Implementation Of Curriculum Change Research Articles

Leadership for Technology Integration in Teaching Mathematics: A Comparative Study Between Two Private Institutions

The calling for technology integration in teaching mathematics has become louder as mathematics enables advanced understanding of concepts in other STEM subjects. However, technology integration in teaching mathematics has posed challenges for curriculum leaders and teachers. Hence, this study intended to investigate the curriculum change process involving technology integration from the principals' perspectives and their leadership approach to effective curriculum change management. The study adopted a qualitative research method. Data were collected via email interviews with two principals managing private institutions that offer the same math program for primary school students. The findings showed that Rogers’ diffusion of innovation model supported the curriculum change process involving technology adoption in teaching mathematics. In addition, the principals were found to have distinct perspectives on curriculum change implementation and, hence, had adopted different leadership approaches in managing curriculum change. The findings of this study imply that future leadership development programs should focus on developing transformational leadership qualities that enhance curriculum change processes.

Application of the Microbiology Concept Inventory to improve programmatic curriculum.

The Microbiology Concept Inventory is an assessment tool derived from the fundamental statements created by the American Society for Microbiology. This two-tier, multiple-choice question inventory requires students to choose the most correct answer for each question and provide a brief justification of their reasoning. Educators can utilize this tool to identify common misconceptions held by students and adjust curriculum to address and prevent the persistence of student misconceptions. Over the course of 5 years, the Microbiology Concept Inventory was annually administered to undergraduate students enrolled in entry-level, mid-level, and senior capstone microbiology courses at a mid-western rural university. Analysis was completed to compare course, year, majors and minors, gender, ethnicity, and cumulative GPA. Results of this study showed a significant difference in Microbiology Concept Inventory scores between students with high cumulative GPAs (3.5-4.0) and students with comparatively lower cumulative GPAs (2.5-2.99, 3.0-3.49). Results between the other demographic categories revealed statistically different scores in favor of white students, but no differences in scores between genders. The results suggest evidence of ethnic bias, but no gender bias as measured by the Microbiology Concept Inventory. Additionally, significant differences in scores across cohorts are indicative of improvements in the curricula due to prior targeted changes. Analysis of concept inventory results can guide curriculum changes for course instructors. Implementation of curriculum changes can enrich students' academic success.

Exploring the challenges of curriculum advisors in schools in the Vhembe-West district, Limpopo province, South Africa

Monitoring and supporting teachers in the classroom, as well as the implementation of curriculum changes, pose problems in South Africa. This is due to an array of challenges such as a lack of resources, communication barriers within the Department of Basic Education (DBE) as well as a lack of proper infrastructure. In the research reported on here we investigated the challenges that curriculum advisors in the Vhembe-West district face and provides insight into some of their daily challenges. This could assist the international platform, especially as developing countries and other Third World Countries can benefit from the outcomes of this research. A qualitative research approach was used where 12 interviews were conducted with curriculum advisors in the Vhembe-West district. The interview questions were e-mailed to them beforehand so that they could familiarise themselves with the questions to be answered. Within a period of 2 weeks thereafter, interviews were conducted and recorded for analysis on Zoom or Microsoft Teams. The data were grouped and are presented in 5 different themes with the aim of highlighting the challenges as well as providing recommendations to deal with the challenges that curriculum advisors experience. The data reveal that curriculum advisors experience that they receive minimal support from their superiors and that the resources at their disposal also prove to be minimal. This study highlights the lack of resources, insufficient infrastructure, and lack of effective communication from management needed for proper curriculum implementation at schools.

Rozvoj profesijných kompetencií učiteľov

The development of teachers' professional competences is a key element of quality education. The objective of the component of the recovery and resilience plan of the Slovak Republic called "Education for the 21st century" is to provide students with an education that is adapted to the needs of contemporary society. The establishment of regional teacher support centres enables the implementation and implementation of curriculum changes in the educational system. The paper presents the activities of the RCPU supporting the development of teachers' professional competences in accordance with the upcoming changes that the new reform brings to the education system.

