Introduction Of New Curriculum Research Articles

СИНОДАЛЬНОЕ УЧИЛИЩЕ: СТАНОВЛЕНИЕ МОДЕЛИ ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ В ХОРОВОЙ КУЛЬТУРЕ РОССИИ ХIX — НАЧАЛА ХХ ВЕКОВ

The article is devoted to the development of professional choral conducting education in Russia, which in the XXth century rose to the same level as higher professional education in conservatories. It was aimed at educating regents — artists of a new type, capable to give a new impetus to the development of the distinctive domestic forms of singing culture, based on the original Old Russian singing tradition. The evolution of this process in the activities of the Synodal Choir and School proceeded from a special attitude to the art of church choral singing a cappella. The idea of developing a national style of church music, its carriers and performers through a series of reforms of one of the oldest choirs in Russia led to the creation of a unique, most modern model for the education of choral conductors in Russian choral culture at that time. The changes in the Synodal School followed the logic of a gradual comprehension of the uniqueness of the whole affair, which required both organizational changes and the introduction of new curricula.

Linking supportive school leadership and teacher resilience: The mediating role of job resources

Employee resilience is commonly understood as a process that protects against distressing conditions and helps employees to cope with stress factors, to survive and adapt to changing work environments. Over the past few years Lithuanian teachers have had to deal with unexpected force majeure situations, such as the COVID-19 pandemic, a large influx of Ukrainian refugee pupils, ongoing school related issues, such as the introduction of new curricula, full inclusion of children with special needs, reorganizations, and increasing workloads. Our study based on the four-dimensional Teacher Resilience Framework and Job Demands-Resources theory aimed to examine relationships between supportive leadership, job resources and teacher resilience, and to reveal the mediating role of job resources in the relationships between supportive leadership and teacher resilience. A cross-sectional research sample included 455 Lithuanian teachers working in elementary and secondary schools. Data were collected using a self-administered online survey. The study identified that supportive leadership and job resources, i.e., feedback, autonomy, opportunities for development, and social support – were positively related with teacher resilience and its four dimensions. The mediation analysis established an indirect impact of supportive leadership on resilience types via job resources, however, the role of work resources as mediators differed depending on resilience type. The results complement studies analyzing the role of work environments in resilience, such as personal capability studies. They suggest that supportive school leadership and job characteristics as contextual resources available at the workplace should be considered when planning and implementing interventions aimed at strengthening teacher resilience.

University: Steps of Growth

The origins of Vasyl Stefanyk Precarpathian National University trace back to the Pedagogical Institute established in 1941 in Stanislav, which was the regional centre at that time. During the eighty years of its existence, the educational institution developed gradually: first it functioned as the Pedagogical Institute and its long-term existence was marked by numerous significant events, then it became a classical university, and, finally, it received the title and status of a national university. In recent years, the university has undergone radical changes in all areas of its life and work. There has come to the forefront the need of focusing on the experience of European universities while preserving national and state positions. Cooperation with leading European universities has made it possible to provide students with an opportunity to obtain a diploma not only from Vasyl Stefanyk Precarpathian National University, but also from one of the Polish ones. On the part of the staff the ongoing process of supporting the Ukrainian language as the state language goes hand in hand with general and persistent efforts teachers and students to master the English language.
 There have taken place significant changes in the organization of the educational process, introduction of new curricula, as well as modern teaching methods. Information technologies and the Internet have become an integral part of the educational process, while a powerful information center has been established to provide technical support for the training session organization and the online access to scientific sources. New ways of teaching presupposes the activation of the factor of students’ individual work, which accounts for independent acquisition of a significant part of the necessary information. The scientific library now has better possibilities to make scientific and educational literature essential for the training of highly qualified specialists available through the university website.
 The scientific activity of teachers has risen to a new level; new scientific centers have been created, new laboratories have been equipped; there is an ongoing international project aimed at restoration of the observatory on Mount Pip Ivan in the Carpathians. There has been a significant rise in scientific output measured by the Scopus scientific metric base; in recent years the number of doctors of science has increased by a third, and new promising scientific schools have been opened. Several multivolume fundamental scientific works have seen the world. Student self-government has also intensified, cultural life is booming, there are significant achievements in sports. In the future, the university seeks to enter the top 100 best universities in the world.

Self-Medication and Antimicrobial Resistance: A Survey of Students Studying Healthcare Programmes at a Tertiary Institution in Ghana.

