Curriculum Instruction Research Articles

The Innovation of Bachelor Geographical Pedagogical Curriculum: an Approach from Geography General Education, 2018ter 2018 in Vietnam

The purpose of this study is to point out the significant improvements of the Geography Education Curriculum 2018 compared to the 2006 ones in Vietnam. The research result is the analysis of Geography Education Curriculum improvements with scientific bases to explain them. To achieve this goal, theoretical research, practical experience summarization, consulting with experts to design geographic education programs are the main used methods. Research results contribute to the training and retraining of Geography teachers to meet the requirements of Vietnamese Geography Education innovation. Besides, it directs the improvement of training geography teacher-student curriculum.

Børn i udsatte positioner i implementeringen af Den styrkede pædagogiske læreplan

The strengthened pedagogical curriculum is by various parties presented as a movement away from a narrow focus on educational output with measurements of children’s progress and capabilities. Because of this, accompanying legal frameworks contains a distancing to criticized time-consuming documentation requirements set for day care professionals’ work. However, before as well as after the legislative change, municipal administrations of day care have an obligation to secure measures towards children in vulnerable positions. In this study, we examine the implementation of the strengthened pedagogical curriculum in four municipalities, with a focus on municipal decisions in regards to children in vulnerable positions. The main conclusion is that all municipalities choose to maintain tools to measure and describe all children’s learning and progress, and that this is done with reference to children in vulnerable positions. The study discusses a basic pedagogical dilemma between, on the one hand, making individual children’s challenges visible – and thus risking that children will be met by focus at their deficiency. And, on the other hand, refraining from pointing out challenges – and, because of that, risking that special needs will not be met and competencies needed in school and life will not be sufficiently developed.

Integrating STEM into the Formal and Instructional Curriculum to Support Machine Construction Design

The design of machine construction is one of the subjects that often becomes a stumbling block for students of the Mechanical Engineering Education Study Program to graduate on time. Many factors cause it, including the weakness of students using STEM content in designing machine construction and the lack of contextual learning strategies for STEM-loaded courses with machine construction design tasks. This qualitative study aims to (1) identify the STEM content of the Scientific and Expertise Subject group, (2) describe the pattern of integrating STEM content in the formal and instructional curriculum, and (3) describe the learning pattern of the STEM content course. Research data were collected through document analysis, semi-open questionnaires, and FGD. The results showed (1) identified 15 scientific and skill courses containing STEM content that supported the work on machine construction design tasks, (2) integration of STEM-loaded courses in the formal curriculum was carried out by structuring their presentation before or at the same time as the presentation of the Mechanical Construction Design Course, being in the instructional curriculum is carried out by integrating learning experiences related to the design of machine construction in Lecture Event Unit, and (3) the learning pattern of courses containing STEM content should be carried out using a problem-based learning model where the problems are directly related to and or taken from machine construction design tasks.

Pre-Examination Study Preparation and Its Effect on the Summative Test Score in General Mathematics of Grade 11 Senior High School Students of Dr. Carlos S. Lanting College

Examination weeks are the peaks of an academic year. The paper-and-pen test determines whether the learners are able to attain the specific educational standards set by the pedagogical curriculum they follow. The study wants to determine the pre-examination study preparation and its effect on the summative test score in general mathematics of grade 11 senior high school students of Dr. Carlos S. Lanting College. This study centers on two factors, the frequency and strategy of the student used on their pre-examination preparation. The descriptive and quantitative method of research is used in this study. As a results and conclusions in terms of pre- examination frequency, majority of the grade 11 senior high school students allotted one day (69.30%) before the examination 30 minutes to one hour (52.60%) as review time. The most preferred pre-examination study strategy of the respondents is rereading their textbooks and/or lecture notes (3.37 frequently). There is no significant positive correlation between the pre-examination study frequency and the summative test results, there is a significant positive correlation between Tracks and the summative test results and between the study strategy (rereading textbooks/lecture notes, and seeking assistance to parents) and the summative test results of the Grade 11 senior high school students of Dr. Carlos S. Lanting College. Lastly, avoid cramming, students spend at least three days of review before the examination for a better learning in a well managed time and engage their selves to the most significant favored review strategies that will give an impressive test results.

Learning to teach and play futsal using digital tablets: What knowledge do sports science students mobilize?

