pursues in accordance with Law No. 30220, with the objective of training highly competent professionals who contribute to the development of the country. This study to analyzes educational quality policies with the student’s satisfaction of public and private universities in Peru, according to social variables. The study was descriptive-comparative, quantitative, non-experimental, and cross-sectional. One thousand (1000) students from two Peruvian universities, one public (n = 500) and one private (n = 500), were purposively selected by quota using the SERVQUALing instrument. The findings indicate a moderate level of satisfaction reported by 49.2% of participants, with a notable tendency towards high satisfaction observed in 40.9% of respondents. These results suggest that most students perceive that the actual state of service quality policies are in a developmental stage. The results, therefore, indicate that regulatory measures, including university laws, licensing, and accreditation, significantly influence outcomes. These measures are essential for the effective functioning of universities. In addition, the analysis revealed that female and male students at private universities showed higher levels of satisfaction with the educational services offered. It is concluded that educational quality policies in Peru are still being executed, because the implementation of the University Law is in process, according to the satisfaction of the student, this must be improved in central aspects such as optimizing human resources, infrastructure, equipment, curricular plans that differ from the public to the private university, In addition, this should lead to improving and redefining current policies on educational quality and the economic policies that finance the educational service.

Meta-Comprehension and Reading Comprehension in Future Teachers: Implications for Educational Quality in the Context of the SDG

Objective: Reading comprehension is a fundamental component to achieve quality education at all educational levels. This study aimed to analyze the relationship between metacomprehension strategies and reading comprehension in university students. Theoretical framework: The research is based on the Metacognition Theory, the Construction-Integration Theory and the Transactional Reading Model, which highlight the importance of self-regulation and metacognition in the comprehension of complex academic texts. Method: A quantitative approach and a cross-sectional correlational design were used, a sample of 138 students selected through stratified probability sampling of a population of 215 was studied. Data were collected with the Inventory of Strategies of Reading Metacomprehension and a reading comprehension test. Results and discussion: The findings show that reading metacomprehension allows students to monitor and improve their comprehension of texts, applying effective corrective strategies. This skill is crucial for addressing dense texts, improving literal and inferential comprehension. The research showed that there is a relationship between metacomprehension strategies and the level of reading comprehension. Research Implications: The results impact curricular planning and the development of teaching programs, suggesting the need for practices that promote meta-understanding to improve academic performance. Originality: This research provides evidence on the relevance of meta-understanding in higher education, providing guidance for pedagogical practices that promote self-regulation and metacognition in university learning.

Strategies for the Effective Implementation of Information and Communication Technology (ICT) in Colleges of Education, Enugu State

The purpose of this was to identify the effective strategies for implementing Information and Communication Technology (ICT) in Enugu State Colleges of Education. It assessed ICT implementation strategies in three colleges of education in Enugu State, concentrating on their scope, gender disparities, and techniques used across federal, state, and private colleges in the state. The study aimed to identify research variables based on behaviorist, cognitivist, and constructivist theories and their application in ICT and teacher education. The target population consisted of 2,500 100-level pre-service teachers from the three colleges of education. A proportionate stratified random sampling technique was used to select the sample from the three colleges of education in the state. 125 pre-service teachers participated in the study. The study used a descriptive survey research design, and pilot testing was conducted to ensure the validity and reliability of the questionnaire. The data were analyzed using both descriptive and inferential statistics using the Statistical Package for Social Scientists (SPSS). The results showed that ICT implementation in colleges of education is not fully utilized, resulting in low educational objectives. Based on the findings, it is recommended that the government, curriculum planners, in-service and pre-service teachers, and educational institutions be more proactive in adopting strategies that enhance the effective implementation of ICT in colleges of education.

구글 크롬 뮤직랩을 활용한 초등학교 예비 교원의 AI · 디지털 매체 역량 강화 방안 연구

The purpose of this study is to provide basic data to prospective elementary school teachers to strengthen their teaching and digital media utilization capabilities in the field of music creation using AI · digital media, and to help them research on improving the curriculum of pre-service elementary school teachers. Based on this, the 2022 revised music curriculum, and current music textbooks were analyzed and 4 sessions for pre-service elementary school teachers using Google Chrome Music Lab were developed. The significance of this study is that it presented a curriculum plan for pre-service elementary school teachers that focused on Google Chrome Music Lab among various AI · digital media for music education. It is also significant that the 2022 revised music curriculum, current textbooks, and achievement-based music creation were analyzed to consider the connection between digital media and the educational field. To make suggestions through this study, first, it is necessary to discover various cases of music teaching methods using AI · digital media. Second, music creation training using digital media should be actively conducted not only for pre-service teachers but also for teachers. Finally, it is necessary to create an educational environment with digital literacy in accordance with the changing times by sufficiently establishing AI · digital-related equipment in the educational field. It is hoped that this study will help improve elementary school music creation classes and pre-service teacher curriculum using AI · digital media.

