Curriculum Provision Research Articles

Curriculum Provisions for Classroom Instruction and Students’ Self-Efficacy at Secondary Level in Khyber Pakhtunkhwa

Classroom instruction, as a key feature of formal education, primarily provided in the National Curriculum that aimed to materialize the curricular targets. This study was conducted with the objective to analyze the provisions for classroom instruction in the National Curriculum at secondary level that affects self-efficacy of the students in Khyber Pakhtunkhwa, a North-western province of Pakistan. The study was qualitative by design and conducted by employing Foucauldian discourse analysis of the core curriculum of Urdu, Mathematics, and Islamiyat for the sources of self-efficacy. The study found that the provisions, were either ignored or made idealistic without concrete provision in the classroom, proved to be pepped talk and were devoid of practical utility in the classroom for the purpose and, hence, were adversely affecting the efficacy belief of the students.

Research on the Reform of Employment-oriented College English Teaching Model

Under the background of new engineering, higher requirements are put forward on the cultivation of applied talents, and the employability has become the key factor to talent cultivation. Based on the constructive learning theory, this paper attempts to build up an employment-oriented college English teaching model. The purpose of this research is to explore the curriculum provision, teaching contents, teaching methods and teaching assessment that are suitable for students 'development needs, foster students' autonomous learning awareness and improve their comprehensive English ability in order to make them become application-oriented foreign language talents to meet the needs of China’s social and economic development and international communication.

Visualization Analysis of Research of English for Specific Purposes in China Based on CiteSpace (2000-2017)

Based on the data from CNKI database, this study used CiteSpace to analyze the research hotspots and development trends of studies on English for Specific Purposes in China from 2000 to 2017. The results show that research hotspots mainly include college English ESP teaching reform, ESP teaching methods and models, needs analysis and ESP, ESP curriculum provision and curriculum design. The domestic studies on ESP experienced slow development in controversy, rapid development in practice and deep development with modern educational technology. Domestic ESP research has yielded fruitful results, but in the future, research on ESP evaluation system, ESP teachers, ESP corpora development, and ESP textbook construction should be deeply explored.

Exploring Preparation of Pre-Service Teachers’ English Proficiency and Pedagogy: Stories from an EFL Teacher Education Program

Many English teachers today are non-native speakers of English graduating from Pre-service English Teacher Education (PETE) programs in English as a Foreign Language (EFL) context. They undertake their teaching career in a strategic but challenging linguistic and educational situation. This paper reports findings from such a situation based on a qualitative case study of a PETE program at an Indonesian university that aimed to explore the nature of curriculum provision in preparation to develop pre-service teachers’ English proficiency and pedagogy. Data were collected from pre-service teachers, teacher educators, and program administrator using interviews, focus groups, and classroom observations. Results of data analyses revealed a nature of curriculum provision that is inadequately supportive in preparing pre-service teachers’ English proficiency and pedagogy. It is represented in three emerging themes: inadequacy of English proficiency in learning to teach English, lack of balance between theory and practice, and inadequate facilitation for contextual and integrated learning experience.

The effect of teacher\u2019s confidence on technology and engineering curriculum provision

Secondary school, age range 11–14, technology and engineering education in England has been delivered mainly within Design and Technology (D&T). This inadvertently makes D&T teachers responsible for pupils’ engineering education and motivation. This paper analyses D&T teachers’ (N = 33) technology subject knowledge through self-assessment competency questionnaires, before and after developing a Science, Technology, Engineering and Mathematics (STEM)-focused project of their choice for their classroom. Participants were least confident in teaching the areas of technology that required mathematics and scientific knowledge. The results analyse a suggested misalignment between teachers’ Creative Arts background subject knowledge compared to the technology subject knowledge required for engineering education. Suggested causes of this issue are Initial Teacher Training standards and curriculum flexibility, not teacher capability. The paper concludes that teachers have been unaware of some elements of STEM education and that continuing professional development interventions are required to assist teachers and improve their engineering knowledge in order to better equip their pupils for engineering.

Comparison on Training Mode of Graduate Education between France and China

France and China both are of typical power centralization with similar political management systems, and there are same and different aspects existing in higher education. so comparison between the two countries is meaningful. Curriculum provision, innovation ability cultivating and training mode are compared between France and China. Development trend of graduate education is also presented. Some enlightenment may be obtained to improve Chinese higher education level further.

How do some primary schools in England organise and implement the broader curriculum?

ABSTRACTWe are concerned by evidence of ‘curriculum narrowing’ in English primary schools. Inspection reports shed little light on the current situation, so we conducted a small qualitative study exploring breadth of curriculum provision. Eight teacher interviewees described eight different ways of organising and implementing the curriculum. While English and mathematics dominated many conversations, everyone expressed the importance of a broader curriculum and in some schools an engaging and genuinely broad curriculum is apparently alive and well. Assumptions about how best to teach English and mathematics may be one factor affecting curriculum breadth: in-depth case studies are suggested to examine this.

