Framework For Curriculum Development Research Articles

The core competencies in hospital medicine: A framework for curriculum development by the society of hospital medicine

The core competencies in hospital medicine: A framework for curriculum development by the society of hospital medicine

Survey of manufacturing curricula from around the world

In the manufacturing organization cost or more specifically cost reduction is an everyday obsession with managers and engineers. To compete globally and win new contracts, manufacturing firms need to learn how to be responsive, lean and efficient. On the other hand, in order to retain and motivate workers, improve systems efficiency and conform to various regulations including health, safety and the environment, manufacturing firms need to continuously invest. Both opposing pressures create a challenging environment for manufacturing managers and engineers. This paper introduces research into how the manufacturing environment is changing and in particular the type of issues that manufacturing managers and engineers need to learn. The paper presents the first results of a study being conducted by a number of academic institutions and industries from around the world into manufacturing education issues. The principle aim of the research consortium is to anticipate the needs of manufacturing organization of the future and to provide a framework for curriculum development within universities that meet these needs. This paper specifically outlines the results of a study of existing manufacturing curricula from around the world and takes an in-depth look at four recently developed masters programmes.

Content Engineering Agent

With the advance in Internet technology, “e-learning” becomes an alternative means of learning and teaching, and is currently an active research topic in both IT and education professionals. However, to make “e-learning” an effective learning mode, besides technology, the issue of pedagogy and quality control are equally important. Most of the existing e-learning platforms and tools usually focus on the technology aspect without much investigation on the pedagogical issues and the quality control on the e-learning material. In fact, there is still a big gap between pedagogy and technology. The SPACE Online Universal Learning (SOUL) platform is designed to fill this gap and provide an effective e-Learning platform for e-course providers and students. In particular, the content engineering agent of the platform is designed for e-course development, which is based on the Task-Based Learning (TBL) curriculum development framework and is incorporated with the concept of Total Quality Management (TQM), a well-known technique in quality control. In this paper, we discuss the details of this content engineering agent and show how TBL and TQM are incorporated in the agent. As a remark, the content engineering agent has already been integrated in the SOUL platform, which is being used by more than 17,000 students and teachers. A preliminary evaluation on the usefulness of the Content Engineering agent has been performed and the result is positive.

Teaching the Use of Complex IT in Specific Domains: Developing, Assessing and Refining a Curriculum Development Framework

Information technology holds the promise of increased productivity. However, rapidly evolving tools require a professional able to incorporate these tools into their careers effectively, which signals the need for IT curriculum development initiatives that incorporate the use of complex, domain-specific IT applications in specific professional fields. This paper reports on a study that addresses this need, by developing, assessing and refining a curriculum development framework. The Information Technology Fluency (ITF) framework is a methodology for constructing components (case studies) for inclusion into existing or newly proposed courses to help students develop the skills needed for this challenge. Results obtained using the framework are reported, compared to similar work at a different institution, and used to suggest improvements to the framework.

Towards a new framework for science curriculum development

Towards a new framework for science curriculum development

Democratic constructivist science education: Enabling egalitarian literacy and self-actualization

Although pedagogical approaches drawing on constructivist learning theories often place students in environments that are to resemble professional knowledge-building communities, paradoxically, they also orchestrate students' re-constructions to harmonize with canons of Western science. Under the cover of social-constructivist epistemologies and Vygotskian pedagogies, students' prior conceptions are denigrated, their experiences regulated, their investigations shepherded, and their conclusions restricted. Such actions are undemocratic-citizens' literacy is confined to that narrowly defined by society's e´lite and, therefore, is not egalitarian. Students have few opportunities to become self-actualized-to develop in ways unique to their needs, interests, abilities and perspectives. After elaborating these concerns, I provide a framework for curriculum development that may help democratize science education. It is an approach that gives priority to personalization, inclusion, problematization, explicitness, apprenticeship, authenticity and freedom.

Domestic violence and the nursing curriculum: tuning in and tuning up.

Domestic violence is a major health, social, and criminal justice problem in the United States. Although not confined to women, it is a growing concern of women and those who care for women. Nurses are often the first health care provider with whom the battered woman and her family interact. Reports of several studies indicate educational preparation of nurses is inadequate to assure sensitive, quality, and effective nursing care to those who have survived domestic violence. One purpose of this qualitative study was to identify and describe the essential knowledge and skills needed by nurses to provide competent, sensitive care. Interviews were conducted with 13 informants who were considered experts in violence-related care. Their responses were analyzed for categories of response and themes related to their feelings about domestic violence and the essential knowledge and skills nurses need to provide appropriate care. Findings provide data that can form the empirical bases for review of current curriculum content and strategies, indicate needed revisions, and serve as a framework for future curriculum development.

What is Cultural Competency?

The concept of cultural competency has been discussed in recent United Kingdom occupational therapy literature. It is suggested that there is an additional competency that the practitioner requires in order to ensure effective practice. Wells's (1996) model of multicultural competency education, consisting of knowledge, self-exploration and skills, is proposed as a tool to develop this competency. Strategies are used within the Discipline of Occupational Therapy at the University College of Ripon and York St John and these are presented within the Wells model. Using the model of multicultural competency education, Wells (1996) provides a clear framework for curriculum development and assessment. It is suggested that educational establishments are best equipped to assess the knowledge and self-exploration components of the model and that the skills component is best assessed while on fieldwork.