Objectives: Antimicrobial resistance (AMR) is one of the biggest challenges facing mankind. Inappropriate uses of antibiotics including self-medication promote the increase and spread of AMR. Self-medication has not been well-studied among students. This study was undertaken to determine students of healthcare programmes self-medication practices and attitudes in relation to AMR.Materials and Methods: This was a cross-sectional survey that used a pretested self-administered questionnaire to elicit responses from first-year students of healthcare programmes at the Kwame Nkrumah University of Science and Technology, Ghana from January 2018 to August 2019.Results: Two hundred and eighty students were recruited with 264 of them returning the questionnaire, giving a response rate of 94.3%. Majority were female (68.9%) and participants ages ranged from 16 to 34 years with a mean age (SD) of 19.5 (1.88) years. 136 students (56.2%) had previously purchased antibiotics without a prescription and 78.3% expressed satisfaction with the outcome of self-medication. Amoxicillin (78%) was the most frequent antibiotic bought without a prescription. Majority (76.3%) agreed that self-medication can lead to AMR. Majority (77.0%) believed that antibiotic abuse is a problem in Ghana and 94.8% agreed that the introduction of a course in the University on the rational use of antibiotic will help improve student's knowledge and practices.Conclusion: Self-medication is common among participants despite their knowledge that inappropriate use of antibiotic may lead to resistance. Innovative ways including the introduction of new curricula may help to improve knowledge and to curb wrong attitudes and practices related to antibiotic misuse and ultimately to overcome the problem of AMR.

Piloting of the Concerns-based Adoption Model: Farmer Concerns About the Participatory Guarantee System in Cambodia

While there is a large body of adoption and agricultural extension literature on the process of introducing a new technology, agricultural development projects are often expected to produce immediate results that do not always allow for the integration of these theories into practice. The Concerns-based Adoption Model (CBAM) is a framework that places participants at the center of the change process to identify their concerns and challenges, providing a roadmap for projects to guide individuals with the correct support for their particular stage of adoption. CBAM has typically been used for the introduction of new curriculum in formal education. But this study assessed the potential for CBAM to be applied to agriculture innovations. In this study, we adapted and piloted the CBAM “Stages of Concern” model to assess adoption of an agriculture innovation. The innovation is the Participatory Guarantee System (PGS) for Cambodian vegetable farmers. We assessed the potential for CBAM as a tool for agricultural development project management. We found that the adapted survey consistently placed farmers in the anticipated Stage of Concern. Identifying users’ Stages of Concern can inform program designers and practitioners, assisting in tailoring support across the adoption process. CBAM has the potential to inform participatory project design and give project administrators an evidence-based, systematic protocol for assessing the adoption process, adding another tool to the development practitioners’ toolbox. Keywords: Diffusion of Innovations, adoption, project design

Piloting of the Concerns-based Adoption Model: Farmer Concerns About the Participatory Guarantee System in Cambodia

While there is a large body of adoption and agricultural extension literature on the process of introducing a new technology, agricultural development projects are often expected to produce immediate results that do not always allow for the integration of these theories into practice. The Concerns-based Adoption Model (CBAM) is a framework that places participants at the center of the change process to identify their concerns and challenges, providing a roadmap for projects to guide individuals with the correct support for their particular stage of adoption. CBAM has typically been used for the introduction of new curriculum in formal education. But this study assessed the potential for CBAM to be applied to agriculture innovations. In this study, we adapted and piloted the CBAM “Stages of Concern” model to assess adoption of an agriculture innovation. The innovation is the Participatory Guarantee System (PGS) for Cambodian vegetable farmers. We assessed the potential for CBAM as a tool for agricultural development project management. We found that the adapted survey consistently placed farmers in the anticipated Stage of Concern. Identifying users’ Stages of Concern can inform program designers and practitioners, assisting in tailoring support across the adoption process. CBAM has the potential to inform participatory project design and give project administrators an evidence-based, systematic protocol for assessing the adoption process, adding another tool to the development practitioners’ toolbox.