Behind the Scenes of Inuit Curriculum Development in Nunavut, 2000–2013

In this article we examine the provision of curriculum in Nunavut between 2000 and 2013. During this time the Government of Nunavut established a mandate to ensure all curriculum from Kindergarten through Grade 12 was founded on Inuit Qaujimajatuqangit (IQ) and supported bilingualism. We describe how the Curriculum and School Services Division of the Department of Education undertook to fulfil this responsibility through unique, made-in-Nunavut curriculum development processes and products. We conclude by outlining the opportunities and challenges evident in the work of creating curriculum, teaching resources, and learning materials that centre Inuit knowledges, languages, and contexts.

Innovative Digital Manufacturing Curriculum for Industry 4.0

Manufacturing companies across all major industries are facing serious challenges trying to competitively design and manage modern products, which are becoming increasingly complex multi-domain systems or “systems of systems”. Model-based systems driven product development (or SDPD, for Systems Driven Product Development) has been proposed as a solution based on driving the product lifecycle from the systems requirements and tracing back performance to stakeholders’ needs through a RFLP (Requirement, Functional, Logical, Physical) traceability process. The SDPD framework integrates system behavioral modeling with downstream product design and manufacturing process practices to support the verification/validation of the systems behavior as products progress through all phases of the lifecycle, as well as the optimization of trade-offs decisions by maintaining the cross-product digital twin and thread for global decision optimization in an efficient and effective way. We have developed an innovative digital manufacturing curriculum (designed around the SDPD paradigm) that is based on the digitalization of the SE (Systems Engineering) process through the integration of modelling and simulation continuum, in the form of Model-based Systems Engineering (MBSE), with Product lifecycle management (PLM). At the core of this curriculum is a shift of focus from theory to implementation and practice, through an applied synthesis of engineering fundamentals and systems engineering, that is driven by a state-of-the-art digital innovation platform for product (or system) development consisting of integrated software (digital) tools spanning the complete lifecycle. The curriculum consists of three key components, namely, modelling and simulation continuum, traceability, and digital thread. The curriculum provides a foundation for implementing the digital twin and supports the training of the next generation of engineers for Industry 4.0. The digital manufacturing (or SDPD) framework is applied in the design and optimization of an electric skateboard. The implementation demonstrates: 1) The benefits of digitalization/model-based engineering when developing complex multi-domain products or systems; 2) The ability of students to effectively complete a real-life modern product development within the time line of one semester; 3) The provision of MBSE curriculum for Engineering Education 4.0, characterized by key, integrated skills for the digital enterprise and Industry 4.0.

Prospective Trial of Low-Fidelity Deliberate Practice of Aortic and Coronary Anastomoses (TECoG 002)

We sought to examine the feasibility of a home practice curriculum of vascular anastomosis in cardiovascular surgery using a low-fidelity simulation platform and to examine its effectiveness in skill acquisition in senior surgical trainees. We organized a multicenter prospective randomized study of senior residents and fellows, who were oriented to a low-fidelity cardiac simulator and an 8-week curriculum of independent practice of aortic and coronary anastomosis. "Treatment" trainees received a simulator and the curriculum. Control trainees received only their usual operative experience. The groups then crossed over; all were studied for 16 weeks in total. Video skill assessments were captured at 0, 8, and 16 weeks and were scored by one blinded investigator using the Joint Council on Thoracic Surgery Education Assessment tool. A post-hoc survey was distributed to invited participants following study completion. University of Minnesota Department of Surgery, Mayo Clinic Department of Cardiovascular Surgery, and the University of Texas Health Science Center at Houston. Participants used the simulator in offices, call rooms, and their homes. Program participation in the study was solicited through the Thoracic Education Cooperative Group. Four institutions expressed interest and a total of 29 trainees were invited to the study and randomized. Of these, 12 (38%) completed the curriculum and submitted the requisite 3 sets of videos (6 treatment, 6 control). All were senior residents and fellows in general and cardiothoracic surgery. No significant differences were detected in assessment scores before and after the curriculum nor before or after the control period in the overall or postgraduate year-stratified populations. Participant case numbers during the study did not have a significant effect on assessment scores. Randomized participants reported strong interest in deliberate practice of technical skills but identified competing clinical and personal obligations and significant barriers to simulation. Considerable variability in performance existed among participants who completed the study, but overall, the curriculum alone was insufficient to improve simulator Joint Council on Thoracic Surgery Education scores compared to those not undergoing the curriculum. Among senior residents and fellows, provision of a practice curriculum and simulator for repeated practice is feasible but clinical and personal responsibilities were barriers to repetitive practice.