Abstract There is little research on the knowledge mobilized by sports science students when they learn to play a sport by learning to teach it. This study focuses on the benefits of using digital tablets to foster this learning during a university teaching module in futsal with students in the second year of a sports science bachelor’s degree. We compare the knowledge mobilized by these students during self-confrontation interviews (based on video recordings of the sessions), game situations, reciprocal coaching and debates of ideas. We then identify the nature of this knowledge and the strategies for its mobilization in context using a framework mainly based on didactics in physical education (Amade-Escot, 2006; Armour, 2011) and on pedagogical content knowledge studies (Shulman, 1986). The students were divided into two experimental conditions following the same pedagogical curriculum. The students in condition 1 used digital tablets to film themselves, tag videos and discuss the recordings. The students in condition 2 did not use tablets. The interviews were conducted twice during the teaching module: first during period 1 (beginning of the module) and then during period 2 (end of the module). The results show that students in condition 1 were more likely to mobilize shared knowledge, make decisions through cooperation and even devolve the construction of tactical reasoning and knowledge by their peers following the didactic approach of the faculty teacher as early as period 1. This promoted access to the construction and meaning of teaching and learning content. These results are discussed in light of the current challenges within educational systems and of the joint development of interactional skills for learning to cooperate and even to teach.

Cross‐national comparisons of inquiry learning in secondary geography curricula

AbstractInternationally, there is a clear turn towards inquiry as a core approach to learning secondary school geography. This research critically compares how inquiry learning is expressed and justified in six jurisdictions (Australia, China, England, Hong Kong, Singapore, USA). Through content analysis of national curriculum documents, we found that most of the jurisdictions have placed inquiry prominently in their curriculum. Despite national variations, inquiry is justified as a desirable pedagogy to develop conceptual understanding, build disciplinary knowledge and enable students to assess knowledge claims. An inquiry‐rich curriculum in school geography promises to recalibrate the balance between how existing knowledge of geography is valued and taught and how the skills of geographical inquiry can be integrated to expand students’ experiences of building knowledge. This research addresses a research gap on powerful pedagogies like inquiry in the intended curriculum. We argue that pedagogy needs to be examined in tandem with knowledge in curriculum analyses because enabling students to access knowledge and developing their capacities to inquire are intricately linked. We further argue that ideas about knowledge and pedagogy in curriculum are context‐dependent, necessitating an understanding of jurisdictional influences on curriculum.

A Review of the Evidence on Tier 1 Instruction for Readers With Dyslexia

ABSTRACTIn this article, I provide an examination of research evidence concerning the effects of classroom instruction (Tier 1) for students with dyslexia and other reading problems. I discuss the suitability and limitations of different types of research evidence that may be used to determine how best to support the learning of these students in the classroom (e.g., studies of the effects of classroom instruction on average reading achievement, studies of special interventions for students with reading problems). I then examine research on the impact on learning of amount of classroom instruction, the curriculum or content of classroom instruction, and the quality of classroom instruction. Because the preponderance of research has focused on what needs to be taught to students to improve their reading achievement, in that portion of the review, I focus on the results of 32 meta‐analyses rather than individual studies. These meta‐analyses addressed a wide range of topics, including phonemic awareness, decoding, oral reading fluency, reading comprehension strategies, writing, and various aspects of language and text structure. Finally, I provide a best estimate of beneficial approaches to classroom instruction for students with dyslexia and identify gaps and limitations in this evidentiary base.

Technology as an Elixir to the Future of Education: Impact on the Traditional Modes of Teaching

Purpose: In the globally competitive 21st century, one has to be technically literate, able to use technology with much ease. Technology has revolutionized the field of education while automating manual tasks. With the implementation of computers, the task of the teachers is made easier not only in the process of imparting knowledge, but also in the grading and assessment process. As education is a process of social development, there is always a platform to bring about change through educational reforms like curriculum pedagogy, online or digital education, compulsory and high-quality education along with organizing learning programme for teachers that are considered essential and are prioritized with the support of the government. And without doubts its implementation leads to greater effectiveness and efficiency. Technology is an elixir that connects parents and guardians with educational institutions. In this process, innovative pedagogy is implemented with the redesigning of the classrooms. This paper aims to explore the discrepancies causing hurdles in the effective imparting of knowledge through online instruction. The implication of the research conducted focuses on identifying and labelling positive and negative factors, that is not a prominent part of the mainstream mechanism of education but have a draconian impact on it. Design/Methodology/Approach: The researcher conducted a survey with a designed questionnaire seeking feedback from teachers about their online mode experience during the COVID 19 pandemic. Findings/Result: Teachers lack the necessary training and tools to effectively deliver lectures. Social backgrounds, home environment, mental wellbeing, inaccessibility with regard to materials and methodologies also poses a problem. Originality/Value: Based on the survey conducted it is argued that there is a need of a hand-holding mentor facilitating self-motivation in students. Students lack time management skills, ability to use their potentials, think on their own, develop personal and interpersonal skills to solve difficult, challenging problems and collude effectively. Paper Type: It’s empirical research.