Arabic Curriculum Planning Management

This study aims to explore the management of Arabic curriculum planning in Indonesian higher education, focusing on the effectiveness of planning in addressing challenges in teaching and learning Arabic. Utilizing a qualitative approach and library research methods, the study analyzes literature related to curriculum management and its implementation at three higher education institutions. The findings reveal that the curriculum planning process involves stages of needs analysis, goal formulation, content development, teaching strategies, and evaluation, although the depth and approach vary between institutions. The study identifies that while the integration of technology into the curriculum has begun, the level of implementation differs. Multicultural aspects and labor market orientation are also focal points, with results showing that while some institutions have integrated modules for business and diplomatic Arabic, multicultural aspects remain limited. These findings underscore the need for a more holistic curriculum planning approach that is responsive to digital advancements and sensitive to cultural diversity and labor market needs. The study recommends developing a comprehensive curriculum management model to enhance the relevance and effectiveness of Arabic language learning in Indonesia.

The Practical Exploration of The Effective Integration Path of Zigong Dinosaur Culture and Kindergarten Curriculum

Zigong dinosaur culture is a valuable natural heritage in China, which contains rich scientific information and educational value, and also carries a profound dinosaur culture. This study explores how to integrate Zigong dinosaur culture into kindergarten curriculum, and puts forward specific implementation strategies. First of all, the article introduces the scientific and historical value of Zigong dinosaur culture, emphasizing its important role in popular science education, tourism development, and cultural exchanges. Then, it elaborates the educational value of Zigong dinosaur culture in kindergarten curriculum, including stimulating children 's interest, enhancing natural science cognition, and promoting interdisciplinary learning and cultural identity. Finally, in the part of implementation strategy, the paper puts forward some suggestions on curriculum planning, teaching activity design, teacher training and home cooperation. The research shows that through reasonable curriculum planning and teaching activity design, Zigong dinosaur culture can be effectively integrated into kindergarten education, so as to improve teaching quality and enhance children 's interest in learning. At the same time, it also provides new ideas for kindergarten curriculum reform.

Al in Secondary Classroom: A Study of Its Impact on Student Engagement, Personalized Learning, and Academic Progress

Artificial Intelligence (AI) has increasing woven itself into the fabric of our lives yet its full potential in education remains untapped. Despite its widespread use AI has not been seamlessly integrated within our education system. To ascertain the transformative impact of AI in education, this study explored the use of AI tools over a one-week period in classroom instruction. Following this, students showcased their learning using AI tools to key stakeholders. The level of student engagement was closely monitored, and an assessment was conducted to evaluate their academic progress. This study provides valuable insights for educators to inform future curriculum planning and instructional strategies.

Principle-oriented versus Information-oriented Approach Towards Neuroanatomy: A Selective Profile of Question Papers of Four Public University of Bangladesh

Most of the students considered neuroanatomy to be a difficult subject that contains a large volume of information. Therefore, many of them have the tendency to memorise the subject rather than understanding. The learning will be permanent if learning and its assessment is structured around generalisable rules or ‘principle’ rather than trying to memorise plenty of apparently disconnected ‘information’. Materials and methods: The Neuroanatomy portion of the Anatomy question papers of the First Professional MBBS Examinations of four public universities were analysed. It was a cross sectional, observational study carried out in the Department of Anatomy, Bangabandhu Sheikh Mujib Medical University, Dhaka from January 2012 to December 2012. Results: The analyses of written question papers revealed that a vast majority (85.40 ± 7.32%) of the question segments in the question papers of four public universities were ‘Information-based segments’. The mean proportion (±SD) of ‘principle-based segments’ was 14.60 ± 7.32%. Conclusion: The results of present study provide a baseline data on the relative proportion of ‘principle-based questions’ and ‘information-based questions’ in the Neuroanatomy portion of Anatomy question papers of four public universities in Bangladesh. The study also suggests that the issue of principle-oriented approach in the teach-learning and assessment of neuroanatomy is a valid issue to be addressed in the undergraduate curriculum planning and implementation. EWMCJ Vol. 12, No. 1&2, January-July 2024: 88-93

