Multidimensional Curriculum Research Articles

Curriculum Considerations for Developing Mathematical Talent in Elementary Students

To effectively nurture the talents of elementary students with mathematical talent they need to be challenged with an advanced curriculum that is designed with their specific needs in mind. The purpose of this paper is to describe an effective model for developing such a curriculum and explore effective, research-based examples of curriculum and instruction using this model. The paper begins with a review of literature covering a broadened definition of mathematical talent that showcases the need for a more complex and multi-dimensional curriculum to nurture their talents. Next, evidence-based curriculum considerations for talented students at the elementary level are explored. Essential characteristics of mathematics curriculum for talented students are detailed including a focus on advanced content, conceptual development and higher-level processes akin to those used by mathematicians. Accompanying research-based instructional strategies to increase challenge, complexity, and creativity are outlined. Examples at the primary and elementary grade levels are provided to illustrate effective, research-based curriculum and instruction that develop mathematical talent in advanced students.

POSITIVE PSYCHOLOGY, POSITIVE SCHOOLING AND RABINDRANATH TAGORE’S EDUCATIONAL IDEAS

The concept of Positive Psychology is comparatively new in the realm of psychology. It is related to the happiness of an individual or a group. Happiness or the frequent positive affective state of mind also impacts mental well-being and, hence, an individuals mental health and development. The educational system developed by Rabindranath Tagore in Santiniketan dated back to 1901 in the form of a Brahmacharya Vidyalaya had the prime aim of joy of mind of the students. Closeness to nature, classes in the open air, multidimensional curriculum were some of the significant principles of the educational institution established by a Rabindranath Tagore. All these principles certainly aim to strengthen the students happiness base. More than a century before, Tagore had applied these principles of positive psychology to his educational experiments. The present study is a humble effort to trace Tagores educational efforts related to happiness, positive psychology, and positive schooling. KEYWORDS: Positive Psychology, Positive Schooling, Rabindranath Tagores educational Practices

Developing Futures Thinking Literacy Among Middle School Gifted and Regular Students

ABSTRACT The current study examined the effects of an intervention developing Futures Thinking Literacy (FTL) among middle school gifted and regular students. Study participants (N = 877) were divided into gifted students studying in separate classes, gifted students studying in pullout centers, and regular students. The quantitative research applied a pre-post 6 by 2 design, when the research group experienced an intervention using the multidimensional curriculum model and the control group studied traditionally. A validated FTL questionnaire applied in the study was comprised of two open questions and 50 statements relating to the cognitive, and social-emotional aspect of FTL. Results indicate that both gifted and regular students from the research group improved their futures thinking and overall FTL. Students from gifted classes preferred more challenging activities, a better learning experience, and more knowledge acquisition. Implications regarding teacher preparation in the field of gifted education are discussed.

Development of a Multidimensional Curriculum Evaluation Model for the Independent Curriculum in Elementary Schools

This study aims to develop a multidimensional curriculum evaluation model (ECM) for the Independent Curriculum in Elementary Schools (SD). Independent Curriculum is a curriculum that allows teachers to design quality learning based on students’ needs and environment. It focuses on enhancing students’ character and competencies through the Pancasila student profile project. A comprehensive, systematic, and continuous evaluation model is required to ensure Independent Curriculum’s quality and relevance. The research method is R&D using the ADDIE model with five stages: analysis, design, development, implementation, and evaluation. The subjects are teachers, principals, supervisors, and curriculum experts. Data are collected through questionnaires, interviews, observations, and documentation. Data are analyzed quantitatively and qualitatively. The results show that ECM has six evaluation dimensions: context, input, process, product, impact, and meta-evaluation, which suit the Independent Curriculum’s characteristics in SD. ECM can evaluate various curriculum aspects: objectives, content, strategies, media, learning resources, assessment, learning outcomes, and curriculum impact. ECM also has a computer application program that simplifies the evaluation process and reporting. ECM receives positive feedback from the subjects and is valid, reliable, practical, and effective. The study concludes that ECM can improve Independent Curriculum quality in SD.

