Implementing Curriculum Change Research Articles

What role should schools play in the prevention of disordered eating in children and young people?

Whilst clinical eating disorders are relatively uncommon in children and young people, a much larger proportion are thought to experience subclinical difficulties with eating, termed ‘disordered eating’. Given that the issue is so widespread and many young people experiencing disordered eating do not meet the criteria for specialist eating disorder services, schools have a responsibility to work systemically to reduce the prevalence of these difficulties. Educators may be able to use some of the risk factors for disordered eating, including body dissatisfaction, parental pressure to lose weight, peer influence and internalisation of food rules, to inform preventative strategies. These strategies may include, but not be limited to, implementing curriculum changes such as teaching about body image and nutrition education in developmentally appropriate ways, as well as considering whole-school policy changes such as specifying weight-related victimisation in the school’s anti-bullying policy and deliberating the school’s involvement in national child weighing schemes. Taken together, schools have the potential to play a critical role in reducing disordered eating in children and young people. Educational psychologists are well-positioned to raise educators’ awareness of disordered eating and support senior leadership teams implement these preventative strategies in an evidence-informed way as well as considering the role disordered eating might play in their own casework.

Revitalizing The Higher Education Curriculum Through An Artificial Intelligence Approach: An Overview

Background. Higher education is faced with the challenges of global change which requires innovative curriculum adaptations. In this context, this research aims to develop practical guidelines for higher education institutions in implementing curriculum changes by utilizing artificial intelligence (AI). Purpose. The aim of the research is to develop practical guidelines for higher education institutions in order to implement innovative curriculum changes and responsive to global change. Method. Research methodology uses a quantitative approach with survey design. Identify key variables, including students’ understanding of AI, preferences for AI learning methods, and their views on its impact on the learning experience. The research process involved developing a comprehensive survey instrument with questions designed to gain in-depth insight into student perceptions. The research sample consisted of 20 respondents from higher education program students who were randomly selected. Surveys can be carried out online or through face-to-face interviews. Results. Data analysis involves statistical methods, including descriptive analysis, categorization, and coding to identify patterns in student responses. The survey results reflect a positive level of understanding (70%) and confidence (80%) of students in the role of AI in improving the quality of learning. There is a group that is neutral (20%), indicating the need for further understanding. Conclusion. The survey results create a comprehensive picture of student perceptions and preferences for AI in higher education. Most respondents showed positive acceptance of this technology, with about half expressing a preference for learning involving AI. Overall, this research provides a foundation for higher education institutions to design effective communication and expectation management strategies to ensure optimal acceptance and participation in AI implementation.

Addressing the challenges of evaluating curriculum enhancement and learning development: an institutional case study using programme theory evaluation

ABSTRACT To enhance the student experience and improve student outcomes – continuation, attainment, and employment – higher education providers often implement curriculum changes and evaluate their effectiveness. But as interventions often only work directly with staff, rather than students, impact evaluation is challenging. This paper explores the introduction of extensive curriculum change to embed active learning and teaching. Qualitative interviews are used to explore the views of stakeholders, which inform the development of an evaluation framework, informed by Programme Theory evaluation (PTE), and examining short-term benefits, medium-term outcomes, and longer-term impact. The University will use the evaluation framework to monitor longer-term outcomes of the intervention. Together with PTE, evaluation frameworks apply to other higher education providers evaluating the impact of curriculum enhancement on student outcomes.

Curriculum change using Tuckman's model: Forming, Storming, Norming, Performing.

TUSDM's Comprehensive Care Department accomplished curriculum change and faculty development by following a process consistent with Tuckman's model of change. The FORMING of three ad-hoc committees was followed by STORMING stage, in which volunteers identified opportunities and needs of 11 courses. In the NORMING stage, committees' findings were categorized into four themes: curriculum restructuring, guideline development, outcomes assessment, and resource needs. The concluding PERFORMING stage involved addition and consolidation of courses, modules, workshops, and guidelines, establishing a faculty calibration plan, and revision of clinical outcomes assessment. A staged, bottom-up approach to implementing curriculum change can lead to outcomes enhancement, concomitant with faculty enrichment.

