Including Curriculum Development Research Articles

Peran Kurikulum dalam Pembelajaran PKN di Sekolah Dasar

Citizenship Education (PKN) is one of the important subjects in elementary school (SD) which aims to form citizens who are intelligent, think critically and care about the nation and state. The role of the curriculum in PKN learning is very important, because the curriculum determines what is taught, how it is taught, and how learning outcomes are evaluated. This article discusses the role of the curriculum in PKN learning in elementary schools, including curriculum development, teaching, and evaluation of learning outcomes. Apart from that, this article also reviews some of the recent changes in the PKN curriculum in elementary schools and their impact on learning.

Medical schools as cisgendered organizations

Organizations and their practices contribute to the marginalization of transgender and gender diverse (TGD) populations by rewarding gender normativity and punishing gender transgression. The present study draws on data gleaned from four focus groups completed in 2023 with a total of 19 participants to explore TGD U.S. medical students’ perceptions of TGD content inclusion in their medical school curricula. Using abductive analysis, I argue that curricular oversights which omit socio-political contexts regarding TGD health and healthcare, as well as continued pathologization of TGD communities and people, contribute to a hostile learning environment for TGD medical students and residents. I conceptualize medical schools as cisgendered organizations where inequities devaluing TGD people and experiences are embedded in the organizational structure, including curriculum development and implementation. I provide recommendations for medical schools and stakeholders to align their formal, informal, and hidden curricula through practical means (e.g., incorporating TGD standardized patients throughout) and structural means (e.g. hiring and supporting TGD faculty across disciplines to assist with curriculum development and training), and argue for governing bodies to push back against legislative restriction and criminalization of TGD medical care.

Leadership Strategies of School Principals in Enhancing Quality Education in the Era Of Freedom to Learn

As a leader, the school principal faces significant challenges in developing school quality standards. The principal must plan appropriate programs and strategies to improve the quality of the school, achieve academic excellence, and produce graduates ready to compete globally. The aim of this research is to describe (1) the strategies implemented by the school principal in enhancing school quality, (2) the impact of the implementation of these programs and strategies, and (3) the supporting and hindering factors in their implementation. This research adopts a field study approach with a qualitative and descriptive methodology, employing interview techniques, observations, and document analysis. The primary informants for this research are school principals and teaching staff. The research findings indicate that the programs implemented by the school principal to enhance school quality include curriculum development, improvement of teacher quality, focus on student needs, and enhancement of school facilities. The strategies implemented by the school principal have proven successful and have a positive impact on raising school standards. The implementation of these programs and strategies is tailored to the specific needs of the school. The positive impact of the programs and the leadership of the school principal is reflected in the achieved excellence, both academically and extracurricularly. Factors supporting the school's success have been effectively managed by the school principal.

전공교육과정 질 관리를 위한 인증평가 루브릭 개발 연구

This study attempted to present a standard manual through the case of University A that can be applied when domestic universities want to improve or upgrade the rubric, which is the evaluation standard for curriculum certification evaluation, more than 10 years after conducting their own curriculum certification evaluation to manage and improve the quality of major curriculum. To this end, a rubric draft was first developed by revising and supplementing the evaluation criteria based on the results of analyzing related literature research and analyzing cases of major domestic universities that introduced curriculum certification evaluation through the advice of experts(N=3) in the curriculum . The draft rubric developed in this way verified the validity and feasibility of research results through a meeting with a modified Delphi survey(N=10) and a practitioner in charge of major curriculum certification evaluation(N=5) for experts in the field of education who have conducted research related to curriculum evaluation and curriculum evaluation. The results are as follows. First, evaluation criteria were developed to systematically evaluate the entire course of the major curriculum, including curriculum development, support, operation, performance, and improvement. Second, the evaluation criteria developed in this way were designed with a total of 3 items and 19 evaluation criteria, and an evaluation criterion with a content validity(CVI) of 0.80 or more was developed. Third, based on the results of the curriculum certification evaluation using this rubric, a feedback system was proposed to strengthen the quality of major education by establishing a continuous curriculum quality management system. It is expected that these findings will help improve the quality of the curriculum and operate a substantial curriculum.