Teaching futures thinking literacy and futures studies in schools

This essay introduces a new framework for teaching-learning utilizing a novel transdisciplinary subject named 'Futures Studies' and a novel literacy called 'futures thinking literacy' taught in a learning environment named LIFTS (Learning In Futures Thinking Societies). 'Futures studies', which is not a novel field, includes investigating the past, understanding the present, and forecasting and suggesting several futures. It requires futures thinking literacy. Futures thinking literacy, considered a meta-literacy, integrates language, digital/information, and scientific/critical literacies to enable elementary and secondary school learners think about the future in any topics or disciplines they study. The example unit for middle school students is based on the Multidimensional Curriculum Model (MdCM), which was found effective in developing scientific, creative and futures thinking. Suggestions for adapting the unit for elementary and high school students are available. The proposed novel subject and literacy identify and combine cognitive, social-emotional factors and teaching-learning applications that influence learning. They open a new line of research for investigation of the development of futures thinking literacy among learners of all ability and grade levels.

Effects of Innovative Project Based Learning Model on Students' Knowledge Acquisition, Cognitive Abilities, and Personal Competences

The current study addresses the limited research on knowledge acquisition in Project-Based Learning (PjBL) and assesses its development using a Multidimensional Curriculum Model (MdCM) among 563 elementary and secondary school stu-dents in Israel. The mixed-method approach involves a quantitative pre-post design, comparing intervention groups who are studying modules based on MdCM to control groups using traditional PjBL. The knowledge measured comprises three dimensions: declarative, procedural, and conditional. Qualitative measures, including semi-structured interviews and reflec-tive diaries, added information on student learning. Main findings indicated an effect of MdCM as a form of PjBL which showed significant differences between intervention and control groups in terms of total knowledge acquisition, particularly in procedural and conditional knowledge. Interviews and reflective diaries elaborated on the significant link between think-ing processes and knowledge acquisition, indicating that students perceived development of their cognitive abilities and personal competencies. In this study, implications for teaching using MdCM as a novel PjBL approach are discussed.

An Alternative Australian Curriculum Model: Vertical Cubic Curriculum

This paper proposes an alternative curriculum model to the current Australian Curriculum, which is underpinned by a Systems Thinking methodology (Capra & Luisi 2014). Entitled a Vertical Cubic Curriculum (VCC), this design takes advantage of intelligent design tools whilst drawing on principles from the Australian Vertical Modular Curriculum (Education Department of Victoria, Australia 1980) and the three-dimensional structure proposed by Wragg’s Cubic Curriculum (Wragg, 1997). The VCC proposes an age mixed, multidimensional curriculum space (Carey, 2016) that promotes student voice and student self-efficacy; enabling teachers and students to co-construct a ‘learning curriculum.’ The VCC employs a cubic structure both as a proposed National Framework and as an implemented Cubic Vertical modular design at school level. The VCC is a highly flexible model that fosters metacognitive learning and formative (diagnostic) assessment as a continuum of development.

The Case of a Leadership Course Based on the Multidimensional Curriculum Model: Gifted Elementary Students’ Perceptions

ABSTRACT This qualitative case study investigated gifted elementary students’ (N = 24) perceptions of studying a one-semester leadership course based on the Multidimensional Curriculum Model (MdCM). Data were a semistructured interview at the end of the unit, four short written reflections, and analysis of the “future scenario” product. Findings indicate that students had gained declarative, procedural, and conditional knowledge. They also expressed awareness of personal leadership traits and skills related to gains and difficulties regarding future thinking via future scenario writing, and commented on the learning climate and physical environment in the leadership course. Implications for applying MdCM in courses and programs for gifted students are discussed.