DINAMIKA PERUBAHAN KURIKULUM TERHADAP MUTU PENDIDIKAN DI INDONESIA

Curriculum changes are caused by several problems in curriculum implementation including the unpreparedness of students in implementing curriculum changes, limited facilities and infrastructure, lack of educational welfare, students do not participate in intense activities, and teachers are limited in mastering the new curriculum. The dynamics of curriculum change in Indonesia aims to make education in Indonesia able to compete with developed countries around the world. This study was conducted to determine the dynamics of curriculum changes on the quality of education in Indonesia. In its implementation, this study uses a qualitative research type. This research was conducted with a systematic literature review (SLR) research method which has an even and systematic nature by reviewing, analyzing and providing an assessment of the results of existing data, and the review process is carried out in thorough detail so that conclusions can be drawn. The results of this study indicate that curriculum changes occur due to a number of causal factors, including (1). The freedom of certain regions in the world from the domination of the colonialists. (2). The development of science and technology is very fast (3). Rapid growth with increasing population.

ENGINEERING CURRICULUM CHANGES IN HIGHER AND TERTIARY EDUCATION: A CASE OF ONE POLYTECHNIC COLLEGE IN ZIMBABWE

Whist there are abundant studies on the challenges of implementing curricular changes in schools, less information apparently appears to be available on the challenges of implementing the same in engineering at polytechnic colleges in Zimbabwe. To bridge this gap in knowledge, this study sought to analyse the challenges emanating from implementing curriculum changes in engineering at one polytechnic college in Zimbabwe. The aim was to determine how these challenges effected teaching and learning of engineering courses as well as suggesting strategies to enhance the same. The population in this study comprised of all the 107 lecturers in the department of engineering at Harare Polytechnic in Zimbabwe. The study employed the quantitative research methodology and adopted a descriptive survey design. It utilised stratified sampling to select a sample of 74 lecturers from the engineering department. The study utilised a questionnaire with both open-ended and closed-ended questions to gather data. The study revealed that the addition of non-core subjects in the engineering curriculum added more work to the detriment of the core subjects. Lack of lecturer consultation, resources and staff development were among the challenges cited as affecting the effectiveness of teaching and learning of the new engineering curriculum. The study recommends that there be stakeholder engagement and an evaluation of the impact of the intended engineering curriculum changes before their implementation to mitigate against the negative effects of such changes.

Predoctoral Curriculum Modifications in Caring for Patients With Special Health Care Needs

Recent changes to educational competency standards have been implemented by the Commission on Dental Accreditation (CODA) in preparing dental students to care for patients with special health care needs. A major emphasis includes those patients with intellectual and developmental disabilities. This article offers some broad suggestions to consider when implementing curriculum changes in dental schools.

Towards a New Pedagogical Model for the Teaching and Learning of Law: Some Appraisals from a Critical Perspective

Due to multiple critiques of traditional pedagogy and its impact on the education of legal professionals, some recommendations have been made which include adopting alternative pedagogical approaches, implementing curriculum changes, and introducing new didactic and evaluation strategies, among others. Nevertheless, it is appropriate to analyze whether these suggested changes are sufficient to overcome the traditional pedagogical model. This essay intends to examine the possibilities of a new pedagogical model for Law teaching and learning, taking into consideration elements such as exercising pedagogical authority and instructors’ capacity to reflect on their own praxis. Therefore, it is suggested that renovating the pedagogical model entails an integral approach that includes different dimensions, especially the epistemological and political ones before tackling formal or methodological aspects.

The perceived needs of teacher educators as they strive to implement curriculum change

ABSTRACT The focus of this study was to explore teacher educators’ experiences as they prepared preservice teachers to implement a new physical education curriculum, and to identify their professional needs to support this work. Individual interviews were conducted with 14 teacher educators who taught in a physical education teacher education (PETE) programme. Data were analysed in the spirit of grounded theory [Mordal-Moen & Green, 2014. Neither shaking nor stirring: A case study of reflexivity in Norwegian physical education teacher education. Sport, Education and Society, 19(4), 415–434]. Time to engage with curriculum, space to come together, leadership to manage the process, and opportunities to meet together in a professional capacity were identified as important for implementation of curriculum change in the PETE programme.