Curriculum Management of Local Content in Fostering Religious Behavior: A Study at Madrasah Aliyah

This study investigates the management of local content curriculum in shaping religious behavior at MA Raden Paku Wringinanom. Specifically, the research addresses three key questions: (1) How is the local content curriculum planned to foster religious behavior at MA Raden Paku Wringinanom? (2) How is the local content curriculum implemented to shape religious behavior at MA Raden Paku Wringinanom? (3) What are the outcomes of the local content curriculum in fostering religious behavior at MA Raden Paku Wringinanom? The objectives of this study are to: (1) examine the planning of the local content curriculum, (2) explore the implementation process, and (3) analyze the outcomes in shaping religious behavior at MA Raden Paku Wringinanom. This research employs a qualitative method with descriptive analysis, utilizing an interactive model. The data analysis involves stages of data reduction, data display, and conclusion drawing. After collecting and categorizing the data, the researcher provides an in-depth description before concluding the findings based on available sources. The results of this study are as follows: (1) The planning of the local content curriculum involves adherence to the School Work Plan (RKT) and the Madrasah Work Plan and Budget (RKAM) to define local content programs, select subjects, assign teachers, and determine learning resources and funding. (2) The implementation phase includes syllabus review, lesson plan (RPP) development, and assessment. (3) The outcomes of the local content curriculum include program-specific local content initiatives and the evaluation of student learning outcomes.

Integrating health in urban planning curriculum across Indian planning institutes

Urban planning significantly influences the physical and health profile of urban environments. This paper explores the critical nexus between urban planning and public health, emphasizing the urgent need to integrate health considerations into the urban planning curriculum in India. Current urban planning courses often overlook public health aspects, resulting in a disconnect that could hinder the ability of urban environments to meet the health and well-being needs of their populations. Through a comprehensive review and analysis of curriculum data from selected Indian institutions of national importance—including the School of Planning and Architecture, Indian Institute of Technology Kharagpur, and National Institute of Technology, Bhopal—this study identifies significant gaps in the inclusion of health-related content in urban planning education. The analysis reveals a low occurrence of health-related themes within the planning curriculum, with essential topics like public health history, environmental health, and health impact assessments seldom addressed. To bridge these gaps, the paper suggests incorporating mandatory health-focused courses, such as Health Impact Assessments and public health fundamentals, into the curriculum. It also recommends interdisciplinary collaboration with public health professionals to enrich planning education. By restructuring the curriculum to include more comprehensive health-related education, future urban planners can be better equipped to create healthier and more sustainable urban environments, ultimately enhancing public health outcomes in rapidly urbanizing spaces. This research not only sheds light on current educational inadequacies but also proposes actionable steps towards a more holistic integration of health and urban planning disciplines.

Guidelines for Integrating actionable A-SMART Learning Outcomes into the Backward Design Process

Background Learning outcomes are essential in education, guiding both educators and learners towards desired knowledge, skills, and competencies. The backward design process offers a structured approach to curriculum planning, but its integration with actionable, SMART (Specific, Measurable, Achievable, Relevant, Time-bound) learning outcomes needs further exploration. Goal This guide aims to introduce the concept of "A-SMART" learning outcomes and demonstrate their integration into the backward design process, focusing on outcomes that begin with action verbs. Methods The guide outlines a three-stage curriculum planning approach: (i) define desired results, (ii) determine acceptable evidence of learning, and (iii) plan learning activities. It emphasizes the importance of starting with action verbs in formulating learning outcomes, aligning with Stage 1 of backward design and facilitating the transition to Stage 2 (assessment development). Results By following this guide, educators will acquire tools to develop effective "A-SMART" learning outcomes. This approach immediately advances to Stage 2 of backward design, improving educational practices and ensuring alignment with assessment methods. The guide provides strategies for formulating outcomes that are Action-oriented, Specific, Measurable, Achievable, Relevant, and Time-based. Conclusions The integration of A-SMART learning outcomes into the backward design process offers a more cohesive and effective educational framework. This approach enhances clarity for learners, provides guidance for instructors, enables more effective assessments, and improves overall learning experiences. The guide also addresses potential challenges in formulating A-SMART outcomes and suggests solutions, including the use of AI tools for inspiration and critical review.