Effectiveness of an Education Program on Nurses’ Practices toward Some Sterilization Techniques at Emergency Department in Al-Diwaniya Teaching Hospital

Sterilization procedures is an essential clinical competency in health care to minimize visibility of hospital staff, guests, patients, and their visitors, follow both of these grooming instructions. incorporate infectious control and outbreak detection techniques across all healthcare systems Since one of the main factors for medical services is the prevention of infectious infections, the health care team must consider infection management and infection control as well. in order to deter the transmission of microorganisms, process involves all hands-use, safety clothing (gowns, masks), and adequate waste disposal.the aim of this research is to evaluate nursing’s sterilization techniques. The preliminary pre-experimental architecture was put in place in place in Al-Dani Teaching Hospital for the duration of the timeframe from (17 September, 2020 to 16 March, 2021) on non-probability sampling of 30 Emergency department staff.The analysis showed major changes in the application of sterile domains from before the evaluation (pvalue=0.0001). The researcher found that emergency department nurses did not use appropriate sterilization techniques prior to the introduction of an instructional curriculum, yet after the application, they demonstrated high quality toward the use of sterilization techniques Facilities and medical equipment are urged to develop their awareness and sterilization procedures in the ED; it also, emergency nurses with additional experience are invited to join

Haircut Practice Curriculum Instruction based on Vygotsky Educational Theory

Haircut Practice Curriculum Instruction based on Vygotsky Educational Theory

Integrating a Brain-Compatible Curriculum into a Higher Education Dance Major

ABSTRACT In the fall of 2012, the University of Tampa dance program proposed its first dance major. The vision was to build a unique curriculum that would strengthen our approach to teacher training and offer the tools to teach a wide variety of populations. Much of the inspiration for this approach came from our training with Anne Green Gilbert, the creator of Brain-Compatible Dance Education (BCDE). This framework provided the impetus for the development of our comprehensive and specialized pedagogical curriculum. These holistic approaches develop students into skilled technicians, critical thinkers, collaborators, and creators. Although the initial curriculum was challenged by students, a series of revisions and the addition of the William “Bill” Evans method of teaching provided a successful platform for them to access BCDE. The journey through the ever-evolving development of this curriculum has proven to produce knowledgeable, fearless, and empowered teachers.

Preparing Public Health Professionals to Address Social Injustices Through Critical Service-Learning

The 2020 summer of protests for racial justice amid continued police violence coupled with the widening health disparities due to COVID-19 have made the need for social change and community-informed public health practice abundantly clear. Public health professionals need to combine public health knowledge with collaboration, communication, and reflection to address these health disparities and social injustices. Likewise, as public health educators, we need to develop curricula that train students in these complex skills in order to be effective practitioners. To do this, public health schools and programs should adopt critical service-learning as a central pedagogy in curricula because it is specifically designed to address our current crises with its combination of practice, research, and reflection that together aims for social change. As a means of institutionalizing the pedagogy, faculty can practice and advocate for resources as faculty champions of service-learning.

Enhancing Language Services to Native American Children: A Look From the Inside

Enhancing Language Services to Native American Children: A Look From the Inside

Exploration of a Practical Aspect on Alignment of the Curriculum–Instruction–Assessment–Records in the Social Studies of Elementary School Teachers: Focusing on Curriculum Literacy