EVALUATION OF THE CRITICAL THINKING SKILLS OF SECONDARY SCHOOL STUDENTS IN SAUDI ARABIA

The present study examined critical thinking (CT) and its importance in Saudi secondary education. The sample included upper-secondary students and teachers in Riyadh, Saudi Arabia's capital and largest city. Qualitative and quantitative methods were used to study students' CT skill development, barriers to growth, instructors' views on CT advancement, and students' views on their CT skills. The study examines secondary school students' critical thinking development and impediments. It also examined teachers' perceptions of their students' progress in CT. The research collected quantitative data from 374 questionnaires and qualitative data from eight interviews. SPSS performed regression analysis on survey quantitative data. A thematic analysis was employed to evaluate qualitative interview data. The quantitative findings from the surveys revealed uneven CT skills. The findings also showed that gender, Grade Point Average (GPA) and family background affect CT. The qualitative findings from the interviews with the teachers stressed the importance of collaborative programming and active student engagement in classroom activities to foster CT. Bullying and peer pressure hindered autonomous and CT, making it difficult for instructors to motivate and support students. The findings emphasised the importance of teachers in creating a safe learning environment and encouraging analytical thinking. Recommendations for improving CT in Saudi secondary education were proposed addressing several critical aspects of CT advancement, including curriculum development, teacher training, parental involvement, government-led extracurricular learning, teacher-student interactions, and gender equality in CT advancement. This study could help Saudi students develop CT skills to meet the challenges of the modern world. Keywords: critical thinking (CT), mixed-methods research, Saudi Arabia, secondary education, teacher-student interaction

Integrating Jiang Han Ping Yuan Shadow Puppetry into Education for Cultural Protection and Literacy Development

Jiang Han Ping Yuan Shadow Puppetry, a traditional Chinese performing art rooted in Hubei Province’s cultural heritage, embodies intricate shadow play, music, and storytelling. This research aims to explore the efficacy of integrating Jiang Han Ping Yuan Shadow Puppetry into education for cultural protection and literacy development among students. Conducted in Qianjiang City, the birthplace of Jiang Han Ping Yuan Shadow Puppetry, the study employs a multidisciplinary approach, drawing on ethnomusicology, historical theory, and the anthropology of music. Two key informants, selected for their expertise and local cultural ties, provide insights into the historical development, artistic characteristics, and cultural resilience of this shadow puppetry. Through a meticulous analysis of historical aspects, artistic features, props, and cultural practices, the research uncovers the rich tapestry of Jiang Han Ping Yuan Shadow Puppetry. Findings suggest that despite challenges such as declining popularity and economic factors, the art form has persisted, showcasing adaptability through reforms and innovations. Recommendations include curriculum development, community engagement, and awareness initiatives to strengthen the role of Jiang Han Ping Yuan Shadow Puppetry in literacy programs and cultural preservation.

Enhancing music education in the Peruvian Amazon: a call for urgent action

This study focuses on music education in the Peruvian educational system, specifically in the Alto Amazonas region. Through qualitative research methods such as participant observation, video recordings, documentary analysis and questionnaires, the study assesses the state of music education and music teacher education, evaluates the musical training of individuals in jungle populations, and explores strategies for preserving Amazonian folklore. The findings reveal a lack of emphasis on music in the curriculum, inadequate teacher training, and a need to protect and revitalize folklore. Recommendations are made to address these issues, including curriculum development, teacher training, and revitalization of traditional music in classrooms. The study emphasizes the importance of integrating music into various subjects, increasing access to university music courses, conducting research, and supporting ethnomusicological studies. Urgent action is urged to improve music education, preserve cultural heritage, and provide comprehensive musical education for students in the Peruvian Amazon.