초등 수학에서의 미지수 표현 방식에 대한 다차원 교육과정적 관점에서의 논의

This study discussed the representation method of unknowns from the perspective of multi-dimensional curriculum. For this, The elementary mathematics curriculum revised in 2015 as the intended curriculum was compared and analyzed from the 7th curriculum to the curriculum revised in 2009. The mathematics textbooks of 5th and 6th grade of curriculum revised in 2015 as the written curriculum were compared and analyzed with the 5th and 6th grade textbooks for each curriculum. For elementary school teachers, a survey study was conducted regarding the representation method of teaching unknown concepts as an implemented curriculum. A survey was conducted on elementary students' understanding of the unknown concepts as an accomplished curriculum. As a result, first, it is necessary to actively discuss the representation method of unknowns so that early algebra education can be effectively performed in the upper grades of elementary school. Second, when introducing unknown concepts, it is necessary to consider a step-by-step instructional method of using character symbols in elementary school, in order to help understand the concept using shape symbols and ultimately to connect with secondary mathematics. Third, in terms of strengthening the connection between elementary mathematics and secondary mathematics, early algebra education in elementary schools linked to full-scale algebra education in secondary schools can be pursued through the introducing the unknown representation method using character symbols in the 5th grade and 6th grade of elementary school mathematics.

다각형 개념 지도 시 오목다각형 도입에 대한 다차원 교육과정적 관점에서의 고찰

This study discusses including concave polygons in teaching polygon concepts from the perspective of a series of multi-dimensional curriculum. The elementary mathematics curriculum revised in 2015 as the intended curriculum was compared and analyzed from the primary curriculum to the curriculum revised in 2009. The elementary mathematics textbooks of the curriculum revised in 2015 as written curriculum were compared and analyzed. For elementary school teachers, a survey study was conducted regarding the use and method of concave polygons when teaching polygon concepts as an implemented curriculum. A survey was conducted on elementary students' understanding of polygonal concepts as an accomplished curriculum. As a result, first, in consideration of the developmental characteristics of elementary school students, it is necessary to suggest clear limitations related to the polygon concept map in textbooks which is the intended curriculum and written curriculum. Second, since the teachers' PCK has significant impact on the students' mathematical concept formation, teacher training programs and pre-service teacher education should be strengthened to enable teachers to form accurate PCK on polygonal concepts. Third, teaching polygonal concepts by presenting concave polygons in accordance with the definition of polygons in the written curriculum, which can facilitate students' learning and understanding precise polygonal concepts, prevents the formation of misconceptions.

Penyemaian Sikap Hidup Damai di Sekolah: Tinjauan Pendidikan Perdamaian dan Multi-Dimensi Kurikulum

This article aims to theoretically elaborate a strategy of disseminating peace through peace education and curriculum construction integrated with schooling experiences. Violent behaviors committed by several groups of students have become a reason of why peace dissemination in schools is paramount. The existing curriculum merely concerning its teaching and learning documents has been considered as both insufficient for integrated peace education and inadequate to transform behaviors for peace. This study was conducted through library research on books and journals informing peace education and multidimensional curriculum. This study finds that peace education, which includes building capacities to reduce violence and to sustain cooperative and equal relationships, can be constructed in schooling processes. Moreover, the learning stages need to incorporate various dimensions of peace contents or experiences as planned, acted, evaluated, learned and hidden within the classroom and school interactions. It is suggested that the multi-dimensional curriculum is likely to cohere with a comprehensive school framework for peaceful school life.

Research on Multidimensional Course Evaluating System in High Vocational Education

In recent years, in order to highlight the characteristics of Higher Vocational Education, we clarify the teaching objectives and cope with the changes in the quality of students at the same time. Vocational activity-oriented curriculum teaching system is quietly rising in Higher Vocational colleges, but at present the corresponding curriculum effectiveness evaluation system is not perfect. This paper explores the significance of multidimensional curriculum effectiveness evaluation system for higher vocational personnel training from the aspects of in-class evaluation, after-class evaluation, enterprise evaluation, industry evaluation and social evaluation.