Barriers to teaching in culturally and linguistically diverse classrooms in mainstream secondary schools

Purpose The purpose of this qualitative study is to explore barriers to cultural and linguistic diversity teaching in mainstream secondary schools in South Africa. Design/methodology/approach The study was underpinned by the culturally responsive pedagogy theory as a framework. Face-to-face interviews were conducted to explore the barriers to teaching in culturally and linguistically diverse (CLD) classrooms. Findings The authors found that teachers experience a plethora of challenges in teaching CLD learners. The findings show that culturally responsive practices, collaboration with relevant stakeholders and seeking professional development opportunities may advance the productive engagement of CLD learners in secondary schools. Practical implications Pre-service and in-service teachers should be conscientious about CLD teaching and learning through professional development. Teachers should be trained and retrained to accommodate CLD learners. Originality/value This study highlights significant aspects that hinder the inclusion of CLD learners and encourages the Department of Higher Education (tertiary institutions) and the Department of Basic Education Curriculum Developers to reconsider aspects of CLD in curriculum planning.

The Preparation of Future Statistically Oriented Physicians: A Single-Center Experience in Saudi Arabia.

Background and Objectives: Statistics are of paramount significance to physicians as they allow them to critically interpret the medical literature and to contribute to it. However, teaching statistics to medical students and physicians, as well as learning statistics, is nothing short of difficult and anxiety-inducing to a great extent. Materials and Methods: In this study, an example of a novel approach to teaching statistics to medical students is introduced at a single college of medicine in Saudi Arabia. In this retrospective report, a new approach that has been developed and delivered to students is described. Results: The approach, referred to as the personal experience pathway, is part of a major curriculum change to the MBBS program. The track presents statistics to students as a tool, rather than a subject, that students will need to interpret results, either present in the literature or those of the research projects they are conducting. The outcome of this process has been assessed through measuring students' scholarly output through student self-reporting and has been followed up over four student cohorts graduating between the years 2019 and 2022. The approach has successfully equipped students with a solid foundation of statistical understanding that has allowed them to publish in peer-reviewed journals. Such scholarly output has increased significantly over the last two years. Conclusions: The current study presents a framework through which the detailed curriculum plan could be applied to other medical schools, nationally and internationally, which will better prepare future statistically oriented physicians.

La formación inicial del profesor para la ciudadanía en una universidad pública del Perú

Being a teacher today has regained new importance in the formation of citizens. On one hand, we want individuals who are critical and committed to their time, and for this, it is essential to understand the world we live in, to position ourselves within these new contexts of change and regulations. We are participants in the global and national crises, migration and its integration issues, as well as the political, economic, social, and cultural tensions of each region—factors that should enable us to provide responses in educational settings through critical reflection and participatory action. This academic work presents a qualitative and descriptive approach, arising from the analysis of documents related to the educational policy of our country: the General Education Law of Peru, the National Education Project, curricular plans, as well as the syllabus of the History and Geography degree program at a public university, with the aim of identifying, categorizing, and analyzing the subjects where citizenship-related issues are addressed, either explicitly or implicitly. Finally, after conducting a documentary analysis of the syllabus from the History and Geography degree program at a public university in Lima, we present a discussion of the findings and the respective conclusions. It is important to mention that, regarding teacher training for citizenship, there are various Peruvian studies that provide a complementary perspective on the gaps between the teacher training intended to be provided at universities and the development of social science subjects in schools.

Implementing the Infectious Diseases Society of America Antimicrobial Stewardship Core Curriculum: Survey Results and Real-World Strategies to Guide Fellowship Programs.