본 연구는 초등교사들의 교육과정-수업-평가-기록 일체화의 실천 양상을 탐색하는 것이 목적이다. 이를 위해 초등사회과 교육과정 재구성을 실천한 경험이 있는 6명의 초등교사를 대상으로 반구조화된 면담을 실시하였다. 자료 수집을 위한 면담은 2020년 3월부터 2020년 7월까지, 코로나19 상황에 따라 비대면 방식으로 이루어졌다. 연구결과는 다음과 같다. 첫째, 연구참여자들은 과거 수업 경험을 통해 사회과에 대한 정체성을 형성하였고, 그 양상은 연구참여자별로 ‘사회현상의 이해’, ‘삶을 영위하는데 필요한 지식 습득’, ‘민주시민의 자질 함양’을 강조하는 것으로 나타났다. 둘째, 연구참여자들은 사회 교과서의 한계를 극복하기 위해 교수·학습방법을 강조하여 사회과 교육과정을 재구성하였다. 셋째, 연구참여자들은 사회과 교육과정을 재구성할 때 ‘학생들의 관심과 수준’, ‘학생들의 소통과 상호작용’을 고려하는 것으로 나타났다. 넷째, 연구참여자들은 사회과 교육과정-수업-평가-기록 일체화 경험 중에서 평가와 기록의 요소에 상대적으로 많은 신경을 기울이지 못하는 것으로 나타났다. 마지막으로 연구참여자들은 사회과 교육과정-수업-평가-기록 일체화의 실천 경험을 통해 ‘사회 이슈를 수업에 연계하는 능력’, ‘학생 이해 능력’, ‘사회를 바라보는 유연한 안목’을 포함하는 사회과 교육과정 문해력을 앞으로 신장해야 할 교사의 역량으로 강조하였다.

Gestão escolar a partir dos Objetivos do Desenvolvimento Sustentável (ODS) 4

Este estudo de caso tem por objetivo, compreender um processo de gestão escolar pautado na Agenda 2030, especialmente pelo Objetivo do Desenvolvimento Sustentável 4 (ODS4), direcionado as escolas municipais de São Paulo. A Secretaria Municipal de Educação, através das Delegacias Regionais de Ensino apresenta às suas escolas um novo currículo pedagógico - Currículo da Cidade (CC) - o qual declara recepcionar a Agenda 2030. Em virtude disto, temos como pergunta principal: em que medida o CC contribui para uma melhor gestão escolar naquelas escolas em periferias urbanas com indicadores de vulnerabilidade social e ambiental sem conflitar com a implantação da Base Nacional Curricular Comum (BNCC) a qual já está em processo de implantação. Como procedimentos metodológicos foram analisados documentos oficiais verificando sua implementação deste novo currículo nas escolas. Como resultados obtivemos que o CC busca inovar na elaboração dos Projetos Políticos Pedagógicos das unidades escolares ao inserir (ODS) contidos na Agenda 2030, e ainda, a compatibilização destes com a BNCC a qual possui um conjunto de diretrizes didáticas, pedagógicas, estruturantes da coordenação e gestão escolar. Concluímos que o currículo pode sim contribuir para outra forma de gestão escolar, porém, neste instante, não é possível verificar qualitativamente quais são os reais benefícios oriundos desta nova forma de gestão, por não existirem indicadores sobre a qualidade de ensino-aprendizagem voltadas a uma defesa e proteção ambiental nas escolas e suas externalidades positivas diretas para a comunidade em seu entorno.

Elementary Teachers’ Perceptions and the Impact of a Nutrition-Integrated Pilot Curriculum

Studies have demonstrated the positive effects of nutrition education on elementary students’ overall well-being. However, teachers continue to report a lack of instructional time, suitable curriculum, self-efficacy, and support as barriers to integrating nutrition into the daily curriculum. To address these barriers, this study developed and implemented a 16-week standards-based nutrition-integrated curriculum entitled Fuel to Learn. Participants included fourth-grade teachers (N=9) across North Mississippi. Qualitative observational data were collected via teacher feedback after each Fuel to Learn lesson through a web-based portal. Three themes emerged from the qualitative data and were categorized as follows: (a) supporting student engagement of nutrition and academic skills with integration; (b) ease of delivery with integrated methods; and (c) meeting the demands of classroom differentiation. Quantitative data were also collected at the conclusion of the study through a curriculum evaluation survey, providing further insight into teachers’ perceptions of the curriculum. Similar to the qualitative findings, survey results suggest that teachers perceived the curriculum to be engaging, suitable, and developmentally appropriate.