Harnessing the winds of change

ABSTRACT Emerging scholarship demonstrates that the curriculum can have a positive impact on student wellbeing. Indeed, a well-designed and delivered curriculum may serve a protective function, bolstering the wellbeing of students in the classroom when life outside is full of pressures and stressors. This is good news. It suggests that educators concerned about student wellbeing can make a positive difference by focusing on educational design principles and developing sound teaching practices. There are already a number of high-quality, web-based resources designed to assist educators in this task. One important issue yet to be explored concerns the barriers teachers experience in implementing curriculum change and how to overcome them. This article evaluates the effectiveness of a “Wellbeing in the Curriculum Tool” at an Australian law school. We argue that if we wish to improve law student wellbeing, the way that the message of change is delivered needs to be as enhancing of wellbeing as the content.

Developing the curriculum within an institution using a Change Academy approach: a process focus

ABSTRACT Institutional approaches to curriculum development often privilege outcome over process. This paper explores the use of an adapted Change Academy approach, originally developed for teams from different institutions, to supporting teams from different disciplines within the same institution. The approach was evaluated through analysis of the experience of members of four teams, with data collected through a survey, focus groups, and the reflections of facilitators. We argue that educational developers supporting curriculum development should pay as much attention to the process as the outcome, and that a well-designed Change Academy approach can be effective in implementing curriculum change across an institution.

STEM vs. Non-STEM Cultures in a R1 University

Science, technology, engineering, and math (STEM) academic departments are expected to promote cutting-edge education supported by rapidly changing curriculum. Despite perceptions and assumptions for embracing innovation, funding agencies continue to target major educational reform in STEM disciplines, suggesting a lack of success. Research suggests difficulty in implementing curriculum change may be due to a non-innovative organizational culture. We examined whether the organizational culture of STEM academic departments is less change-oriented than assumed, which might explain the constant need for overhauling curriculum. Findings have implications for future funding decisions, STEM departments, and pedagogy in the discipline.

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 clinical teaching teams deal with educational change: \u2018we just do it\u2019

BackgroundIn postgraduate medical education, program directors are in the lead of educational change within clinical teaching teams. As change is part of a social process, it is important to not only focus on the program director but take their other team members into account. The purpose of this study is to provide an in-depth insight into how clinical teaching teams manage and organize curriculum change processes, and implement curriculum change in daily practice.MethodsAn explorative qualitative semi-structured interview study was conducted between October 2016 and March 2017. A total of six clinical teaching teams (n = 6) participated in this study, i.e. one program director, one clinical staff member, and one trainee from each clinical teaching team (n = 18). Data were analysed and structured by means of thematic analysis.ResultsThe analysis yielded to five factors that positively impact change: shared commitment, reinvention, ownership, supportive structure and open culture. Factors that negatively impact change were: resistance, behaviour change, balance between different tasks, lack of involvement, lack of consensus, and unsafe culture and hierarchy. Overall, no clear change strategy could be recognized.ConclusionsInsight was gathered in factors facilitating and hindering the implementation of change. It seems particularly important for clinical teaching teams to be able to create a sense of ownership among all team members by making a proposed change valuable for their local context as well as to be capable of working together as a team. Cultural factors seem to be particularly relevant in a team’s ability to accomplish this.

Teacher agency: the effects of active and passive responses to curriculum change

Teacher agency is enacted when teachers attempt to control or influence curriculum in an effort to achieve their desired outcomes. This article presents the results of a longitudinal qualitative case study which explored teacher agency using the Triadic Reciprocity Framework Core Agency Concepts (TRFCAC) model. The current study identified teacher agency manifested in three ways—proactively, reactively and passively, as influenced by the many contextual factors (determinants) which affected teachers. Teacher effectiveness in implementing curriculum change was shown to be heavily dependent on school leadership, teacher relationships with leaders and colleagues, and school operational practices and school culture, as well as personal motivation. Collegiality and perceptions of trust increased the likelihood of proactive agency, whereas job intensity and constant curriculum change led to increased occurrences of reactive agency. Passive agency resulted from poor relationships with school leaders, personal reluctance to change curriculum or lack of knowledge of school procedures.

