High-quality Curriculum Research Articles

Critical Success Factors, Institutional Culture and Curriculum Delivery in Public TVET Institutions in North Rift Region, Kenya

Vocational programmes are frequently neglected, and they certainly do not guarantee access to employment and better living conditions. Thus high-quality curriculum and its delivery should always remain part of the story. This begs the question as to what is the effect of critical success factors on curricullum delivery process in TVET institutions. In this regard the study was designed to; To find out the correlation between critical success factors and curricullum delivery process in selected ISO certified public TVET institutions in North Rift Region, Kenya, To access the effect of Institutional Culture on curricullum delivery process in selected ISO certified public TVET institutions in North Rift Region, Kenya, asses the moderating role of institutional culture on the effect of critical success factors on curricullum delivery process in in selected ISO certified public TVET institutions in North Rift Region, Kenya. The study adopted an explanatory research design targeting 735 respondents comprising of Deputy HoDs, ISO champion/HoDs trainers from ISO 9001: 2015 certified TVET institutions in the North-Rift region. This study employed stratified random sampling, proportionate, simple random sampling techniques to select the respondents to be included in the sample. Kerjcie and Morgan (1970) formulae for determining the sample size he sample of the trainers was 252 as obtained using Krejcie and Morgan (1970). The study used questionnaires for data collection. Data was analysed by use of inferential statistics. using the Statistical Package for Social Sciences (SPSS), version 25. From the findings critical success factors such as ISO training and communication are significantly correlated with curriculum delivery with the correlation coefficient ranging of r = .789** and r=.767** significantly. 15.4% percent changes in curriculum delivery in in selected public ISO certified TVET institutions in North Rift region, Kenya could be accounted to institutional culture. With institutional culture moderator, the variables jointly explained 68.6 percent (R2= 0.686) variation in sustenance of curriculum delivery process. There fore the TVET institutions should set instructional cultures which engenders high educational goals and high human values for synergistic effect of employee critical factors and sustenance of curricullum delivery process. The institutional culture must nuture the uptake of ISO training and dissemination of information geared towards curricullum delivery.

Curriculum, instruction, and promoting college and career readiness for incarcerated youth: A literature review.

Access to high-quality curriculum and instruction is essential for all youth incarcerated in juvenile corrections facilities. In a landmark 2014 collaboration between the U.S. Departments of Education and Justice Guiding Principles for Providing High-Quality Education in Juvenile Justice Secure Care Settings were established. Principle independent variable (IV) identified the importance of access to rigorous and relevant curricula and evidence-based instruction that promotes college- and career-readiness. To explore research progress since publication of the Guiding Principles, a systematic review of research was conducted. The review identified eight peer-reviewed studies relevant to curriculum and instruction published since 2014. Employing a variety of research designs, the studies focused on literacy (n = 5) and instruction (n = 3). Quality indicators, based on modified forms of Mulcahy et al. (2016) single case design, Gersten et al. (2005) group design, and Miles et al. (2019) qualitative standards, were used to evaluate the studies. Results revealed a lack of replicable information pertinent to participants and intervention, as well as a lack of fidelity. Of grave concern is that only four of the participants included across all studies were female. Research that adheres to quality indicators, is described with replicable precision, and is representative of females is needed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Establishing an ORL virtual outpatient Dept. during the COVID-19 pandemic

The COVID-19 pandemic changed medical education: teaching has been mostly converted to online mode. Our aim is to offer a complete high-quality curriculum despite the fact of worldwide cutbacks in education. The department of otorhinolaryngology introduced case-based learning (CBL). CBL is a learning and teaching approach that prepares students for clinical practice through the use of authentic clinical cases and places them in the role of decision maker. CBL combines theory and practice to prepare students as good as possible without intern shadowing. The students were asked to evaluate CBL as a digital format and as a teaching tool for future clinical work and preparation for the ORL exam. The majority of students (>90%) rated the CBL as a successful digital format. Most students also strongly agreed or agreed that CBL is a good preparation for their future clinical work (>90%) and the ORL exam (>80%). 100% of students CBL confirmed, that they learned something new. Following successful introduction of CBL we will implement a new teaching format. The "ORL virtual outpatient Dept." will include information from virtual, anonymized case studies. We choose diagnosis included in the "ORL virtual outpatient Dept." according to the most common ORL disorders encountered by primary care physicians. The "ORL virtual outpatient Dept." can only bridge the absence of practical training, and, in the future, serve as an additional preparation.