Teaching residents to put patients first: creation and evaluation of a comprehensive curriculum in patient-centered communication

BackgroundPatient-centered communication is essential for successful patient encounters and positive patient outcomes. Therefore, training residents how to communicate well is one of the key responsibilities of residency programs. However, many residents, especially international medical graduates, continue to struggle with communication barriers.MethodsAll residents and faculty from a small community teaching hospital participated in a three-year, multidimensional patient-centered communication curriculum including communication training with lectures, experiential learning, communication skills practice, and reflection in the areas of linguistics, physician-patient communication, cultural & linguistically appropriate care, and professionalism. We evaluated the program through a multipronged outcomes assessment, including self-assessment, scores on the Calgary-Cambridge Scale during Objective Structured Clinical Examination (OSCE), a survey to measure the hidden curriculum, English Communication Assessment Profile (E-CAP),, the Maslach Burnout-Inventory (MBI), and residents’ evaluation of faculty communication.ResultsSixty-two residents and ten faculty members completed the three-year curriculum. We saw no significant changes in the MBI or hidden curriculum survey. Communication skills as measured by Calgary Cambridge Score, E-CAP, and resident communication improved significantly (average Calgary-Cambridge Scale scores from 70% at baseline to 78% at follow-up (p-value < 0.001), paired t-test score from 68% at baseline to 81% at follow-up (p-value < 0.004), average E-CAP score from 73 to 77% (p-value < 0.001)). Faculty communication and teaching as rated by residents also showed significant improvement in four out of six domains (learning climate (p < 0.001), patient-centered care (p = 0.01), evaluation (p = 0.03), and self-directed learning (p = 0.03)).ConclusionImplementing a multidimensional curriculum in patient-centered communication led to modest improvements in patient-centered communication, improved language skills, and improved communication skills among residents and faculty.

Promoting future thinking in elementary and middle school applying the Multidimensional Curriculum Model

Future thinking among school students is the awareness of different time spans, and the ability to discover, examine, and suggest futures and future scenarios to certain issues and situations. The study aimed to assess the development of future thinking based on the Multidimensional Curriculum Model (MdCM), in a sample of 335 elementary and secondary school students in Israel. The study employed a quantitative quasi-experimental pre-post design, using a study module based on MdCM, comparing intervention group to control group. Future thinking was measured using two open-ended questions comprising two dimensions: The personal perspective and time perspective. Analysis of a sample of 18 future scenarios representing six intervention group classes was conducted, to further investigate future thinking and its dimensions. Findings showed significant differences between intervention and control group in all dimensions. Improvement in measured individual future thinking and its dimensions was indicated in intervention group, as well as according to type of school. Findings of future scenario analysis indicated improvement in group future thinking along with difficulties in some areas. It is suggested that both individual and group future thinking could be developed using the MdCM on a more frequent basis.

Effectiveness of the multidimensional curriculum model in developing higher‐order thinking skills in elementary and secondary students

ABSTRACTThe study aimed to assess the effectiveness of the multidimensional curriculum model (MdCM) in the development of higher‐order thinking skills in a sample of 394 elementary and secondary school students in Israel. The study employed a quantitative quasi‐experimental pre‐post design, using a study module based on MdCM, comparing intervention group to control group. Thinking skills were measured using a thinking questionnaire comprising three dimensions: Scientific thinking – focusing on inquiry skills; creative thinking – relating to problem finding and problem‐solving; and future thinking – concerning personal and time perspectives. Findings indicate improvement in measured thinking skills in the intervention group by 40% compared to 4% in control group. Most improved skills were future thinking and creative thinking. Differences were detected according to the type of school. It is suggested that when used regularly the MdCM incorporating innovative teaching–learning strategies and embedded thinking tools could improve thinking skills among students from different age groups. General implications for curriculum design are discussed.