THE BALANCED SCORECARD ASSESSMENT FOR PUBLIC UNIVERSITY MANAGEMENT

The objective of this study is to conduct an analysis of a public university utilising the Balanced Scorecard framework. The purpose of conducting this study is to evaluate the performance of the university using a strategic management framework that incorporates four key perspectives: Financial, Customer (Student), Internal Processes, and Learning and Growth. The methodology utilised include the collection of primary and secondary data from the public university. The study emphasises the significance of proficiently managing resources, achieving a balance between endowment performance and return on investment, and securing the institution's long-term sustainability within the Financial Perspective. The importance of attaining high levels of student satisfaction and retention rates is emphasised in the context of the Customer (Student) Perspective. The Internal Processes Perspective places significant emphasis on the necessity of maintaining a harmonious among several aspects, including curriculum development, faculty productivity, operational efficiency, and quality assurance. The Learning and Growth Perspective highlights the institution's dedication to achieving high academic standards, fostering adaptation, and promoting innovation. The implementation of strategic management practises, such as the balanced scorecard, within public universities has been found to have a positive impact on their overall academic performance and success. KEYWORDS: Public University, Strategic Management, Balanced Scorecard

School management in early education centers in Ecuador

Introduction. Early Education Centers in Ecuador play a crucial role in providing quality education to children from 0 to 5 years of age, offering a range of services, including early childhood care, education, and nutrition, to ensure the comprehensive development of children. Effective school management is crucial to successful operation, involving the coordination and integration of various aspects of the center, including curriculum development, teacher training, assessment, and evaluation. Some challenges include poverty, malnutrition, limited access to resources, and inadequate infrastructure. However, the education provided in Ecuador's Early Education Centers ensures that all children have access to quality education, regardless of their socioeconomic background. Objective. Studying the impact of school management in early childhood education centers in Ecuador. Methodology. The methodology for conducting literature review research involves analyzing, synthesizing, and critically evaluating the existing literature on school management in schools. Below I provide a basic structure for describing the methodology of a literature review study: a. Define the scope and objectives. b. Selection of databases and sources of information. c. Inclusion and exclusion criteria. d. Search strategy, selection, and extraction of data. e. Analysis and synthesis of data. f. Presentation of results. g. Conclusions and recommendations. h. Bibliography. Results. The following results are presented: 1. Leadership and vision in school management. 2. Staffing and professional development. 4. Student assessment and evaluation. 5. Parent and community involvement. 6. Budgeting and resource management. Integration of technology in school management. 7. Legal and ethical aspects of school management. Conclusion. Effective school management is crucial to the success of early childhood education centers in Ecuador. The people who lead these institutions must develop an unclouded vision, set goals and objectives, and foster a positive school culture. This requires resources such as curriculum, staffing and professional development, student assessment and evaluation, parent and community involvement, budget and resource management, technology integration, and legal and ethical issues are important aspects of school management that must be addressed. General area of study: Education. Specific Area of Study: School management.

Determining the Roles of School Management Teams in Fostering Entrepreneurship among Learners

This study explored the roles of School Management Teams (SMTs) in fostering entrepreneurship education among learners. Entrepreneurship is recognised as a vital driver of economic growth, innovation, and job creation, making it increasingly necessary to cultivate an entrepreneurial mindset and skill set in learners. SMTs, comprising school administrators, teachers, parents and community representatives, are pivotal in shaping and developing the entrepreneurial potential of students. However, little research has focused specifically on the roles of SMTs in this domain. The study applied a Systematic Literature Review, where 2518 papers were reviewed from academic databases and other research sources, including SAGE, Wiley, Elsevier, and Inderscience, to find pertinent studies published in peer-reviewed journals, conference proceedings, and reports. Two main themes emerged from the analysis: (1) Current roles of SMTs in fostering entrepreneurship among learners, including curriculum development, resource allocation, teacher professional development, community engagement, learner support and guidance, evaluation and assessment, and policy development; and (2) Advising roles of SMTs to foster entrepreneurship in learners, encompassing individual student guidance, group mentoring, career counselling, connecting students with resources, monitoring progress, and celebrating success. Recommendations include strengthening collaboration and networking, providing continuous professional development for SMT members, integrating entrepreneurship education into the curriculum, establishing school support structures, implementing effective evaluation and assessment mechanisms, and engaging in policy advocacy. By implementing these recommendations, SMTs could enhance their roles in fostering entrepreneurship among learners, creating a supportive and conducive ecosystem that nurtures and develops entrepreneurial attitudes and competencies.