The construction of virtual simulation experiment course under the background of engineering education certification

Taking advantage of the large environment of engineering education professional certification, taking the construction of virtual simulation experiment courses as the starting point, building an experimental teaching platform with advanced technology, intensive functions, resource optimization, open sharing, efficient operation, and a combination of virtual and real, for students to learn independently. Experiments and innovative practices create conditions. And through the efficient integration of various experimental teaching resources, deep integration of the application of network information technology in experimental teaching, and its support to explore the mode and method of experimental teaching content reform, to provide high-quality curriculum resources for cultivating outstanding engineering talents. The author of this article applied for the teaching content and curriculum system reform project of the Ministry of Education of the Ministry of Education, "Virtual Simulation Experiment Course Construction in the Context of Engineering Education Certification" and successfully approved the project, the project number is 201901022028. At the invitation of "Research on Integration of Industry and Education", the project declaration form was organized to form this article.

Diversification of Physical Education Teaching Resources in Universities under the Background of Computer Information Technology

With the advent of the information age, physical education in universities around the world is facing brand new challenges and opportunities. Modern information technology represented by networking, digitization, multimedia and intelligence is changing people’s way of life, study and work more extensively and profoundly, and affects the content, methods and methods of college physical education. This article mainly introduces the research on the diversification of physical education teaching resources in universities under the background of computer information technology. This article uses computer information technology to study the actual curriculum of physical education teaching in colleges and universities, and explores the process of diversification of teaching resources. The experimental results of this paper show that the strengthening of the diversified management of college physical education resources has increased the efficiency of college physical education by 23%. Through the construction of college textbooks and high-quality curriculum content, the system and health of our students have been effectively improved.

Conceptual connections between science and engineering in elementary teachers\u2019 unit plans

BackgroundAround the world, efforts are underway to include engineering design as part of elementary science instruction. A common rationale for those efforts is that Engineering Design-based Science Teaching (EDST) is a productive pedagogical approach for developing students’ understanding of core science concepts. Effectively utilizing EDST requires that teachers develop design activities that are highly connected to science content so that students can apply and expand their understanding of relevant concepts. In this study, we examine how a group of elementary (grades 3–5) pre-service and in-service teachers incorporated EDST into their planned science instruction. Those teachers were participants in a professional development project aimed at supporting EDST. We examine the ways that participants used EDST, the extent to which engineering design activities were connected to science concepts, and factors associated with those connections.ResultsMost of the participants in the study developed science units in which an engineering design activity was placed at the end of the unit. Approximately half of those design activities lacked connections to the science concepts in the unit; they were typically related to the topic of the science unit, but did not require the use or development of key science ideas. Eleven percent of participants developed engineering activities with deep connections to science concepts, and 35% developed activities with shallow connections. No differences were found between life science, physical science, and earth/space science units in terms of the extent of conceptual connections. However, we did find that participants who utilized and adapted published engineering curriculum materials rather than make them from scratch were more likely to have unit plans with higher levels of conceptual connections.ConclusionsOur findings suggest that elementary teachers need additional support in order to effectively utilize EDST in their classrooms. Even within the context of a supportive professional development project, most of the engineering activities developed by our participants lacked substantial connections to the science concepts in their unit plans. Our findings highlight the value of high-quality curriculum materials to support EDST as well as the need to further expand the curriculum resources that are available to elementary teachers.

Exploration on the Construction of High-quality Course System of Accounting Major Oriented by Innovation and Entrepreneurship Ability

With the rapid development of society, the talents of colleges and universities under the traditional education system can no longer meet the requirements of the society. Therefore, all major colleges and universities should innovate in teaching methods and focus on cultivating diversified and multi-level compound application talents. The goal is to enhance students’ innovation and entrepreneurship capabilities. This article is guided by innovation and entrepreneurship ability, and studies the construction of a high-quality curriculum system for accounting majors, hoping to improve the teaching quality of accounting majors.