TEACHERS’ UNDERSTANDING TOWARDS PORTFOLIO ASSESSMENT: A CASE STUDY AMONG MALAYSIAN PRIMARY SCHOOL TEACHERS

Alternative assessment plays an important role in gathering information about students’ learning. Introduction of new curriculum in Malaysian primary school education namely Standard Curriculum of Primary School has highlighted portfolio as an assessment tool. Therefore, research has been conducted to examine teachers’ understanding towards this new alternative assessment method. The qualitative data used in this research were gathered from three interview sessions and classroom observations. Five primary school teachers were selected as participants of this research. They are teaching core subject such as English, Mathematics and Science. Thematic analysis was conducted to examine the themes emerged to represent their understandings towards portfolio. Teachers’ understandings towards portfolio were grouped into three major themes: As students’ work collections, as feedback and improvement tools and as teaching, learning and grading tools. They used portfolio in classroom as they understood. Different understandings were revealed as these teachers are also teaching different subjects. This may be the reason why these teachers were having different understandings towards portfolio assessments. This research is significant to teachers, stakeholders, school administration and even society about portfolio assessment.

БІОЛОГІЧНА ТА БІООРГАНІЧНА ХІМІЯ В НАВЧАЛЬНИХ ПЛАНАХ ПІДГОТОВКИ ЛІКАРІВ

The issue of academic mobility was actualized after the accession of Ukraine to the European educational and scientific environment. However, implementation of this principle of providing real credit transfer and learning outcomes according to the methodology of ECTS is quite challenging even today if applied to training of medical students. Several reasons can be indicated for that. Firstly, systems of higher education in the countries of European Union and in Ukraine differ in educational levels, anticipated results as well as in the mechanisms of regulation by the state. Thus, the search of opportunities for creating conditions of the gradual equalization of educational content between different players in the educational market in Europe is urgent. Secondly, implementation of the transition of higher medical education to the training of masters of medicine in accordance with the provisions of the Law of Ukraine "On Higher Education" and introduction of new curriculum by the Ministry of Health of Ukraine has created the basis for differences with the previous curriculum of training specialists on the specialty "General medicine". Thus, comparison of the volume of teaching disciplines for students of the same specialties in different countries is extremely relevant from the point of view of harmonization of efforts for further development of joint educational environment. But equally important is the analysis of changes in the distribution of academic hours from the disciplines that took place during the transition of higher medical education in our country to training specialists in the specialty "General Medicine" for the training of specialists of the second (master's) level of higher education in the specialty "Medicine". In the article the outcomes of comparative analysis of curricula for training medical students in HEIs of Ukraine and some countries of Europe is presented in terms of the number of credits from biological and bioorganic chemistry – one of the key medical biological disciplines. Comparing the educational load from the biological chemistry in HEIs in Ukraine and abroad provides additional grounds for predicting the possibility of recognition credits in the context of academic mobility of medical students.

PARENTAL INVOLVEMENT IN PRIMARY SCHOOLS IN KENYA AS A MAJOR STRATEGY FOR ACADEMIC SUCCESS

The new Kenyan curriculum emphasizes the role of parents as essential to their children’s education and in the success of curriculum implementation. The development requires a change in how parents and the community interact with schools and education. The perception in Kenya has always been that education is the sole responsibility of the school and the teacher. And so, parental involvement in Kenya has mainly been limited to financial contributions and teacher-parent meetings. With the introduction of new curriculum, the role of parent is crucial for the academic success of the child. A literature study investigated the extent of parental involvement in primary schools in Kenya. The data is obtained from a variety of library articles addressing parental involvement in Primary schools in different counties in Kenya. The current study found that majority of parents are involved in their children’s education, however, more awareness of the parental involvement is needed and more strategies on parental involvement needs to be employed for the success of the new curriculum. Article visualizations:

Incentivizing advanced mathematics study at upper secondary level: the case of bonus points in Ireland

ABSTRACTSecondary level mathematics education in Ireland has recently experienced a period of significant change with the introduction of new curricula and the addition of an incentive to study upper secondary mathematics at the most advanced level (Higher Level). This incentive, typically referred to as ‘bonus points’, appears to have aided a significant increase in the number of students studying upper secondary mathematics at Higher Level. However, thematic analysis of interviews with experienced upper secondary mathematics examiners and exploration of mathematics diagnostic test data outlined in this paper suggest that the difficulty of the Higher Level upper secondary mathematics final examination in Ireland has reduced since the introduction of the bonus points initiative. The sharp increase in students attempting this examination coupled with a policy of maintaining a consistent proportion of students achieving passing grades was identified as a key reason for this possible reduction in standards.