THE FACTORS AFFECTING EMPLOYEE RETENTION

Employee retention is a key success factor for organizations worldwide. Human resource management issues include curriculum development, employee capacity building, and lifelong learning. This manuscript proposes a conceptual framework for defining the relationship among curriculum development, employee capacity building, lifelong learning, career development, career success, and employee retention in the ACLEDA banking sector. Thus, this manuscript aims to determine the possibility of enhancing employee retention for employees in the banking sector in the ACLEDA bank sectors through curriculum development, employee capacity building, lifelong learning, career development, and career success opportunities granted to them by the organization. From this point of view, the service organization’s ability to retain talented employees and the low turnover rate can cause great inconvenience to the organization. The purposive sampling technique applies to collect data for this study. The research design for the current study is quantitative, with 453 participants. Item-Objective Congruence and Cronbach’s Alpha were employed to validate the constructs. Then, Confirmatory Factor Analysis (CFA) was used to verify convenient and discriminant validity and goodness of fit indices. The Structural Equation Modeling (SEM) was carried out to test the relationship among variables. The results of this paper examine the relationship among curriculum development, employee capacity building, lifelong learning, career development, and career success as critical factors affecting employee retention in the banking sector in Cambodia. The results of SEM indicated that curriculum development, employee capacity building, lifelong learning, career development, and career success as critical factors regarding the organization’s ability to retain its employees.

A Human Resource Development Strategies in Enhancing the Welfare of As-Sunnah Deli Serdang Islamic Higher Education Institution in North Sumatra

This study analyzes human resource management development strategies to improve the welfare of Human Resources (SDI) in STAI As-Sunnah. The results of this study show strategies that can be applied, including curriculum development, teacher quality improvement, strategic partnerships, infrastructure improvements, and academic mentoring programs. The results of this study provide recommendations to improve the welfare of SDI in STAI As-Sunnah and provide direction for decision-makers and related parties in the development of more effective and sustainable human resource management. In this study, conclusions will also be drawn based on the results of the study, including human resource management development strategies, utilization of internal strengths and external opportunities, overcoming internal weaknesses, and handling external threats. The purpose of this study is to provide recommendations that can help STAI As-Sunnah in improving the welfare of SDI so that they can get quality education and support the development of their potential optimally.

A Human Resource Development Strategies in Enhancing the Welfare of As-Sunnah Deli Serdang Islamic Higher Education Institution in North Sumatra

This study analyzes human resource management development strategies to improve the welfare of Human Resources (SDI) in STAI As-Sunnah. The results of this study show strategies that can be applied, including curriculum development, teacher quality improvement, strategic partnerships, infrastructure improvements, and academic mentoring programs. The results of this study provide recommendations to improve the welfare of SDI in STAI As-Sunnah and provide direction for decision-makers and related parties in the development of more effective and sustainable human resource management. In this study, conclusions will also be drawn based on the results of the study, including human resource management development strategies, utilization of internal strengths and external opportunities, overcoming internal weaknesses, and handling external threats. The purpose of this study is to provide recommendations that can help STAI As-Sunnah in improving the welfare of SDI so that they can get quality education and support the development of their potential optimally.

Peran Kepemimpinan dalam Pengembangan Kualitas Sumber Daya Manusia pada Era Revolusi 4.0 (Studi pada Sekolah Menengah Kejuruan Negeri 1 Kota Jambi)

Management of Human Resources (HR) during the industrial revolution 4.0 is now a must for an organization to develop. Utilization of advances in information technology is one of the success factors of an organization in achieving a goal and is influenced by HR which is the driving force of various resources within an organization. Since the Covid-19 pandemic hit the world which required schools to make changes in the learning system, Jambi City Vocational School 1 has several programs in human resource development during the pandemic, including curriculum development using the blended learning method, learning using learning platforms, Learning Management System (LMS), integrated curriculum, and video conferencing. Based on the existing problems, the role of leadership in schools is expected to be able to improve the quality of human resources during the industrial revolution 4.0 at SMKN 1 Jambi City.