Exploring Educative Components to Conceptualize an Effective Implementation of Reading Discipline Curricula in Pre-service Teacher-Education Program

The curriculum implementation literature has recently focused more on identifying and measuring the key components of the innovative curriculum needed to achieve desired outcomes. However, most of this work centers on curriculum implementation external to the field of teacher education. In this article, we report on our identification of the educative components that form one component of the framework for conceptualizing the implementation of newly developed reading curricula for a Bachelor of Education Elementary program. The results suggest that prerequisite knowledge about reading instruction and knowledge of the entire reading program are necessary for an effective implementation of curriculum change in the discipline of reading.

The Perceptions of School Management Teams and Teachers of the Principal’s Instructional Leadership Role in Managing Curriculum Changes

With frequent curriculum changes in South Africa since 1994, educational standards and learner performance has been progressing at a slow pace. The role of the principal’s instructional leadership come to the fore and we question whether principals are sufficiently equipped with the necessary leadership skills and expertise to lead and manage curriculum changes at schools. A case study design within qualitative research was employed to explore the perceptions of teachers and school management teams (SMTs) of the instructional leadership role of principals in managing curriculum changes. Findings revealed that principals who build strong collaborative cultures among staff members ensure effective implementation of curriculum changes. When SMT members and teachers work collaboratively, they are more likely to support each other by giving constructive criticisms, finding solutions to challenges, and sharing good practices. Moreover, principals who value and respect contributions made by staff members will delegate and share instructional responsibilities with them.

Managing Teaching and Learning for Curriculum Change Implementation in Colleges of Education: A Case of David Livingstone College of Education, Zambia

Managing Teaching and Learning for Curriculum Change Implementation in Colleges of Education: A Case of David Livingstone College of Education, Zambia

Teacher Understanding in Implementing Curriculum Change in Indonesia

Implementing a new curriculum really requires the creativity and independence of teachers. Especially in developing and implementing, it is not easy work to facilitate teachers when they not having strong understanding and the school does not facilitate this program. Some studies indicated that the initial implementation of curriculum changes was not effective. Teachers find that it difficult to implement changes in the form of teaching styles. The evidence from studies shows a lack of effort of teacher to implement change. There are various obstacles for teachers to implement curriculum changes. The obstacles indicate the form of weakness in terms of teacher skills and teacher knowledge. In curriculum change, weaknesses are found when the curriculum is prepared by other parties, or not by the teacher who guides the subject. The facts in the field show that not all teachers have the same understanding to compile a new curriculum. The ability of teachers is limited so that problems occur. Therefore, there is a need to pay attention on the understanding of teachers in implementing the curriculum change.

How do clinical teaching teams implement curriculum change: An interview study

Introduction: Previous research has shown that program directors are ‘in the lead’ in regards to the implementation of curriculum changes in PGME. However, in these change processes there is little guidance from an appropriate change model. It is unclear how clinical teaching teams and program directors in particular deal with curriculum changes they are faces with.

Curriculum Change Implementation: Do Secondary School Principals Manage the Process?

This article reports on selected findings of a bigger qualitative multi-site case study of purposely selected secondary schools in the Moretele Area Office, North West Province. The study examined ...

The Use Of Analogies As A Methodology In The School Of Medicine

In recent years, the School of Medicine of the National Autonomous University of Mexico has been largely engaged in the global medical education trend, through the implementation of curriculum changes which include new methods of teaching and learning. These "new" methods seek to change from the use of teacher-centered strategies or traditional ones, to the student-centered strategies or innovating ones.The fulfillment of this study is due to the need to find educative strategies which help improve our students learning in a clinical subject which is taught in the basic sciences cycle (this cycle comprises the first and second year of the degree), allowing the interrelation between basic sciences and clinical sciences subjects.

Design and implementation of curriculum change

In this paper, the authors propose adapting a four-stage model to design, implement and evaluate change in the curriculum for the degree of Doctor of Veterinary Medicine. For each stage, a relevant case study is presented to illustrate the application of the model. Factors facilitating change are described, as well as barriers to change. Strategies to overcome such barriers and the applicability of this model to other disciplines are also provided.