The Infectious Diseases Society of America (IDSA) developed the Core Antimicrobial Stewardship (AS) Curriculum to meet the increasing demand for infectious diseases (ID) providers with AS expertise. Notable diversity in implementation approaches has been observed among ID fellowship programs using the curriculum. We sought to describe individual approaches and develop a curriculum implementation roadmap. We surveyed ID fellowship programs that had previously implemented the IDSA Core AS curriculum. The survey included questions regarding program characteristics, curriculum participants and presentation format, resources and barriers, and implementation strategies. Commonly reported program features were summarized in the context of the self-reported implementation strategies. Implementation guides were developed based on the most common characteristics observed. Of 159 programs that had purchased the curriculum, 37 responded, and 34 (21%) were included in the analysis. The curriculum was primarily taught by AS physicians (85%) and AS pharmacists (47%). The most common conference structure was a longitudinal conference series (32%), and eLearning was the most common presentation format. Limited AS faculty time (76%) and limited first-year fellow availability (62%) were frequently reported as barriers, and dedicated AS curricular time was a resource available to most programs (67%); implementation guides were created for these 3 program features. Programs reported a variety of implementation barriers and resources, with several common themes emerging, allowing for the development of tailored curriculum planners for 3 commonly observed program characteristics. This work will equip fellowship programs with curriculum implementation strategies and guide future enhancements of the IDSA Core and Advanced AS curricula.

“So, That Would Have Been Useful”: Curriculum in LIS in Support of Liaison Librarian Preparation

LIS education has historically come under fire for what some perceive as a disconnect between what is taught in the classroom and what the job really entails. This study is part of a larger research study that used a sequential explanatory mixed-methods design to investigate liaison librarians’ perceptions of their academic preparation to take on the liaison role, specifically whether and how their LIS program curriculum prepared them for this role. This qualitative strand of the study relied on in-depth semi-structured interviews of survey participants to explore two research questions: What are the perceptions of academic liaison librarians regarding the degree to which their programs prepared them for their current role? And which factors influenced these perceptions? This research identified the main reasons hindering the effectiveness of LIS education for preparing librarians for the liaison role to be a range of complex issues that LIS programs and educators should consider, such as changing career plans among students who did not initially plan to become liaison librarians, students not taking certain courses due to scheduling or course timing issues, and the abstract nature of some course content which obscures connections to real-world practice. Participants also identified courses in collection development, reference, instruction, and research methods as those that should take center stage when preparing liaison librarians. These results have the potential to inform various aspects of LIS program curriculum planning and design and provide course-selection guidance for LIS students considering a career in academic libraries.

대중음악과 색채 이미지를 활용한 통합교육이 중학생의 음악수업 흥미도와 공감각적 표현에 미치는 효과

This study aims to design an integrated curriculum combining popular music and color imagery in secondary school education and to objectively measure students' interest in the class and their synesthetic changes. The goal is to provide theoretical and practical guidelines for middle school integrated education and apply these in actual teaching. For the quantitative research, a t-test was conducted with 50 middle school students, while qualitative research involved analyzing students' personal reflections and in-depth interviews with the researcher to gain a deeper understanding. The results indicate that the integrated curriculum plan is effective in increasing students' interest in the class and their synesthetic expression abilities. The study is valuable in that it derives practical models of integrated education using Korean popular music from various perspectives and provides materials for class improvement and suggestions for further discussion.

Shaping community-based curriculum of local wisdom on palmyra palm at Huai Krot community in Chai Nat province of Thailand: Initial design processes

This article provides an in-depth analysis of the curriculum development process undertaken by the Huai Krot community in the Chai Nat province of Thailand. The curriculum is centered on the local wisdom on palmyra palm, a valuable local resource. Achievement of this objective was facilitated through the delineation of the preparation and planning phases of course development. The commencement of community curricula entailed the execution of two fundamental stages. Before integrating the community curriculum into the educational process, it was crucial to establish efficient management strategies and conduct a thorough evaluation of the community’s engagement. Data collection involved the use of questionnaires and semi-structured interviews. The investigation delineated two fundamental phases in the construction of a community curriculum. Preparation involved the assessing community capacity and needs. The primary stage of research was dedicated to familiarizing oneself with the field, whereas the subsequent stage of research was focused on identifying relevant curriculum concerns. The subsequent stage entailed the formulation of a curriculum plan that was firmly grounded in the local community. This stage required executing six tasks pertaining to curriculum formulation. The activities involved the forming of a committee, identifying challenges related to meeting community needs, training of trainers who would form community/local researcher teams, creating a curriculum based on community input, assessing the curriculum, and establishing a supervisory team. The article contributes to the understanding of how community-oriented curricula that utilize local knowledge and resources could play a crucial role in enabling, nurture, and sustain the growth of local communities.