Elementary Curriculum Research Articles

A Music Curriculum Integration and Reconstruction Model Based on Advanced Iterative Reconstruction Algorithm

Music curriculum fusion and super-resolution reconstruction based on musical elements have gradually attracted the attention of researchers. The traditional music element fusion and reconstruction algorithm is based on the fusion and reconstruction of all the pixel information of the source music element, which has the problem of high time and space complexity. Based on the advanced iterative reconstruction theory, this paper uses the measurement matrix to measure the dimensionality of the music signal, compresses the music element data while acquiring the music elements, reduces the sampling frequency, reduces the sampling amount of the music element data, and greatly reduces the data. It solves the problem of spatial resolution reduction caused by degradation and the problem of music element feature extraction, classification, and identification and can obtain more music element features and detailed parameters. Aiming at the back-projection algorithm of musical symbol filtering, the advanced iterative reconstruction algorithm of musical symbol filtering of a triangular line array is simulated. The experimental results show that the feasibility analysis factor of the scheme reaches 0.917, and the running time of the reconstruction algorithm is reduced to 0.131 s, which promotes a large amount of data in music curriculum element fusion and super-resolution reconstruction.

The Invisible Curriculum’s Influence on Youth’s Self-Identity and Self-Esteem Development

This article sought to determine the role played by the invisible curriculum on young people’s view of self-including their self-identity and self-esteem. This comes against a backdrop of accusations and counter accusations regarding, on whose doorstep should the blame on young people’s vulnerability to risk behavior should be placed on, yet limited research, especially in Kenya, has given due consideration to the invisible curriculum. The invisible curriculum accounts for more than 90% of all Students’ learning experiences including their self-conception or self-identity formation and people tend to behave in ways coherent with the view they have about themselves (self-identity). To fill this gap, a sequential explanatory research design was employed to answer one main questions:what role does accidental lessons arising from learning institutions’ social atmosphere play in young peoples’ self-identity and self-esteem development?The target population was 1,246 and Yamane’s sample size calculation formular was used to determine the sample size which was 486. Stratified random sampling was used in selecting the respondents. A self-report questionnaire with 60-closed ended questions and an interview guide with 14 open-ended questions were used in data collection. The results confirmed that accidental lessons arising from invisible curriculum elements shape young people’s self-concept or self-identity and self-esteem.

Finding meaning in the hidden curriculum – the use of the hermeneutic window in medical education

ABSTRACT We have published a model of the GP consultation where biomedical and humanistic elements of the consultation are seen as complementary and where hermeneutics, the discovery and creation of meaning, plays an integral role in enriching the conversation between clinicians and patients. The relationship between teachers and learners shows strong parallels with the relationship between practitioners and patients. We therefore explore how a similar analysis can enhance the relationship between teachers and learners and propose that hermeneutics can be particularly powerful in exploring and making explicit elements of the hidden curriculum.

Students' perceptions of augmented reality integrated into a mobile learning environment

PurposeThis study was based on situated learning, by combining mobile learning and augmented reality, so that students could not only access information content in a real environment but also obtain such information via augmented reality, to support mobile learning.Design/methodology/approachThe research included development of an augmented reality system combined with situational learning, used by students to learn about campus plants as part of the college life technology curriculum. Students took part in mobile learning, and an investigation was conducted into the computer learning behaviour of notebook users. College students were used as the experimental subjects. Data were collected using questionnaire surveys and were evaluated in order to identify the behavioural intentions of learners in outdoor learning activities.FindingsThe questionnaire survey covered environmental interactivity, system quality and textbook content. It was found that learners who used mobile learning augmented reality (MLAR) generally managed to browse all the contents of the textbook at each learning location, without spending too much time looking for information, and learners could quickly integrate this into the learning situation. Learners who used MLAR had a strong motivation to study plants at the learning site because they wanted to use the augmented reality technology to observe virtual plant models. Learners who used MLAR in their field learning liked using augmented reality for further learning, for example, using a magic wand to interact with the technology.Originality/valueThis study adopted a new approach to deliver elements of the life technology curriculum, integrating augmented reality into mobile learning. All participating students gave positive reviews of six aspects of the proposed system: their behavioural intentions, cognitive usefulness, cognitive ease of use, environmental interactivity, system quality and textbook content.

Patients' perspectives on medical students' professionalism: Blind spots and opportunities.