Strengthening Junior High School Members in Maros Regency in Supporting Adiwiyata Schools

Maros Regency as an area that often receives Adipura award certificates should have schools that are also capable of achieving the Adiwiyata school title, a program that collaborates education with the environment. However, according to partners, out of 76 junior high schools in Maros Regency, only 5 have received this award. Starting from this, a team of lecturers from the Mathematics, Statistics, and Environmental Engineering study programs in collaboration with the Center for Development and Control of the Sulawesi and Maluku Ecoregions held training and mentoring activities for junior high schools in Maros Regency so that they were able to get the adiwiyata school title. Several aspects of the adiwiyata school assessment include curriculum development and environment-based learning, in this case specifically for mathematics. Organize the management of land, facilities and infrastructure in the environment around the school, in order to create an atmosphere that contributes to the formation of the character of students who are environmentally sound, build an extra-curricular climate that can contribute to environmental conservation, provide creativity and innovation for school residents in environmental protection and management efforts. The target audience for this service are students, teachers, and the junior high school environment in Maros Regency. The training activities was take place at SMP Negeri 16 Mandai, Maros Regency. The methods used include lectures, FGDs accompanied by demonstrations/practices, as well as monitoring and evaluation in class.

Towards water literacy: an interdisciplinary analysis of standards for teaching and learning about humans and Water

Water is critical to sustain human existence. Water literacy involves understanding the interactions within and between natural and human dimensions of water systems to support informed decision-making, an important outcome for learners of all ages. It is therefore critical to foster water literacy in today’s global citizens, particularly through formal education. The purpose of this study, in tandem with a parallel study focusing on natural dimensions of water systems (Mostacedo-Marasovic et al., in press), is to examine water-related K-12 standards for teaching and learning about human dimensions of water systems to develop a comprehensive and transdisciplinary perspective on water education. Our overarching question is, “What do disciplinary standards specify as outcomes for students’ learning about water and humans?”. Our research questions are: i) “To what extent do these water-related standards address recognized domains of learning?” and ii) “What thematic outcomes for students’ learning are apparent across grades in these water-related standards?”. We use chi-square statistics and a conventional qualitative content analysis method complemented by processes from grounded theory to analyze water-related education standards (N = 341) from 12 education-oriented, governmental and non-governmental organizations based in the United States. Our results indicate that first, water-related standards emphasize the cognitive domain, including declarative and procedural knowledge. The affective domain and its social and emotional components are much less prevalent. Second, the water-related standards illustrate five categories which encompass human dimensions of water spanning K-12 grade bands, including human settlements; the nexus between water, food, and energy; public health; impacts of human activities on water quality and quantity; and water resources management. Overall, the study contributes to a more holistic and comprehensive perspective of water and human systems that can help inform teaching and learning to cultivate water literacy, including curriculum development and classroom pedagogy.

Demonstrating Your Work: A Guide to Educators' Portfolios for Graduate Medical Educators.

Demonstrating Your Work: A Guide to Educators' Portfolios for Graduate Medical Educators.

Faculty development: What do we know about barriers, enablers, and satisfaction levels among African oncology faculty?

11023 Background: Faculty development (FD) programs and initiatives have been shown to improve teaching, learning, and overall satisfaction levels of academic faculty. However, these benefits are not fully realized in resource constrained settings like those found in some Sub-Saharan African academic institutions, that often face many FD challenges. Improving FD activities in the region may enhance the capacity of oncology faculty to address these challenges. We sought to examine African oncology faculty’s satisfaction and the perceived enablers and barriers with current FD opportunities. Methods: We randomly surveyed oncology faculty ( n = 21) through the African Organization for Research and Training in Cancer (AORTIC) listserv and conducted semi-structured interviews with nine ( n = 9) faculty involved in African oncology training programs to ascertain their perspectives on faculty development activities including curriculum development, teaching, and learning. All survey respondents and interview participants are current members of the AORTIC. Descriptive and inferential statistical techniques, and thematic analysis were used to analyze the survey and interview data respectively. Results: Interim survey results revealed that 64% of academic oncology faculty believe that there are barriers to their FD at their current academic institutions. Barriers cited for FD from the interviews include the competitive nature of FD courses and programs, limited online learning opportunities, poor internet access, time constraints, language barriers, and high costs associated with FD activities. A significant minority of the survey respondents (43%) were dissatisfied with their overall FD. Access to curriculum development opportunities (χ2 = 10.97, p = 0.001) and longer duration of practice (χ2 = 7.9, p = 0.019) were significantly associated with an increased overall satisfaction with FD of oncology faculty. Themes emerging from the interviews also revealed that participants believe that addressing issues relating to access to local institutional support and opportunities including funding, reduced fees for individuals from low- and middle-income countries, getting time off work from local institution, and availability of online FD education will enable them to increase their participation in FD activities. Conclusions: A considerable number of African oncologists face many FD challenges and are therefore dissatisfied with the current state of their FD. Incorporating the recommendations offered by participants into faculty development planning activities may improve faculty satisfaction levels, remove barriers, and improve outcomes for learners. Also, the finding that access to curriculum development opportunities leads to increased levels of satisfaction with FD could guide FD for faculty in African oncology training programs.