INTEGRASI PENDIDIKAN DAN IMPLIKASINYA TERHADAP LEMBAGA PENDIDIKAN DI INDONESIA

Integration has the meaning of merging or assimilating into one unified whole. In Indonesia, the concept of scientific integration has implications for the management of educational institutions. The release of SKB of three Ministers (Department of Education and Culture, Ministry of Home Affairs, and Ministry of Religion Affairs) which sets out the provision of curriculum in madrasah (Islamic school) which balancing between general curriculum and religious curriculum (70%: 30%) is a manifestation of this integration. SMA Nurul Jadid Probolinggo and MAN 3 Malang are able to apply an integrated learning. This is because those schools have facilitated dormitories for students with a series of Islamic-based activities outside learningtimes in kaffah. UIN Malang as the pioneer of establishment of ma’had or student’s dormitorieswhich used culture of education adapted from the culture of the university.UIN Malang and UIN Jakarta prefer to use approach of Imam Al-Ghazali which classify the sciences into fardlu ‘ain and fardlu kifayah by takwil method taken from social sciences. But UIN Jakarta used a paradigm of integration of dialogical science.

Countering heteronormativity and cisnormativity in Australian schools: Examining English teachers' reflections on gender and sexual diversity in the classroom

Examining the voices of English teachers regarding the extent to which Australian high schools are providing inclusive environments, this paper aims to generate deeper understandings about countering cisnormativity and heteronormativity. Drawing on a qualitative study conducted in Western Australia, the theoretical framework meshes the lenses of Bakhtin (1981) and Foucault (1995) to create an emergent model, integrating concepts such as the panoptic surveillance, dialogic utterances and heteroglossic language. Results reveal how teacher discourses concerning the provision of LGBTQI curriculum and resources, link to networks of power, and are imbued with a multiplicity of patterns, tensions and contradictions.

IMPROVING TEACHER ABILITY IN MI (MADRASAH IBTIDAIYAH) TO MAKE PLAN OF LEARNING IN EAST DISTRICT OF JATITUJUH

The purpose of this study is to observe: 1) the final ability of MI teachers to make / compile RPP with discovery learning, problem based learning, and project based learning model according to the provision in the 2013 curriculum after being given the drill method using job sheet. 2) early ability of MI teachers to make / compile RPP with discovery learning model, problem based learning, and project based learning according to the provision in curriculum 2013 before being given practice / drill method using job sheet. Data collection during the workshop on Curriculum Implementation 2013 for 22 hours (3hari). Alternative strategy taken in this research using experimental method with Pre-Experimental Design form. While the design used One-Group Pretest-Posttest Design. In this design there are pretest before being treated, and posttest after being given treatment using drill method, the study population is all the participants of workshop on the implementation of curriculum 2013 which amounted to 34 MI teachers in one class. Posttest implemented towards the end of the workshop. Based on the results of the study and discussion are described as follows: 1) the final ability of MI teachers is good with average posttest 77,082 with variance 31,780 and Corelasi 0,934> 0,05. 2) the initial ability of MI teachers is still in doubt with pretest averages of 55.440 and variance of 12,678, better ending ability than initial ability and with Asymp.Sig (2-tailed) = 0.005 <0.05 means there is a difference in ability beginning and end. In the end, it can be concluded that the practice / drill method using job sheet in the workshop can improve the ability of MI teachers to arrange RPP with discovery learning, problem based learning, and project based learning model according to the provision in the 2013 curriculum, in other words the method of drill / drill classified effective in the preparation of RPP based on the provisions according to the curriculum 2013.

Giving Education a Bad Name: Bookish Boys in Contemporary American School Stories

This article discusses contemporary American school stories that appear to advocate learning and literacy as a democratic good, but actually undermine democratic possibilities by teaching young readers to think of academic inquiry as a means to selfish, petty ends. Since “learning” and “literacy” are catchwords for educators dedicated to remedying neoliberal inequities, it is understandable why authors of school fiction such as Andrew Clements and Tommy Greenwald are celebrated by educators for foregrounding the exploits of bookish characters. Yet, as is shown, the narrative arcs in works such as Frindle by Clements and Charlie Joe Jackson’s Guide to Not Reading by Greenwald ultimately endorse the market consciousness, deregulation, and excessive individualism for which neoliberalism is known. Examining the ways in which these two novels intersect with ongoing debates over literacy standards, learning outcomes, and academic honesty, it is argued that the didactic-pedagogical imagination in contemporary American fiction for young people has a biased conception of student development and life preparedness, ideologically at odds with democratic curriculum provision.