Research has acknowledged the value of patients as essential stakeholders in medical education, yet educators have not adequately incorporated patients' perspectives into medical students' developing professionalism. Our purpose was to explore patients' perceptions of professional behaviour in medical students as a first step to considering patients' potential roles in assessing professionalism. Building on the existing framework of the 'disavowed curriculum', we used a constructivist grounded theory approach to interview and analyse data from 19 patients (11 W, 8 M) at one urban hospital. Each participant watched five video scenarios that depict professionally challenging situations commonly faced by medical students, after which they were asked to put themselves in the position of both the patient and the student depicted in each scenario, and to discuss what they felt would be appropriate or inappropriate behaviours from each perspective. Patients' responses replicated all elements of the disavowed curriculum, including principles of professionalism, the student's affect or internal factors, and potential implications of actions. Their responses reflected avowed, unavowed and disavowed rationales. Participants also identified novel principles, including hide dissension in the ranks, respect privacy, advocate for yourself and have trust in the system. Patients conveyed an understanding of the multiple competing factors students must balance (e.g., providing optimal care while maximising educational opportunities) and appeared to empathise with some of the pressures students face. Our findings point to significant blind spots in previous research based on faculty and student perspectives of professionalism. Knowing what patients perceive as important will allow educational and assessment efforts to be refined to reflect their values. Our work begins the process of understanding how best to include patients in the assessment of medical learners.

Research of Online Courses Construction Based on the Theory of Interaction

The rise of online courses enriches the traditional curriculum elements, reconstructs the traditional curriculum model, and provides more learning channels for learners. However, the current qualities of online courses are uneven. The teaching process is still in a single direction of flow and the effectiveness of the courses can’t be guaranteed. By enabling interaction can qualities of online courses be guaranteed. We should be familiar with the course content and understand the interactive characteristics and the factors affecting the interaction. Thus, we can reconstruct the course objectives, reorganize the course content, re-engineer the implementation process, reform the course evaluation, so as to ensure the meaningful interaction.

Implementation of Hidden Curriculum in Modern Islamic Institution: A phenomenology Studies at Pondok Modern Darussalam Gontor Ponorogo Indonesia

Moral problems of Indonesian youth who are still in the productive age of education on the verge of degradation. The Indonesian Child Protection Commission (KPAI) released data showing that in the time period between 2011 to 2019, there were 37,381 complaints of violence committed by teenagers. This means that, annually, 4153 cases occur in that time interval, and it is a concern that 11% of the total number occurs in the world of education. The formal curriculum in the Indonesian education system does not accommodate the importance of students' moral education. The tendency to increase intellectual intelligence is far more dominant than moral and spiritual intelligence. Theoretically, moral education with the internalization of values is in the hidden curriculum, such as the views of Philip W. Jackson, Elizabeth Vallance, and Henry Giroux. This study aims to find the following: 1. Dimensions of the hidden curriculum in education at Darussalam Gontor Modern Islamic Boarding School, 2 aspects that affect the hidden curriculum in Darussalam Gontor Modern Islamic Boarding School's education, 3. Functions of the hidden curriculum in Darussalam Gontor Modern Islamic Boarding School's education, 4 Implementation of the hidden curriculum in the education of Pondok Modern Darussalam Gontor. This research method is qualitative with a phenomenological approach. Data collection techniques were carried out by interview, observation, and documentation study. Data analysis used an interactive model from Milles & Huberman, namely data reduction, data display, and verification. The wetness of the data was measured using a triangulation of sources and techniques and extended the researcher's participation. The results of this study indicate that: 1. Hidden Curriculum in Pondok Modern Darussalam education is in 5 dimensions; a. Activities, b. Social Structure, c. Discipline, d. Policy, e. Education Milliu. The activity dimension containing elements of a hidden curriculum is more strategic because activities with their diversity have succeeded in creating high dynamics, and high dynamics are able to form militancy, and militancy forms patterns of thought, attitudes, and life skills, especially in terms of leadership. 2. Aspects that affect the hidden curriculum in education Pondok Modern Darussalam Gontor consists of the vision, mission, and goals of education, an Islamic boarding school values, both of which affect the direction and purpose of the hidden curriculum in this cottage, as well as discipline and example, both of which affect the effectiveness of the hidden curriculum in its implementation. Aspects of Islamic boarding school values have a stronger influence on the direction and purpose of the hidden curriculum than any other factor because values are the basis of all movements in this Pondok, as well as discipline and exemplary behavior, both of which are the most dominant aspects affecting the effectiveness of the hidden curriculum at Pondok Modern Darussalam Gontor. 3. The hidden curriculum function in Pondok Modern Darussalam Gontor education is not only to produce graduates who are moral but also very strong in forming a leadership mindset, leadership behavior, and leadership skills. 4 . The implementation of the hidden curriculum in Pondok Modern Darussalam Gontor education uses six approaches, namely: a. Assignment, b. Briefing, c. Supervision, d. Habituation, e. Exemplary, f. Milliu creation. The assignment is the most strategic approach to implementing the hidden curriculum because it has succeeded in exploring all the talents and interests of students and then developing them according to their respective tendencies.