REPERCUSSION OF 2007- NEW CURRICULUM IN ACHIEVEMENT OF GCE (O/L) SCIENCE EXAMINATION IN BATTICALOA DISTRICT

Three national examinations are conducted in Sri Lankan formal education. They are GCE (O/L), GCE (A/L), and Grade 5 scholarship examination. The achievement of GCE (O/L) is paramount important for getting small scale employment opportunities, enrolling at Technical College, and for being qualified for GCE (A/L) class. Nonetheless, the statistics witnessed that the performance of GCE (O/L) is not satisfactory. Only 60% of those who sat for GCE (O/L) are qualified for studying at GCE (A/L) class and five percent of them fail in all the subjects. Only 50 % of candidates got passes in science subject. With an aim to improve this situation, the new curriculum was introduced in 2007 in Sri Lanka. This curriculum consisted of skill development and improvement of achievements of students. It also emphasized, group discussion, and changes in lesson planning and instruction by using new 5 E model to achieve required competency level. As six years passed after the introduction of new curriculum. It is the time to appraise the repercussion of the new curriculum in the achievement level of GCE (O/L) examination. The study was conducted by using survey method in the district of Batticaloa. Both the quantitative and qualitative data were used. The study revealed that the percentage of failure in the subject of science was increased. This trend co-related with in all the other districts of the island. It is also revealed that the mean of the subject of science in GCE (O/L) at national level was also increased. This study included some suggestions to further improve the achievement of the students in the subject of science in GCE (O/L) examinations. Keywords: Science, achievement, curriculum, repercussion.

“The international schools are not so international after all”: The educational experiences of Third Culture Kids

One of the significant adaptations needed by children of high-mobility families when moving to a new country is adjustment to the education system. This exploratory study reports on the lived experiences and opinions from three cohorts of adult Third Culture Kids (TCK) during their primary and secondary education (N = 33). We explored the school experiences of TCK over the past four decades in view of the rising number of international schools worldwide to meet the demands of internationally mobile families. Field texts were collected using online Facebook asynchronous focus groups, and the narrative analysis revealed the challenges TCK faced regarding accessibility, the introduction of new curricula, and the language of instruction at international schools. For the most part these changes have been made in support of TCK's education experience after repatriation. However, the changing profiles of school-going students in international schools in the 21st century have seemingly made the international schools not as international as before. We discuss this theme and the challenges young TCK might face attending an international school and adjusting to a new environment after every move, as well as the implications of this study for parents of TCK and school psychologists assisting this unique school-going population worldwide.

Combined infection training-a pioneering collaborative approach to educating infection specialists.

This commentary discusses the recent pioneering overhaul of training for UK doctors wishing to pursue a career in the infection specialities. Changes include the introduction of new curricula that embrace increased collaboration between the laboratory-based and clinical specialties and a broad-based infection training period, named 'Combined Infection Training', which has never been seen before. Here, we discuss the benefits and challenges associated with the collaborative approach to training with particular reference to points that educators responsible for training programme design need to consider. We also describe our own local experiences in adopting a proactive, multidisciplinary approach to address potential obstacles prospectively.

Development of Healthy Thinking: Specifics of Educational Experiment

The process of formation of a healthy thinking among the young students within the higher education system has been assessed as a logical component of the National Program for Personnel Training and general educational process for upbringing of a mature personality. Formation of healthy thinking among the youth and students within the higher education system is one of directions, which is based on the principles of promoting the Program For Healthy Generation and healthy lifestyle, and its development, determination of its structural parts and criteria, development and introduction of new curricula based on it are considered as one of important components of involving the whole population in the process of reforms.

Environmental Knowledge and Attitudes Among a Cohort of Pre-service Primary School Teachers in Fiji

Fiji is developing rapidly, and with an emerging middle class, more of its population are adopting a western lifestyle with its associate patterns of high consumption. This is inevitably having an impact on the country's environment with increased waste production and energy use, and consequently there is a need for effective environmental education to help alleviate these problems. Primary teachers will play a pivotal role in educating children for and about the environment in the coming years. This study reports the findings of a survey of pre-service primary teachers' knowledge and attitudes to the environment locally and globally. The findings indicate that although the majority of teachers interviewed had adopted an ‘environmental paradigm’ insofar as they wanted to protect the environment, many did not feel that it was necessary to modify their lifestyles in order to do so. The findings suggest that this might be addressed through improved professional development in environmental education and this would be timely given current reforms taking place in the primary sector in Fiji with the introduction of new curricula and assessment regimes.