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.

South African teachers’ perspectives on support received in implementing curriculum changes

South African education has experienced significant curricular reform since the mid-1990s, but its implementation has not matched expectations. This study explores teachers’ perspectives on implementing these reforms in schools, with the aim of ascertaining the challenges they faced in the process, and the kind of support, guidance and professional development programmes they received from the Department of Basic Education to facilitate the changes. This article focuses on their experiences of the government-based Foundations for Learning Campaign in schools in the uThungulu district, KwaZulu-Natal, South Africa. Teachers from grades One to Six teaching languages and Mathematics were targeted, and a sample of 20 was purposefully selected. Using an interpretive qualitative research approach, data was collected by means of in-depth interviews, with open-ended questions, and classified by themes. The findings revealed that teachers felt inadequately provided with sustainable professional development programmes, and had minimal meaningful opportunities for classroom support, guidance and monitoring to assist in implementing the changes required. This small-scale investigation offers a stepping-stone for further analysis of assistance being offered to teachers across the country in times of curriculum reform, and thereby contributes towards preparing the ground for a new and integrated framework offering much-needed effective, systematic, ongoing professional development programmes that translate into improved teaching practice and learning success. Keywords: continuing professional development; curriculum implementation; curriculum reform; Foundations for Learning Campaign; monitoring; support

Teaching Note—Meeting the Demand for Behavioral Health Clinicians: Innovative Training Through the GLOBE Project

ABSTRACTThe national move toward integrated mental health and substance abuse service delivery has a significant impact on social work education and necessitates changes in how we train students. To address this need, the Global Leaders of Behavioral Health Education (GLOBE) training project was developed. GLOBE is a student training and stipend program that prepares students for clinical behavioral health practice in integrated care. This teaching note describes GLOBE, reports challenges encountered in its implementation, and provides strategies for overcoming them. The challenges include assigning students to grant-compliant field placements, engaging other health care professionals in the educational efforts, and implementing curriculum changes. Suggestions for social work program administrators interested in integrated care training are provided.

Medical Students’ Perspectives on Implementing Curriculum Change at One Institution

Training physicians to be effective practitioners throughout their careers begins in undergraduate medical education with particular focus on self-directed inquiry, professional and interprofessional development, and competency-based assessment. A select number of medical schools are restructuring their curricula by placing the student at the center of content delivery to enhance the learning experience. While this restructuring may benefit the adult learner, administrators often make assumptions about how students will perceive and respond to such innovative and unfamiliar educational concepts. This can create a disconnect between students and their curriculum. Administrative mindfulness of student experiences is needed to ensure successful implementation of curricular change, facilitate the transition from old to new modalities, and train competent physician graduates.Vanderbilt University School of Medicine (VUSM) recently completed a curriculum update, and student representatives have been essential participants in the transition, from the earliest stages in preplanning to rapid-cycle feedback as the curriculum runs. Two of the authors are members of VUSM's Student Curriculum Committee, which facilitates gathering and relaying student feedback to the administration. Drawing from their experiences, five specific considerations to address and manage when implementing student-centered curricular change are presented: (1) Communicate the rationale, (2) acknowledge anxiety, (3) adjust extracurricular leadership roles, (4) manage "The Bulge" of learners in the clinical environment, and (5) foster ongoing collaboration of students and administrators. For each consideration, examples and proposed solutions are provided.

Twelve Tips to implement Curriculum Changes in times of Economic Austerity.

This article was migrated. The article was marked as recommended. Curriculum change is a recurring challenge facing most educational teams. Economic austerity has an impact on these processes in that clinical workloads increase and additional funds to drive curriculum change are lacking. We faced significant challenges having to implement substantial changes to the Year 3 and 4 undergraduate curricula in a large teaching hospital in the United Kingdom. The changes are now implemented successfully and we have taken the opportunity to identify factors that allowed us to drive change and achieve our aims. Much has been written about curriculum change as an academic challenge but comparatively little is known about how to drive such change on the ground and strategies to drive curriculum change during times of ongoing financial austerity are lacking. Here, we reflect on our experience and provide tips for educational teams on how to turn change into an opportunity, despite economic austerity and ever-increasing clinical workload.