The significance of theory in the implementation of curriculum change in religious education

A new study in Melbourne, Australia, has investigated curriculum change in religious education against the background of literature on curriculum change in education in general. Amongst its several findings, it was ascertained that clear information and theoretical understanding about a curriculum change in religious education is just as important as it is in any other field of study. In the absence of such information and understanding the leaders who were responsible for implementing the curriculum change in religious education made certain curriculum accommodations, and emphasised particular professional development activities for teachers that were not in keeping with the theoretical underpinning of the change. The implications for ‘top down’ curriculum change, such as those mandated by Church authorities or state authorities, are significant.

Science and mathematics teachers' perceptions of C2005 in Mpumalanga secondary schools

The study reported in this paper is part of a larger research project currently being conducted in Mpumalanga. It reports on teachers' perceptions of Curriculum 2005 (C2005), what factors possibly influence these perceptions and the changes these perceptions underwent over a period of a year. Although to some degree there seemed to be congruence between C2005 directives and philosophies and teacher perceptions, there are discernable misconceptions amongst many teachers. These positive and negative perceptions, as well as the misconceptions, raise questions about the ability of teachers to implement C2005 faithfully in their classrooms as directed by the Education Department. This study attempts to uncover these perceptions and misconceptions. Addressing these issues may provide a basis for making recommendations to the Education Department, NGO's involved in in-service training of teachers, and teachers about the implementation of curriculum change.

The core competency framework: a new element in the continuing call for accounting education change in the United States

Professional accounting organizations and academicians in the United States have developed numerous frameworks and reports to address changes in the profession and to provide guidance for accounting educators in the implementation of curriculum change. In 1998, the American Institute of Certified Public Accountants (AICPA) released the Core Competency Framework for Entry into the Accounting Profession as an educational component of its CPA Vision Project. The online resource provides direct assistance to educators around the world in the implementation and assessment of the framework's recommendations. The purpose of this paper and the accompanying matrix, Comparison of US Accounting Education Frameworks with the Core Competencies, is to survey the history of contemporary American accounting education frameworks and compare earlier works with the most recent effort by the profession to recommend and institute accounting education change in the United States.

Engineering Faculty Reward Systems

In this forum article, faculty reward systems are discussed, and teaching, research, and service activities are summarized in some detail. Hopefully, discussions of this type will lead to meaningful development of desirable faculty reward systems. Successful implementation of curriculum changes, and particularly those implying a close coordination between different subjects, is demanding on faculty time and requires faculty dedication. Yet the primary role of universities has changed from education to research, with little faculty time for teaching undergraduates. In many universities, a faculty performance evaluation depends primarily on the amount of research funding generated and the number of publications, with only lip service to teaching. If our universities are going to continue to be educational institutions rather than just research establishments, and curriculum changes as advocated in recent years by many are to be successfully implemented, it is essential to have a reward system that recognizes properly the quality of all faculty activities rather than the quantity. The activities of engineering faculty can be sorted into three main categories: teaching, research, and service. Most universities, if not all, would state that faculty performance is reviewed on the basis of these three types of activities. Unfortunately, very few universities, if any, are willing to state clearly and concisely what are their performance metrics and promotion criteria. It might be easier to define, at least, the minimum requirements. That would provide a lower bound, but even this is generally unavailable today. A precise definition of the performance measures and evaluation criteria used for annual reviews, promotion, and tenure would make it easier for many faculty members to assess their status and their chances. It would also considerably simplify potential grievance hearings, which are becoming more common. On the other hand, it would reduce the flexibility of university administrations at various levels ~department, college, and university! to adapt their criteria to each individual case. What may be more important deterrents to the publication of clear reward metrics is the lack of consensus on what these should be and the difficulty in accounting properly for all possible activities involved in each one of the three main categories and assigning relative values to them. In the following, we consider these different activities.

The Implementation of Curriculum Change in Teacher Education Courses

The Implementation of Curriculum Change in Teacher Education Courses

The Implementation of Curriculum Change in School Science in England and Wales

Summaries English Science curriculum development in England and Wales started some 20 years ago and has led to the development of science curricula covering all major subjects, age levels and ability ranges. Dr Waring reviews, in this article, the successes and failures of the curriculum reform activities, and examines the underlying causes. In this review she draws extensively on the findings from researches into curriculum implementation, conducted in Britain and elsewhere.