Research on the Marketing Strategy of Online Education -- Taking New Oriental as an Example

In recent years, with the development of society and the progress of science and technology, online learning has penetrated into people's daily life, and people's demand for high-quality curriculum products is more and more strong. From a macro perspective, the continuous growth of national financial investment in education, the continuous upgrading of China's consumption structure, the development of 5G technology and the popularization of AI intelligence make online teaching less limited. The online education industry is showing an explosive growth trend. More and more online education institutions are listed for financing, and the market value is soaring. However, in 2019, except for GSX, the latest online learning platforms such as New Oriental, Speak English Fluently and Sunlands, have been in a state of loss. Most of these agencies seize the market by increasing advertising investment, but at the same time, they also bring huge marketing costs, which affect the financial performance of the company. With the enhancement of Matthew effect, large-scale educational institutions occupy a large market through free classes and low-price classes, while small and medium-sized institutions with weak capital strength are often unable to afford high sales costs, facing the risk of capital chain rupture. Taking new Oriental online as an example, this paper analyzes the problems existing in the marketing strategies of online education institutions. It also puts forward suggestions on four aspects, which are target market, differentiated value, marketing mix and marketing mode, so as to make sure that online education institutions can control marketing expenses and achieve profits by improving course quality, expanding marketing channels and implementing precise positioning.

26. DELIVERING HIGH-QUALITY CONTINUITY CURRICULUM: USING A QUESTION OF THE WEEK MODEL TO INCREASE RESIDENT PARTICIPATION, MEASURE MEDICAL KNOWLEDGE ATTAINMENT, TRACK REPORTED PRACTICE CHANGES, AND OBTAIN IMPLEMENTATION FEEDBACK

Developing and delivering high-quality curriculum to residents during continuity clinic can be a challenge, particularly in large programs with multiple continuity sites. There are additional challenges in measuring the success of implementation such as participation and effectiveness of the content. This new curriculum is delivered online utilizing a customizable, hospital-based learning management system. This system allows content to be delivered systematically and enables tracking of participation and responses. Each topic begins with a multiple-choice question to assess baseline knowledge followed by an open-ended question designed to engage learners and give insight into topic expertise. This is followed by structured educational content after which the multiple-choice question is repeated, thus allowing measurement of knowledge attainment. Each topic includes measures related to topic relevance and anticipated practice habit changes. These follow-up questions allow targeting of topics which are reported as being high or low-yield and provide insight into resident practice habits. Since instituting this curriculum, resident participation increased from 71% (2017-2018) to 100% (2019-2020). For the 2019-2010 academic year we observed an increase in knowledge attainment in 8 out of 11 categories (ranging from 4-74%). Due to small sample size of questions (n=11) statistical significance is not yet applicable. Topic relevance was measured using a Likert scale. Most topics were found to be moderately (26%) to very (67%) relevant to our resident's general pediatric practice. Across all topics, 86% of residents reported an anticipated change to practice habits based on knowledge attained. Moving forward, this curriculum will grant the ability to seek topic-by-topic feedback allowing us to continually edit and improve to best fit the needs of our residents and maximally enhance their primary care knowledge in a systematic and measurable way.

Unleashing Our Chemistry Superpowers: Promoting Student Success and Well-Being at a Black Women’s College during COVID-19

Spelman College, a small (∼2150 students) Black women’s liberal arts college located in Atlanta, GA, USA, is dedicated to empowering women of African descent to become global leaders and change agents. In the wake of the COVID-19 pandemic, and the resulting abrupt and unforeseen campus closure, Spelman experienced pressure and urgency to maintain a high quality curriculum for its students, while balancing student and faculty well-being. This communication is a reflection of the teaching practices that the faculty in Spelman’s Department of Chemistry and Biochemistry implemented during the transition to emergency remote instruction (ERI). We first describe the initial week-long planning phase used to transition the Department to ERI, including detailed information on the faculty’s efforts to redesign lecture and lab courses via the adoption of new learning platforms, teaching strategies, and student learning objectives. Next, we use student survey data, collected by individual faculty, to reflect on the challenges, opportunities, and iterative course redesign that occurred throughout ERI. Student well-being, engagement, and adaptation were of particular concern and challenge to the Department during ERI. Nevertheless, by embracing a spirit of ”productive disorder”, the Department was able to channel its faculty ”superpowers” toward pedagogical change and transformation. More importantly, by allowing students to operate as independent and resilient learners in the time of COVID-19, we found that students rose to the challenge of creative expression and critique even in unconventional times.