Curricula of oppressions: queering elementary school norms and values

Troubling longstanding histories of teaching elementary school with an asexual approach for fear of children losing their innocence, this paper argues that schools and teacher preparation programs should be explicit about the inclusion of LGBTQ + voices and perspectives from early childhood forward. Using a narrative inquiry study that foreground the experiences of a 19-year-old college student reflecting on queer-bias at an early age and the exhaustion he endured from various forms of exclusion, the implications for this paper are significant in that they consider not only how curriculum studies should be central to all teacher preparation but also how elementary curricula should be queered.

Exploring the Nursing Students' Experiences of the Hidden Curriculums on Learning Process: A Qualitative Study

Introduction: The hidden curriculum consists of the implicit messages of the social atmosphere of the educational centers that are not written but are felt by everyone. Due to the direct relationship between the hidden curriculum with student learning and the need for nursing faculty members, this study was conducted to exploring the nursing Students' Experiences of the Hidden Curriculums on learning process. Methods: This qualitative study was conducted through content analysis method in Zanjan University of Medical Sciences in 2019. Purposeful sampling consisted of 19 Third and higher semester and of both sexes. Data was collected through semi-structured and in-depth interviews. Data analysis was performed manually. Result: A total of 84 initial codes were obtained, after which, merging similar codes, finally 44 codes were extracted in 9 sub-themes and 3 main themes including interactions, individual factors and the quality of the educational environment. Conclusion: According to students' experiences of the impact of the hidden curriculum on the learning process, in order to promote student learning, the elements of the hidden curriculum should be considered in educational planning.

Exploring modes of engagement within reform-oriented primary mathematics textbooks in India

In India, a curriculum reform inspired by critical perspectives has sought to transform primary mathematics teaching and learning. It is aimed at strengthening socio-cultural-political connections between school mathematics and students’ life experiences, thereby challenging traditional textbook culture. At the same time, this initiative has retained the textbook as a vehicle of reform while seeking to subvert many of its established conventions. Guided by Remillard’s idea of modes of engagement, this paper analyses the innovative Math-Magic textbooks associated with the Indian National Curriculum Framework. It investigates how these textbooks represent and communicate the framework ideas, focusing on key curricular elements and on the teacher as reader. Analysing the ‘voice’ and ‘structure’ of the textbooks as well as the ‘contexts’ used, it is revealed that they use a radically unique voice to introduce school mathematics while also attempting to use authentic and socially relevant contexts within their tasks. However, they have limited structural support to communicate these ideas clearly to the teacher-reader. The paper has implications for studying reformed textbooks in primary school mathematics in the Global South, where they remain the main teaching resource for teachers. Further, by focusing on ‘context’, the notion of modes of engagement within textbooks is extended through socio-cultural perspectives.

A Capstone Laboratory theme investigating properties of non-steroidal anti-inflammatory drugs and their solubilization by cationic surfactant micelles.

Research experience is becoming an increasingly crucial element of today's undergraduate science curriculum. In recent years, the establishment of the Course-Based Undergraduate Research Experience Network (CUREnet) has provided a framework for the development of courses aiming to cultivate students' proficiency in undergraduate research techniques while fostering scientific curiosity in a laboratory setting. Capstone Laboratory is one such course that was designed to provide second-year pre-medical students at Weill Cornell Medicine-Qatar with exposure to laboratory techniques to develop their repertoire of research skills. For the past 3 years, Capstone Laboratory has incorporated a project-based learning component involving non-steroidal anti-inflammatory drugs (NSAIDs). The research element of the NSAID-surfactant theme investigated the partitioning of various drugs into cationic surfactant micelles. Structural elements and enzyme inhibition characteristics of NSAIDs were also investigated, while integrating principles of biochemistry, general chemistry, and experimental organic chemistry. By studying drug properties in these contexts, students integrate their learning and develop skills needed for the study and practice of medicine.

Adapting for sustainability: Ensuring provision of research skills development for undergraduate medical students.

