Development Of School-based Curriculum Research Articles

Exploration of Diversiffed Development of Primary School Volleyball School-based Curriculum—Taking Nanhai Primary School in Nanshan District, Shenzhen as an Example

Exploration of Diversiffed Development of Primary School Volleyball School-based Curriculum—Taking Nanhai Primary School in Nanshan District, Shenzhen as an Example

Significance and Path of Integrating Local Culture into School-Based Chinese Curriculum in Middle Schools of Shandong Province

The local culture of Shandong Province with unique characteristics provides valuable resources for the development of school-based Chinese curriculum in middle schools. From a cultural perspective, a school-based curriculum injects impetus for the times transformation and innovative development of local culture. From the curriculum perspective, the integration of local culture is conducive to expanding the curriculum extension. Meanwhile, the integration of school-based curriculum and local culture improves students' comprehensive quality, which has been practiced in primary and secondary schools in Shandong. The path of integrating school-based Chinese curriculum into local culture in middle schools in Shandong Province should be considered from many aspects such as curriculum form and curriculum content. The development of a school-based curriculum should follow the principles of comprehensiveness, instrumentality, humanism and practicality with a clear concept of curriculum development. Besides, attention should be paid to curriculum evaluation to realize their organic integration to the greatest extent.

Exploring the Development of School-based Curriculum in Junior High Schools based on Chengdu's Indigenous Culture

Exploring the Development of School-based Curriculum in Junior High Schools based on Chengdu's Indigenous Culture

Islamic Boarding School-Based Madrasah Curriculum Development Design at Madrasah Aliyah Mizanul Kubro Binjai

This study aims to analyze the design of developing a boarding school-based madrasah curriculum at MAS Mizanul Kubro Binjai, North Sumatra. This study used a descriptive-qualitative method. This research uses Hilda Taba's theory of curriculum development to explain the facts systematically. The results showed that the development of islamic boarding school-based madrasah curriculum at MAS Mizanul Kubro Binjai consisted of the following steps: 1) The diagnosis of needs included the following principles: a) the principle of balancing religious and general knowledge; b) moral education; c) discipline; d) responsibility; 2) formulation of objectives that are based on the vision and mission of the institution and adjust them to national, institutional, curricular, and instructional goals. 3) selection and organization of content, namely through the matching and collaboration of the curriculum of the ministry of religion (madrasah) and local content (Islamic boarding schools). 4) selection and organization of learning experiences, including: a) learning management; b) learning methods; and c) life skills development programs. 5) evaluation, which includes: a) daily tests and assignments, b) mid and final semester examinations conducted by madrasah, and c) national examination conducted by the government

Development of School-Based English Curriculum in Cambodia’s Upper Secondary School Based on Backward Design

Development of School-Based English Curriculum in Cambodia’s Upper Secondary School Based on Backward Design

School-Based Curriculum Development Boosts the Professional Growth of Special Education Teachers

School-based curriculum development is an important approach to the curriculum construction of special education schools, which not only plays a positive role in the curriculum and teaching of special education schools, but also contributes to the professional growth of special education teachers. Through an in-depth analysis of the value concept, practical path and reflection on the development of school-based curriculum to promote the professional growth of special education teachers, this paper aims to make a positive impact on the development of school-based curriculum and the promotion of teachers' professional growth in special education schools.

School-based curriculum construction-an important way to build digital learning resources

Based on the perspective of learning-oriented social construction, this paper points out that learning-oriented social construction needs the change of learning mode, and digital learning is a new way of learning adapted to the requirements of this era, it can truly realize everyone, time and place to learn. A prerequisite for digital learning is to have digital learning resources, the current majority of primary and secondary schools in the basic education curriculum reform in the development of school-based curriculum, after appropriate adaptation, can become an important curriculum resources in digital learning. Primary and secondary schools’ school-based curriculum has other digital learning resources incomparable advantages, it has the advantages of norms, systems, easy to accept, easy to spread, etc, for promoting primary and secondary schools’ school-based curriculum become digital learning curriculum, we should select the curriculum appropriately, edit it scientifically, and attach great importance to curriculum implementation assessment and update.

Research on the Development and Practice of High School STEM School-based Curriculum Based on Innovative Education

世界科学出版社（World Science Publishing-WSP）立足国际，积极配合中国“走出去”出版战略，大力推进版权输出与引进，并不断拓展国际间的交流与合作，取得显著成绩。WSP国际图书出版项目力倡中国科研人员出版英文图书，出版社具有丰富的国际传播资源与雄厚的编辑、翻译、出版力量，拥有一批著名的中外翻译专家、出版专家，及一支精通国际出版的编辑、翻译和国际营销队伍。探索“科学进步”与“社会进步”是人类永恒主题，WSP推崇以科学信仰引领学术方向，遵循各国法律和地方法规，能够协助您优质、快捷、低

Development of School-based Curriculum of Intangible Cultural Heritage in Primary and Secondary Schools - Taking Jizhou Kiln as an Example

Development of School-based Curriculum of Intangible Cultural Heritage in Primary and Secondary Schools - Taking Jizhou Kiln as an Example

Research on the Optimization of Physical Education Curriculum in Chinese Elementary and Middle Schools from the Perspective of Healthy China

at present, the physical education and health course in primary and secondary schools in China is faced with the dilemma of failing to strengthen the body and bring health and vitality to the students. Through the method of literature review and comparative analysis, this paper studies the physical education curriculum of primary and secondary schools in China, finds that there are some problems in the curriculum of primary and secondary school sports, and explores the social impact of these problems from multiple perspectives. From the perspective of “healthy China 2030”, this paper puts forward the following suggestions: 1. Adjusting measures to local conditions, vigorously promoting the development of school-based physical education curriculum; 2. Paying attention to the clarity of curriculum objectives, reflecting the gradual and targeted of curriculum objectives; 3. Constructing the primary, junior high and high school integrated physical education curriculum teaching content system, hoping that this study could provide a certain theoretical support for Chinese primary and secondary school physical education and health courses so that physical education could become an important position for young people to civilize their spirit and savage their physique, and provide help for the early realization of sports power and healthy China.