GAME SIMULASI PERAKITAN RANGKAIAN ELEKTRONIKA DASAR UNTUK SISWA SMK KELAS X BERTEKNOLOGI MOBILE AUGMENTED REALITY

The increasingly high quality curriculum that will be implemented certainly has to be accompanied by needs with good quality standards as well. It is often difficult for the education provider to provide the need for tools to support practice, with high prices and modules that are not always available making it difficult for students to study independently in these circumstances. Game is one of the media to be able to do things in the real world without the need to have real equipment, such as education games with the genre of serious games that have been developed as alternative media of modern education, accompanied by Augmented Reality (AR) technology, This simulation can be achieved by pretty good. So, the purpose of this research is to design an educational game with a simulation game genre that can represent basic electronic practice by Vocational High School students so that students can learn independently more easily and lower costs and reduce the risk of errors when do practical work directly. The game is designed with the Design Thinking approach with Mobile Augmented Reality (MAR) to simulate virtual objects. Based on the results of the game test evaluation through a questionnaire on vocational students majoring in Communication Electronics as many as 30 students, where aspects were tested terari from the respondent's background, interaction with the User Interface, and User Experience obtained by respondents from game simulations showed that the average respondent was interested in doing basic electronics assembly through simulation games with a score of 83.10% and can receive a pretty good education through the game with 79.16% test results.

Traditional Students as Second Class Citizens through Modern Day Tracking

We used a qualitative case study approach to examine the schooling experiences of 40 current high school seniors and 20 alumni from an urban STEAM career academy comprised of 98% African American students from low-income families. Using tracking as a theoretical lens, we found that students in the high school STEAM career academy were stratified using a more modern, dual system approach - and were labeled as traditional and college preparatory. These schooling practices led to the traditional tracked students being treated as second class citizens as well as being denied access to high-quality curricula to prepare them to be college and career ready. Based on our findings, we recommend that school personnel customize curricula based on the interests of students and enable them all to participate in college preparatory activities as well as work-based learning experiences.

Rethinking scholarship in medical education during the era of the COVID-19 pandemic.

This article was migrated. The article was marked as recommended. The COVID-19 pandemic has significantly disrupted society and communities across the world requiring new and innovative approaches for healthcare, work, education and leisure. Similar changes have been precipitated in medical education, producing a rapid and major impact on students, educators and institutions. However, institutions still require educators to engage with scholarship in medical education, including providing evidence for promotion and tenure. We propose that resolving this tension between the demands of delivering a high quality curriculum and maintaining scholarship in medical education during the era of the COVID-19 pandemic requires urgent consideration of a transformational change in the scholarship in medical education. Key aspects of this change are a focus on rapid cycles of research to inform teaching, with local and wider dissemination using newer rapid approaches to publication and social media, and acceptability of these changes by institutions.

Medical Students’ Perception of Learning Environment in New Campus of University Malaysia Sarawak (UNIMAS): Measured by DREEM

Background: The ultimate goal of the medical education is to produce the competent and qualified medical professionals. One essential component of medical education is to provide a good learning environment. The assessment of learning environment has been determined as a key instrument for the delivery of high quality and effective education and curriculum. Objective of this study: It is to evaluate the strengths and weaknesses of learning environment in new campus of medical faculty in Kotasamarahan. Methods: It was a cross-sectional, questionnaire based study and ninety year-two medical students were recruited for the study. Dundee Ready Education Environment Measure (DREEM) questionnaire was used to collect the data. Results: The total score of DREEM was 124.05 / 200 and scores of all subdomains indicate ‘More positive than negative’ however there are items, 3,4,9,14,17,25,27 and 48 scored <2 which need improvements to be made to further enhance the quality of learning environment in new medical faculty of UNIMAS. Conclusion: This study can be used as a pivoting point to help produce more competent medical graduates in the future with the implementation of an efficient learning environment

Learner-engaged curriculum co-development in Older Adult Education: Lessons learned from the universities for older adults in China

Different from other forms of education, Older Adult Education is characterized by the flexibility of education contents and forms, multiplicity of education objectives and the distinctiveness of older adult learners. Such characteristics make developing a high-quality curriculum challenging. In contrast to the conventional view that curriculum development is educators’ duty, this work presents a novel learner-engaged model for curriculum co-development based on a comprehensive survey on three representative curricula in Chinese universities for older adults. The survey reveals that older learners intensively collaborate with educators throughout the lifecycle of curricula. The co-development model features that older learners, as education receivers, are also curriculum co-developers. The developed curricula successfully accommodate older learners’ needs and keep up-to-date in accordance with their background.