The Covid-19 pandemic forced undergraduate medical students and staff to adapt and adjust to new strategies for conducting research. The aim of this study was to investigate its impact on student research opportunities across Irish and UK medical schools and how these programmes have responded, both in terms of innovation and practical solutions. A 17-item online mixed methods survey was distributed to academic staff across 31 Irish and UK medical schools. Participants were asked about (a) the effect of the pandemic on undergraduate research teaching and project opportunities, (b) measures taken to mitigate pandemic effects on these curricular elements. Descriptive analysis was used to summarise quantitative data, and free-text responses were thematically grouped. We received a 66.74% (n = 21) response rate to our survey. Over 75% of respondents stated that the availability of clinical research, lab-based research, summer research programmes and QI/clinical audit projects was negatively impacted by Covid-19. Mitigation strategies included adaptation and adjustment in design of research projects; migration to online content delivery and collaborative platforms; virtualisation of research dissemination opportunities; increased workload for staff involved in delivery of research programmes; flexibility around assessment of research-based assignments; and importance of open communication. Covid-19 has affected traditional clinical research opportunities for medical students, particularly patient-facing projects, as well as laboratory-based research options. Mitigation strategies included the introduction of time- and cost-efficient virtual data collection methods. Some of these innovations have potential for ongoing and future development, but others are short-term responsive solutions that may prove less sustainable.

Thinking the Implied Curriculum in Empowering Youth to Efficiently Manage Social Challenges

This article investigated the role played by the implied curriculum in the holistic nurture of youth—nurturing their cognition, inculcating positive attitude, and relevant social skills, through sequential explanatory mixed methods research. The target population was 997. Current researcher used Taro Yamane’s sample calculation formula to determine the sample size, which was 613. Three curriculum experts determined the content validity of the research questionnaire while its reliability was determined through a pilot test among 20 youths. Researcher used Chronbach’s alpha to calculate the consistence coefficient of the research items, which was .87. Out of 613 questionnaires the researcher distributed, 610 were correctly filled and returned. The information in the filled questionnaires informed the development of an interview guide with 8 open-ended items to guide in gathering indepth explanations as to why some implied curriculum elements were perceived as more influential than others. The descriptive and inferential statistics in the SPSS software program version 25 and the grounded analysis approach were used in analyzing the data. The findings revealed that accidental lessons arising from implied curriculum elements create lasting impressions on youth’s view of self and society. The findings also revealed that accidental lessons arising from learning environments where youth are treated the same way in the name of ‘fairness’ negatively shape the kind of people youth become because even identical twins are unique.

Content Areas and Performance of Students in the Old Mutual Mathematics Olympiad in Malawi

The Old Mutual Mathematics Olympiad (OMMO) in Malawi is a national mathematics competition open to all final year secondary school students. In this paper, we analyse the results of the preliminary round of the competition from 2015 to 2020. We developed seven content areas for the OMMO based on core elements of the Malawi secondary school mathematics curriculum. We found that the OMMO is dominated by questions on the core element Number and numeration, particularly topics like number systems, indices and logarithms, linear equations and number patterns. We also analysed the general performance of students in these areas. We found that students performed well in topics like inequalities, trigonometry and mensuration and did very poorly on proportions, sets, coordinate geometry and geometric constructions, among other topics. These findings suggest that mathematics Olympiads can help diagnose areas that are difficult for students and hence enhance the teaching and learning of Mathematics, especially in Malawi and other countries with a similar mathematics curriculum. To take care of under-represented areas, future OMMO examinations need to be structured to adequately cover all the core elements.

Introducing K-12 Classical Education: Modern Take on Ancient Curriculum

There are hundreds of public and private K-12 classical schools operating across the United States, but how these schools interpret the term “classical” is unclear. Researchers in the field of education must begin to investigate this unique approach to schooling for the sake of the children who attend these schools and to discover if, perhaps, something of use might be learned from them to improve outcomes for all children. The purpose of this literature review is to bring K-12 classical education to the attention of scholars and researchers in the hope that an introduction might encourage future study on the topic. The project was designed and implemented according to Cooper’s (1988) literature review classification. It was found that published classical educators and proponent organizations recommend several curricular elements in common, including a focus on the Western canon and use of the trivium of grammar, logic, and rhetoric to understand child development and to determine content and teaching methods across disciplines. New research is needed to determine to what extent the recommendations in the literature are enacted in K-12 classical schools serving real communities.