Engaging and training students in the development of inclusive learning materials for their peers

ABSTRACTWith equal access requirements and increasing rates of enrolment of students with disabilities in higher education, universities must find appropriate and efficient ways to create accessible materials which benefit and support all students. In response to cuts to disability funding, issues relating to the provision of an inclusive curriculum are now dominating institutional policy and educational discourses. This paper reports on a trans-Atlantic project which utilised student employees to convert and develop inclusive learning materials for their peers, with the expressed purpose of piloting a sustainable intervention method generalisable to meeting similar needs of diverse universities for inclusive material provision and a future workforce aware of disability issues and accommodations. Qualitative in-depth interviews with ten students (eight UK and two US) find that involving student employees in the delivery of inclusive materials improves partnerships and attitudes around disability and accessibility measures.

Design of curriculum for specialised midwive training based on investigation of needs of midwives in Beijing

ObjectiveThis study aims to provide a basis for the curriculum provision, training form and training time of midwifery managers in Beijing and understand the needs of the midwives' participation in specialist certification training. MethodsTen midwifery managers and midwives in Beijing were selected for a group interview. Based on the interview results, the researchers designed a questionnaire. As the midwives were from different hospital levels in Beijing, stratified random sampling method was adopted. A total of 137 people were surveyed through a web questionnaire. ResultsIn total, 99.25% of the respondents believe that midwifery specialist training needs to be carried out in Beijing. Moreover, 55% of them believe that half-time training is reasonable. The respondents believe that the proportion of theoretical and practice training should be 1:2. In total, 91.79% and 85.07% of the respondents believe that contents of midwifery research and midwifery management need to be increased, respectively. ConclusionMidwives in Beijing need midwifery specialist training. Half-time certification training complies with the clinical needs. Midwifery specialist certification enhances the professional identity of midwives.

The NSEAD Survey Report 2015–16: Political Reflections from Two Art and Design Educators

AbstractIn 2015 the (UK) National Society for Education in Art and Design (NSEAD) conducted their biggest and most comprehensive survey to date with art and design educators. Some 1,191 teachers and lecturers employed in early years to further education settings across England and Wales responded to the survey, which aimed to capture how government policy since 2010 has affected art and design education. Four key areas were examined: curriculum provision; value given to the subject within the school community; professional development opportunities; and well‐being and workload. The results are troubling, indicating a systemic marginalisation of art and design across all sectors, evident in a reduction in choice, provision and curriculum time, and evidence of falling standards in student attainment at primary to secondary transfer. We supported the NSEAD with constructing the survey and writing the report and in this article we utilise the Survey Report to fuel a broader discussion about our concerns regarding the demise of art and design education. Value is identified as an essential theme and we posit that our subject, largely due to neoliberalist policy, is currently perceived as a ‘bimbo’: attractive, but unintelligent and frivolous. In this article we pay particular attention to the value of art and design education from a political perspective, challenging narrow government agendas.

APPRAISAL OF QUALITATIVE AND PRODUCTIVE ENTREPRENEURSHIP EDUCATION FOR SUSTAINABLE NATIONAL DEVELOPMENT IN NIGERIA

The unemployment rate demands for the re-positioning of our educational policies and programmes in the production of self-reliant graduates that will not only be independent but employers of labour. This paper sought to examine the objectives of entrepreneurship education in terms of empowerment, diversification and job creation, as well as the significance of the discipline in incorporating skills, integrating of economic models, professionalism, and entrepreneurship ethos. The paper further addressed the challenges that bedeviled entrepreneurship education such as lack of standard system on curriculum provision and evaluation, insecurity, and poor perception of the discipline with suggestions such as collaborative curriculum drafting, employment of qualified teachers, and adequate supervision of facilities for effective learning and sustainability.

A Research on the Design and Teaching Methods of the Project Oriented Teaching Mode for Artistic Design Major in Independent Colleges

In recent years China has witnessed a booming development of higher vocational education for the fact that it emphasizes the mode of teaching which is characterized by improving students’ vocational skills as well as fostering high-quality technical and applied talents. For the special nature of artistic design major, its curriculum provision for undergraduate courses strongly reflects its characteristic of practicality, especially in professional and technology-based independent colleges. The construction of project oriented teaching could promote the practical significance of the integration of teaching, and consequently enable students to acquire expertise, to perceive requirements of the business under the impact of social development and to adapt to working atmosphere as well as break through the main bottleneck in finding a job. Meanwhile, the highlight of the construction of practical ability is extremely beneficial in shaping students’ professional confidence and improving their professional quality in the mode of situational teaching.

Exploration on University-Enterprise Cooperation Mode for Outstanding Engineer Training of Textile Major

University-enterprise cooperation for talents training is the key for the implementation of “the outstanding engineer training plan”. With the university-enterprise cooperation mode towards textile major as a breakthrough, systematic exploration is carried out on curriculum provision for enterprise practice, cultivation and construction of teaching staff, reform of practical teaching methods, and the establishment of quality guarantee system, which can intensify students’ engineering practice ability, engineering design ability and innovation ability. This paper can provide strong operability for the university-enterprise cooperation mode for excellent engineer training in local colleges and universities.