Hybrid Model for Multidisciplinary Collaborations for Technical Communication Education in Engineering

Introduction: Engineering programs must take creative approaches to ensure that their students receive needed communication instruction in curricula constantly experiencing pressures of accreditation, state, and industry requirements: expectations for students' knowledge and skills increase although curricula are compressed. Situating the case: Technical communication and engineering education scholarship describe multiple models for integrating writing instruction into engineering curricula: 1. writing across the curriculum, 2. partnership models, 3. embedded models, and 4. support models. About the case: Technical and professional writing and engineering faculty collaborated to develop a hybrid model, which borrows from multiple existing models for integrating technical writing education throughout the engineering curriculum, both in and outside of courses, including collaborative workshops, specialized writing center support, and other interventions. Methods/approach: Survey research was conducted with students on the effectiveness of multiple writing interventions. Results/discussion: The hybrid model enables students to experience a variety of writing interventions; students perceived them as beneficial. Students found most effective writing interventions occurred in the context of their engineering coursework. Faculty and administrators found the approach beneficial because of its collaborative nature and because it balanced instructional time with external support methods. Conclusions: Local solutions to universal problems must take many variables into consideration: people and programmatic cultures, disciplinary and institutional contexts, and curricular, regulatory, and funding constraints. The authors' hybrid model for integrating technical writing into the engineering curriculum represents a flexible, sustainable approach adaptable to meet specific needs in specific environments at different institutions.

A Review of Different Curriculums for Effective Teaching Practices [In English

As a teacher of more than 20 years and as a curriculum developer, I found out that there are many commonly used teaching methodologies that are not related to our students. This does not mean that what we explain to them is useless. No, but it is that our students do not see the use of information presented to them which leads them to think of it as irrelevant to their lives especially with the new technologies and growing globalization world around us. In this article, I will introduce the two most common types of curriculum instructions which are: linear and holistic approaches in education. I will start with a short introduction to each approach and will present some explanation and discussion platform towards the characteristics of each methodology. Later, I will introduce some best practices that can be utilized in holistic approach classes to help teachers in developing their daily teaching practices. In this article, best practices refer to in-class teacher’s activities, methods or approaches used to improve students’ academic abilities, ways of thinking and desired outcomes. These methods will help students to connect what they learn with their daily lives.

Philippine Public Secondary Economics Teachers’ Level of Competence and Problems Felt in Terms of Curriculum Content, Instruction, and Assess-ment and Evaluation Procedures

This quantitative-qualitative research study investigated the level of competence of 44 Economics Education teachers from Area IV of the Division of Isabela and to the Division of Santiago City as a separate chartered school’s division in the province. Specifically, it aimed to study the competence level of economics teachers across curriculum content, instructional design and implementation, and assessment and evaluation procedures. Likewise, it further investigated the prevailing problems encountered and felt by the teacher-respondents in teaching economics. The respondents took an exam-ination and answered a researchermade survey-questionnaire to measure and determine their competence level in economics in terms of the abovementioned three educative process. The findings revealed that the economics teachers have low competence in terms of curriculum content knowledge. Further, the result shows the teacher-respondents have lack of knowledge about the subject matter, hence, are not competent in terms of dealing with fundamental concepts in economics education. Moreover, vague concepts and textual errata were also encountered in learning materials which ultimately create misconceptions throughout the teaching-learning process. Besides, the economics teachers are competent in teaching economics in terms of instructional design and implementation and assessment and evaluation procedures. They are proficient enough in executing the lessons in economics, however technical problems like unavailability of materials, too advance learning competency and instructional activities infused in learning materials, poor re-sults of academic performance, lack of knowledge and orientation on the use of ICT-based teaching and the like are some of the problems that challenges their competence in teaching the subject. The key findings and results of the study provide implications for further studies about other factor variables that implicates teaching competence of economics teachers

Vietnamese Youth Embraces English for Communication: A Case Study in Phu Quoc Island

Rapid changes on the way people travel the world have impacted countries around the globe. In South East Asia for example, with the rapid expansion of visit-a-country campaign exercises, it had affected the lives of people in many different ways. Tourism industry, for example, flourishes in manifolds. It indirectly changes the socioeconomic status of people of various echelons. Vietnam is no exception. The ease of communication has been identified as one of the key factors that attract tourists to places of choice. The issue is now whether Vietnamese, especially their youths are entirely ready to embrace this new wave of transformation. Therefore, the right moves have to be identified so that the number of tourists will multiple in the thousands if not millions. Therefore, the purpose of this investigation is to explore Vietnamese youths’ acceptance to learning the English language for communication, especially those encircling tourists’ spots with the right forms of communication to welcome the inflow of visitors around their communities. A qualitative design was used in this investigation employing semi-structured interviews, observations, and series of workshop sessions. The findings revealed that without proper curriculum instructions in school, although with passion and motivation, the youth will not be equipped as much as expected. Suggestions for future direction of this investigation are outlined.