Offline situational game for teaching IT systems

There are still many offline methodologies and playable games out there for teaching various curriculum elements. These games help the students in understanding difficult IT concepts. This approach is called “Computer Science Unplugged” or CSUnplugged in short. As an example, think about sorting algorithms, binary numbers, data structures, or databases. In the following article, we would like to introduce a new situational game that focuses on software systems, and network communications by simulating multiple programmable devices, that communicate with each other in real-time. We believe that the game makes the students activities and helps them to understand critical and important terms in an interesting and playful way. The game is a simulation of a smart home system in a classroom environment and does not need any digital devices.

Design and practice of ideological and political teaching of database Principle and Application course

On the basis of analyzing the characteristics of database principle and application course, this paper explores the ideological and political elements of curriculum, introduces the implementation measures of curriculum ideological and political, and discusses how to carry out ideological and political teaching in database principle and application course from the aspects of teaching objectives, teaching content, teaching design, teaching methods and means, and practical teaching. Finally, through the investigation and feedback, the database principle and the implementation effect of the applied curriculum teaching are illustrated.

Factors influencing US osteopathic medical students to choose pathology as a specialty

The decline in the number of US allopathic (Medical Doctor or M.D.) medical students matching to pathology residency has been a topic of much discussion at national pathology professional society meetings and in recent publications. A recent survey of fourth-year allopathic medicals students was conducted to better understand the rationale behind students’ interest or lack thereof in pathology as a specialty. This study utilizes a similar survey tool gauging osteopathic (Doctor of Osteopathy or D.O.) student knowledge and interest in pathology, and offers insight into a possible growth market for the specialty. Similar to allopathic students, osteopathic students noted that clinical or research opportunities in pathology during medical school, autopsy observation/participation, and participation in pathology interest groups correlated with a greater likelihood of selecting pathology as a specialty. However, some key differences in osteopathic medical school curricular elements including microscope use, gross pathology specimen demonstrations, case-based learning by pathologists, exposure to pathology during other rotations, awareness of a pathology interest group, as well as an overall understanding of the everyday work of a pathologist were noted. Experiential exposure to pathology, and direct mentorship from pathologists may present an opportunity for pathology professional organizations, and pathology residency programs to partner with osteopathic medical schools to increase interest in the field, and aid in pipeline development.

Designing a curriculum model for individual ethics education in the second year of high school

Background and purpose: This research was conducted with the aim of designing a moral education curriculum model in order to fulfill individual duties in the second year of high school. Method: The research method is content analysis, which was carried out following Krippendorf's qualitative model and the Delphi technique. The participants in the research were formed by a group of university experts in the fields of curriculum planning and Islamic education. The number of participants continued until reaching data sufficiency and included 30 people. The data collection tool was a semi-structured interview, and their analysis method was content analysis, coding and Delphi validation. Findings: The results of the research indicated that the components of the model of moral education in the second period of high school are: the subject, the needs of the learners, the characteristics of the target society and the elements of the curriculum. The priorities of the constituent components are: the validity and importance of moral education, the age needs of learners, their gender differences, being adorned with moral traits, monitoring moral behavior. In the curriculum elements section, the priorities are: educational goals, curriculum content, teaching strategies, resources and tools, learner activities, space, time, learner grouping and evaluation method. Conclusion: In line with the identification and priorities of the elements that make up the curriculum of individual ethics, these priorities were obtained: after determining the educational goals that were mentioned, the curriculum content was the next priority, in which attention was paid to learning areas, text factors, images and learning activities. based on objective and subjective examples of moral behavior have been given priority. After that, there are learners' activities, which include promoting moral knowledge, predicting individual and group activities, and participating in complementary activities.

How to Teach Economics as General Education in a University of Education

This thesis is the study on economics offered as general education in a university of education. It is not easy to take a class in economics unless it is an intensive major course. However, anyone can take an economics class as general education if he or she chooses it, just as they would at any other general university. The importance of elementary economics education has been emphasized since the global crisis. Accordingly, in order to cultivate a grounding in economics among pre-service teachers, this study researched the direction of economics class offered as general education, along with the development of lecture contents affiliated with an elementary curriculum, considering the speciality of courses offered at education universities.</br>First of all, this study researched the current state of course offerings for economics as general education in a university of education throughout the country, as well as current economics textbooks within elementary social studies programs. This study then suggested a lesson plan of economics affiliated with elementary social studies courses and its class example.</br>The solution to cultivate a grounding in economics among pre-service teachers are as follows: First, it is necessary to increase the frequency of economics as general education and the number of students attending a class. Second, it is necessary to develop economics as general education dealing with elementary economics, in order to improve its overall quality. Third, it is necessary to designate economics as required general education for pre-service teachers and to have students complete an elementary economics class as a special lecture in order to provide students with an alternative to their regular courses.