Understanding factors that facilitate the inclusion of pain education in undergraduate curricula: Perspectives from a UK survey.

Studies in Europe, North America and Australasia suggest that one in five adults suffer from pain. There is increasing recognition that pain, particularly chronic pain, represents a global health burden. Many studies, including two national surveys exploring the content of undergraduate curricula for pain education, identify that documented pain education in curricula was limited and fragmentary. The study design used a questionnaire which included an open text comment box for respondents to add 'further comments' as part of larger study previously published. The sample consisted of 19 UK universities that offered 108 undergraduate programmes in the following: dentistry, medicine, midwifery, nursing (adult, child, learning disabilities and mental health branches), occupational therapy (OT), pharmacy, physiotherapy and veterinary science. An inductive content analysis was performed, and the data were managed using NVivo 10 software for data management. A total of 57 participants across seven disciplines (dentistry, medicine, midwifery, nursing, pharmacy, physiotherapy and OT) completed the open text comment box (none were received from veterinary science). Analysis revealed two major themes of successes and challenges. Successes included expansion (extending coverage and/or increased student access), multidimensional curriculum content and diversity of teaching methods. Challenges included difficulties in identifying where pain is taught in the curriculum, biomedical versus biopsychosocial definitions of pain, perceived importance, time, resources and staff knowledge, and finally a diffusion of responsibility for pain education. This study identifies new insights of the factors attributed to successful implementation of pain education in undergraduate education. Many of the challenges previously reported were also identified. This is one of the first studies to identify a broad range of approaches, for pain education, that could be deemed as 'successful' across a range of health disciplines.

Project life skills: Developing the content of a multidimensional HIV-prevention curriculum for young transgender women aged 16 to 24

ABSTRACTAdolescent and young adult transgender women have unique needs and challenges related to HIV infection risk and are in urgent need of specifically tailored prevention programs that address those needs and challenges. This article describes the development of an innovative multidimensional HIV prevention intervention for young transgender women aged 16 to 24. Using principles of community-based participatory research, a six-session manualized curriculum was created that reaches beyond HIV skills and knowledge deficits and acknowledges the role of discrimination and stigmatization―in housing, employment, access to health care, and social settings―in risk behaviors. The article ends with a brief description of a feasibility trial of the intervention and its promise for future prevention efforts.

MultiDimensional Music Industry Careers and Curriculum

MultiDimensional Music Industry Careers and Curriculum

Statement on Surgical Preresidency Preparatory Courses

The following statement on surgical pre-residency preparatory courses has been approved by the American Board of Surgery, the American College of Surgeons, the Association of Program Directors in Surgery, and the Association for Surgical Education: The leadership of the surgical community is actively engaged in improving the preparation of incoming residents to assume responsibility and accountability for key elements of care and stewardship. To better prepare for this transition, it is essential that all matriculants to surgery residency successfully complete a preparatory course of blended learning that specifically addresses essential components of quality care and patient safety before the start of their training. A national multidimensional curriculum, along with objective assessment tools, has been developed to accelerate readiness, responsibility, and accountability during the transition from medical school to surgery residency. We strongly endorse this effort and encourage medical schools to adopt this or a similar program. We stand ready to assist medical schools and medical students in implementation of this important initiative.

Statement on Surgical Preresidency Preparatory Courses

The leadership of the surgical community is actively engaged in improving the preparation of incoming residents to assume responsibility and accountability for key elements of care and stewardship. To better prepare for this transition, it is essential that all matriculants to surgery residency successfully complete a preparatory course of blended learning that specifically addresses essential components of quality care and patient safety before the start of their training. A national multidimensional curriculum, along with objective assessment tools, has been developed to accelerate readiness, responsibility, and accountability during the transition from medical school to surgery residency. We strongly endorse this effort and encourage medical schools to adopt this or a similar program. We stand ready to assist medical schools and medical students in implementation of this important initiative.