Wheelchair service provision education for healthcare professional students, healthcare personnel and educators across low- to high-resourced settings: a scoping review protocol

Purpose Appropriate wheelchair provision is necessary for addressing participation barriers experienced by individuals with mobility impairments. Health care professionals involved in the wheelchair service provision process require a specific set of skills and knowledge to enable wheelchair use that meets individual posture, mobility and daily living requirements. However, inconsistencies exist in academic programmes globally about providing comprehensive education and training programmes. The planned scoping review aims to review and synthesize the global literature on wheelchair service provision education for healthcare professional students, healthcare personnel and educators offered by universities, organizations and industries. Methods This scoping review will be guided by the Joanna Briggs Institute (JBI) methodological framework. Comprehensive literature searches will be conducted on various global electronic databases on health to seek out how wheelchair service provision education is organized, integrated, implemented and evaluated. Two independent reviewers will perform eligibility decisions and key data extractions. Data from selected studies will be extracted and analysed using conventional content analysis. Information related to wheelchair service provision education including curriculum development, content, teaching methods, evaluation and models of integration will be synthesized. Implications and dissemination The planned scoping review will be the first to examine all aspects of wheelchair service provision education across professionals, settings and countries. We anticipate that results will inform the content of a Wheelchair Educators’ Package, and if appropriate, a follow-up systematic review. An article reporting the results of the scoping review will be submitted for publication to a scientific journal. Implications for Rehabilitation A comprehensive examination of wheelchair service provision education could help develop strategies to address the unmet need for wheelchair services globally. Findings for this review will facilitate the planning and development of an evidence-based education package that could bridge the existing knowledge gaps related to safe and effective wheelchair service provision among health professionals involved. This review will also inform the potential barriers and enablers for effective integration and implementation of wheelchair service provision education worldwide.

Faculty Development: Roles and Competences for Educators of Undergraduate Dental Students

Fakültelerin geliştirilmesi; değişen öğrenim ve eğitim modelleri, mesleki uygulamalar ve materyallerdeki sürekli gelişimin sonucu olarak kaçınılmazdır. Dental eğitmenler lisans diş hekimliği eğitimine destek sağlayan önemli kişilerdir. Eğitim ve öğretim başta olmak üzere, müfredat geliştirme gibi birçok görev ve sorumluluğu üstlenirler. Bu makalede günümüz diş hekimliği fakülteleri için dental eğitmenin görevleri ve iyi bir eğitmen olabilmeleri için gereken yeterlikleri ile temel müfredat geliştirme aşamaları sunulmaktadır. Uzmanlık, doktora veya öğretim üyesi ünvanlarını almak, kendiliğinden eğitim becerilerinin kazanılmasını sağlamaz. Eğitmenler; sadece kendi öğretmenlerinin geçmişte kullandıkları yöntemlere inandıklarında, eğitim gelişemeyecektir. Eğitimle ilgili yeterliklerin öğrenilmesi ve geliştirilmesi gerekir. Eğitmenlerin sadece öğretme, öğrenme, değerlendirme gibi mikro düzeydeki değil, müfredat gelişimi, kurum, sağlık sistemi gibi alanlarda makro düzeydeki eğitim yeterliklerine de ihtiyaçları vardır. Anahtar Kelimeler: Diş hekimliği eğitimi, fakültenin geliştirilmesi, eğitmen yeterlikleri, eğitmen görevleri