Development and Implementation of a Longitudinal School-Based Community Garden Curriculum by Pediatric Residents

Program Goals Through the Resident Education in Advocacy and Community Health (REACH) program within the Kaiser Permanente Northern California pediatrics residency, we aimed to create a longitudinal outreach opportunity for residents to provide curriculum-development training and to promote nutritional education by developing a school based gardening program for middle-school students. Evaluation A needs assessment of 278 students showed 90% were minorities and 33% identified as having food insecurity. Responses showed 51% of …

Development and Implementation of a Longitudinal School-Based Community Garden Curriculum by Pediatric Residents

Development and Implementation of a Longitudinal School-Based Community Garden Curriculum by Pediatric Residents

Developing and Implementing School-based Curriculum in Teaching English

This study aims to investigate and explore school-based curriculum in teaching English at One Elementary School related to the curriculum policy and curriculum instructional of English as a local content in Elementary School. This case-study research employed interview, observation, document analysis and logbook to collect the data about the development and implementation of school-based curriculum (SBC) in teaching English at one elementary. The participants of this study are vice-principal of curriculum affair, teacher of English and student. Evidence from all data sources shows that between the development and implementing are not balance because the instructional documents, facilities, teaching-learning process are not supported each other. In conclusion, all of the aspects in developing and implementing SBC in teaching English at Elementary School should be reviewed and improved.

Preparing teachers to deliver gender-focused sexuality/HIV education: a case study from Nigeria

Evidence shows that a focus on gender and power in sexuality/HIV education increases the likelihood of achieving positive sexual health outcomes, and international agencies have called for a shift to a gender-focused approach. However, questions remain about the implementation of such programmes, including how best to prepare teachers to deliver such curricula. In the development of the national school-based HIV prevention curriculum in Nigeria, several state governments partnered with feminist (or like-minded) non-governmental organisations to collaborate on teacher training. This case study, drawing on teacher interviews and classroom observations, explores the effects of that experience. Teachers reported that the 10-day training developed their competence, confidence, and commitment to foster students' critical thinking about gender issues. Specifically, they reported changes in their own gender attitudes, pedagogic skills and connectedness with students, particularly girls. The findings suggest that high-quality training can prepare teachers – including those in large, resource-poor school systems – to deliver the kind of gender-focused sexuality/HIV education that is proving most effective at advancing sexual health outcomes. Non-governmental organisations can be important partners for providing such training. Further research is needed to assess what additional social and educational outcomes may result from gender-focused sexuality/HIV education.

On the Development of School-Based Curriculum for Symbiosis Education in Ethnic Regions

The introduction of foreign culture brings about a powerful impact on ethnic culture. In the meanwhile, the ecological environment in ethnic regions gets even worse because of blind and excessive exploitation of resources. This is the current situation the ethnic regions are faced with. The idea of the symbiosis education can contribute to improving the present situation because it is aimed at interacting human and nature, ethnic culture and mainstream culture. Moreover, the development of school-based curriculum in ethnic regions helps to accomplish the symbiosis education because it can educate the people in the ethnic regions, inherit the ethnic culture and reflect the mainstream culture.

Development and Testing of an Antitobacco School-Based Curriculum for Deaf and Hard of Hearing Youth

A tobacco use prevention curriculum tailored for deaf/hard of hearing youth was tested using a quasi-experimental design. Two schools for the deaf received the curriculum; two served as noncurriculum controls. Surveys assessed changes in tobacco use, tobacco education exposure, and tobacco-related attitudes and knowledge among students in grades 7-12 over 3 school years (n = 511-616). Current (past month) smoking decreased significantly at one intervention school (23% to 8%,p = .007), and current smokeless tobacco use at the other (7.5% to 2.5%, p = .03). Tobacco education exposure and antitobacco attitudes and knowledge increased significantly at one or both intervention schools. At one control school, reported tobacco education exposure decreased (p < .001) and antitobacco attitudes increased (p = .01). The results indicate that the curriculum increased perceived tobacco education exposure and significantly affected tobacco-related practices, attitudes, and knowledge.

Cycles of inquiry: Formative assessment in service of learning in classrooms and in school-based professional communities

The paper reports results of three studies that used a formative assessment (FA) framework to compare schools that vary in their level of functioning as professional learning communities with respect to three processes: classroom assessment (study 1), development and implementation of school-based curriculum (study 2), and pedagogical conversations at teachers’ lounge professional meetings (study 3). When performed at their best, these three are inquiry processes that follow the phases of formative assessment cycles. Results supported the conclusion that school-based professional learning communities (SBPLC) make a difference in terms of FA practices enacted at both classroom and organizational levels. Moreover, classroom culture seems to mirror the organizational culture, where attributes considered as enhancing FA practice are clearly more noticeable in the high SBPLC group than in the low one.