Stability in Student and Teacher Characteristics in the First Ten Years: A Study of Small High Schools in New York City

Growing concern about the quality of public education in the United States has driven numerous educational reform efforts across the last three decades. These reforms include increased accountability as exemplified by No Child Left Behind (NCLB), the introduction of new curriculum and instructional methods in response to the standards movement, and the redesign of American public high schools, including an increased focus on small learning communities. Several national foundations and city school systems have invested considerable resources in reducing school size as a way to improve poorly performing schools and revitalize urban high school systems. But while research has shown that small high schools may facilitate the creation of positive learning environments, urban school systems face a host of challenges — such as the transience of teacher and student populations — that may influence the implementation of this reform. Indeed, changes in student or teacher populations may affect small high school environments more intensely than larger schools, because of the interpersonal and interdependent nature of small schools (Wasley et al, 2000). Because most studies of small high schools are conducted with data from only a few school years, little is known about whether transience is an issue for small high schools, and how changes in student and teacher demographics may impact small high school operations or school development over time. The New York University Institute for Education and Social Policy (IESP) conducted a two-year mixed methods study to explore the process and outcomes of small high school development in New York City over the past decade. We examine how school-level student and teacher populations change over time in small New York City public high schools, the organizational and instructional practices that contribute to positive small school learning environments, and how changes in these populations over time may influence school practices. The results from these analyses are available in the companion publication, The Effectiveness of Small High Schools, 1994-95 to 2003-04. The current report focuses specifically on how student and teacher populations at these new high schools change from year to year as they develop during their first ten years. We anticipate that our findings will have important implications for how new small urban high schools are established and supported, as well as for the development of mechanisms to help new small high schools achieve the necessary stability.

Instructional leadership: the impact on the culture of teaching and learning in two effective secondary schools

Currently there is a drive to improve the culture of teaching and learning in South Africa, particularly in secondary schools. Recent studies have indicated a direct relationship between the instructional leadership role of the principal and the effectiveness of a school. Initiatives introduced by the government to reform education include the introduction of new curricula and the increase of site based management responsibilities. With these and other increasing responsibilities principals are still accountable for the success of the schools' academic outcomes. The practice of instructional leadership and its impact on the culture of teaching and learning at two effective secondary schools are investigated.

Streamlining for democracy: Intercultural predispositions of the Croatian secondary school population

This work interprets the results of empirical research conducted into the intercultural predispositions of secondary school students in Croatia. Data were collected in 1993 and in 1998, using specially constructed questionnaires in which, for a variety of democratic values, a Likert-type battery of questions, were given to respondents. In 1993 the stratified research sample consisted only of secondary school students, while in 1998 the research sample also included students, parents and teachers. An analysis of the results shows that: (1) students had, generally speaking, affirmative attitudes both in 1993 and 1998 and that the hierarchy of support for these values remained the same; and (2) all three groups examined in 1998 shared a common hierarchy of values. However, they differed in the degree to which they accepted democratic values; teachers ranked the highest, students the lowest. The fact that students' attitudes were much closer to their parents' than to their teachers' leads to the conclusion that schools are not the major factor in the "political" socialization of young people in Croatia. This indicates a need for the introduction of new curriculum in all secondary schools. This curriculum should include educational content that emphasizes democratic values and intercultural relations, and methods that stress students' participation through action, reciprocity, dialogue, and solidarity, led by well-trained teachers.

Clinical governance: improving quality

There has been increasing concern about the deteriorating quality of care available in the NHS. Successive governments have attempted to address this concern with different initiatives ranging from managerial and structural reorganizations to educational changes including the introduction of new curricula for both nurse and medical preregistration programmes. However, despite these initiatives the quality of healthcare services continues to cause concern both for consumers and politicians alike — a concern which is also readily acknowledged in the professional press in the light of the available evidence regarding resource constraints.

Entrepreneurial Education Makes Its Debut in Israel: New Curriculum in an Ideological Shift

ABSTRACTThe introduction of entrepreneurial education (EE) in the Israeli education system is discussed in this article as an example of the introduction of new curriculum. We argue that this introduction should be construed as a consequence of major ideological changes in Israel and its education system, a change from collectivist to individualistic values. We open with an analysis of a Ministry of Education publication that introduces the EE program and find that it is loaded with references to Zionist myths. We suggest that relying on references to these myths in promoting EE reflects a need to disguise the discontinuity between the social values behind the new curriculum and the traditional collectivist values of pioneering Zionism. We note that the Israeli programs exercise EE in groups, whereby the responsibility for the new ventures is shared by the group members. We suggest that adopting the group method indicates a compromise between a completely individualistic and competitive approach to entrep...