Examining capacity for “cross-pollination” in a rural school district: A social network analysis case study

Teacher collaboration is a vital factor in successful school reform, and the networks in which educators are embedded support (or constrain) access to essential social capital resources. In this study, authors used social network analysis to examine the changing structure of teacher collaboration networks over the course of a rural District’s 3-year Professional Learning Community (PLC) initiative. Visual depictions (sociograms) of district- and school-level teacher collaboration networks were generated, and measures of network cohesion – including size, density, connectedness, components, and degree – were calculated at three points in time. Authors worked in partnership with district administrators to explore how location of teachers and principals, and network capacity for diffusion of innovation, changed over time. School leaders may not know how to purposefully influence communication ties between teachers, relying instead on the invisible web of personal affiliations through which professional opinions travel. This study contributes to the field’s understanding of how administrator choices about organizational structure affect “cross-pollination” and the networks through which teachers are able to access and contribute the knowledge and ideas they need in order to deliver high-quality curriculum and instruction to all students.

The Impact of Speedometry on Student Knowledge, Interest, and Emotions

ABSTRACTGiven the dearth of high-quality curriculum materials aligned with the new standards (NGSS and CCSS) and low student persistence in STEM fields, we sought to develop and test a STEM curriculum that would improve student knowledge, interest, and emotions. A cluster randomized control trial was conducted to assess the impact of Speedometry, a two-unit STEM curriculum that uses familiar toy cars to explore math and science concepts. A total of 1,615 fourth-grade students across 48 classrooms and 17 schools in an urban district participated in the study. Using a 3-level multilevel model (students nested within teachers and schools) and controls for student and teacher characteristics, we found that Speedometry led to significant increases in student knowledge and positive emotions such as excitement. Speedometry also led to significant decreases in negative emotions such as boredom, frustration, and confusion. The curriculum was implemented with high fidelity as evidenced by classroom observations and teacher self-reports.

Using the CIPP Model to Assess Nursing Education Program Quality and Merit

Nursing programs must maintain a high-quality curriculum that graduates exemplary nurses. Systematic evaluation of key components of nursing education is required. Stufflebeam's Context, Input, Process, and Product model allows for evaluation of the quality and merit of end-of-life care education within a nursing program. Data analysis identified missing content, program strengths, and curricular redundancies within the program. When used appropriately, Stufflebeam's model serves as a valuable guide for in-depth curriculum evaluation.

Bridging the Gap 10 Years Later

The need for a shared vision concerning exemplary curricula for academically advanced learners must be a priority in the field of education. With the advent of the Common Core State Standards adoption in many states, a new conversation has been ignited over meeting the needs of students with gifts and talents for whom the “standard” curriculum is not a good fit. The purpose for this article is to highlight the current need for high-quality curriculum, discuss how the National Association for Gifted Children (NAGC) Curriculum Awards rubric has been updated to reflect the research in the field, and look at additional ways to use the NAGC Curriculum rubric as a tool to support the development of quality curriculum and to select and award exemplary curricula for addressing advanced academic needs of students with gifts and talents.

Barriers to Underserved Students’ Participation in Gifted Programs and Possible Solutions

Gifted students’ learning gains result from complex, advanced, and meaningful content provided by a knowledgeable teacher through high-quality curriculum and instruction at an appropriate pace with scaffolding and feedback. These elements exert influence that increases with dosage and within structures that facilitate student engagement in rigorous experiences, including interactions with one another. Talent development is a two-part process. First, educators and parents must provide opportunities for talent to surface, and then they must recognize the talent and provide educational opportunities that engage the emerging talent and move it to exceptional levels. Unfortunately, a variety of barriers exist that limit underserved students’ participation in this process. We discuss these barriers within a proposed model of talent development.