Behavioral Theory of the Apparel Firm: A Beginning

The purpose of this paper is to propose a model for a behavioral theory of the apparel firm that will provide a framework for apparel business-related research and curriculum development in textiles and clothing and carry on our already strong behavioral related research tradition. According to the proposed model, the apparel firm's primary business may be manufacturing, retailing, or some vertically integrated combination of manufacturing and retailing. The apparel firm is a coalition of employees with five internal constituencies, executive management and four areas of specialization including merchandising as an integrative function, marketing, operations, and finance. An apparel firm's constituencies interact with each other and with external coalitions and their constituencies in a complex decision making matrix to provide the firm with the resources (materials and/or finished goods, money, physical facilities, etc.) required to conduct business. The primary focus of the proposed model is on the apparel firm's internal constituencies and how they relate to each other, to the firm's goals, and to external coalitions. Concepts are defined, constructs discussed, propositions proposed, and assumptions identified

Mathematic education in a cultural setting

The paper develops some proposals for curriculum development in mathematics based on an analysis of the intercultural transmission of mathematical knowledge. By introducing a concept of culture which calls for an analysis of individual and social behaviours, we are lead to recognize ‘ethnomathematics’ as a form of structured knowledge and to recognize ‘matheracy’ as a characteristic behaviour of human beings. Upon these two concepts, we introduce a theoretical framework for curriculum development in mathematics. Curricular space is conceptualized as a three‐dimensional space with components, contents, methods and objectives considered solidarily. This relies upon an epistemology of action, based on an integration of episteme, techne and praxis. This allows for an approach in which theory and practice are in a dialectical relationship. Special reference is made to the problems of mathematical education for culturally differentiated groups, and in particular to the situation in third‐world countries.

Fishbein's Model of Behavioral Intentions: A Framework for Health Education Research and Curriculum Development

A review of Fishbein's model of Behavioral Intentions is used as a framework for health education research and curriculum development. Particular emphasis is given to Jaccard's analysis of the model's practical application in health education programs: as a guide to assessing the relative importance of attitudinal and normative components in determining intentions for intended audiences.

The Issue of Technocratic Rationality in Discipline-Based Art Education

Karen A. Hamblen Louisiana State University Discipline-based education, often also referred to as subject-centered, contextualist, or aesthetic education, is perhaps the most discussed, promoted, and viable perspective in education at this time. With well-publicized pilot programs and the possibility of subsequent widespread implementation, however, comes the concomitant need to examine and discuss both the positive and negative characteristics of this type of instruction. A recent article by Bullough and Goldstein (1984) in the Journal of Curriculum Studies deserves scrutiny inasmuch as it indicates some of the criticisms, issues, and possible contradictions developing in regard to disciplinebased education. Specifically, Bullough and Goldstein have chosen to discuss the Utah state-adopted curriculum guide, Art is Elementary (Cornia, Stubbs, & Winters, 1976), as indicative of technocratic rationality values in education curricula. Although the Utah guide may not be the best example of discipline-based education, inasmuch as it does not have clearly specified content within the tripartite focus of aesthetic education, i.e., creative expression, history, and criticism, this guide does, however, serve as a focus for developing issues and criticisms. With slight modifications, the authors' criticisms could just as well be leveled at other curricular materials supportive of delineated content, predefined skill acquisition, sequential instruction, teacherproof procedures, and the testing of outcomes. Unlike many state curricular publications that provide primarily a framework for curriculum development, the Utah guide consists of 206 concepts that form the focus of well-explicated lessons easily followed by with little or no training. Each lesson outlines a concept that is to be learned, provides teacher procedures, specifies materials needed, and includes follow-up activities. Tests to assess competencies have subsequently been developed. The lessons are sequenced according to a systematic growth and progression through eight competency levels. The assignment of students to a competency level is based on analyses of drawings students are asked to make. Although other discipline-based curricular guides, materials, and proposals may differ in details from the Utah publication, they have in common the premise that should be taught as a area with structured content rather than solely for the experiential values of self-expression and creativity that can be gleaned though studio work. The Utah guide was initiated on the premise that art concepts can now be identified and taught in a systematic method (Cornia et al., 1976, p. 2). According to Bullough and Goldstein, (1984), the major problem with this premise is that it is based on the belief that art [can] be taught and learned like any other skill subject (pp. 147-148), and this is the focus of their criticism. According to Bullough and Goldstein, cannot be taught like other areas because it differs in kind and in scope. Many teachers like precisely because it is not teaching mathematics or

A conceptual scheme for aquatic studies: Framework for aquatic curriculum development

A conceptual scheme for aquatic studies: Framework for aquatic curriculum development

A conceptual scheme for aquatic studies: Framework for aquatic curriculum development

Responding to increased concern for an aquatically literate public, the authors discuss the present state of aquatic education curriculum efforts, the need for a comprehensive conceptual scheme for aquatic studies, and the subsequent development and use of the COAST Conceptual Scheme for Aquatic Studies.

Independent Study Behaviors: A Framework for Curriculum Development

LD students spend a good deal of their instructional time under the watchful eye of the teacher. Supervision that is too close or constant may retard the student's development of independent study behaviors (ISB's). In this article, Brown discusses characteristics, assessment and curriculum development of ISB's. Since a basic instructional goal for LD students is independence of action, this topic is of particular relevance to the LD Professional.

Purpose and Framework for Curriculum Development in Social Work

Purpose and Framework for Curriculum Development in Social Work

Toward a framework for curriculum development

Toward a framework for curriculum development

A Proposed Conceptual Framework for Curriculum Development

(1966). A Proposed Conceptual Framework for Curriculum Development. The Journal of Educational Research: Vol. 59, No. 7, pp. 327-332.