National Curriculum Standards Research Articles

Manajemen Kurikulum dan Sistem Penilaian Pendidikan : Studi Kasus di SMP Negeri 19 Kota Tangerang Selatan

This research aims to determine the implementation of curriculum management and educational assessment. This research uses qualitative methods with data collection techniques using interviews, document review, observation. The research location is at SMPN 19 South Tangerang City. In curriculum management, planning, organizing, implementing, monitoring and evaluating as well as the assessment system has been implemented in accordance with applicable National Curriculum standards, this is supported by adequate facilities and infrastructure with the availability of internet, electricity and computers as well as professional teachers and teaching staff. . To process grades using both the independent curriculum and the 2013 curriculum by utilizing technology to simplify the assessment process, technology-based evaluation tools, and data analysis of assessment results until the final results are contained in e-reports.

A Qualitative Case Study of Teachers’ Perceptions on a Two-model System; Adhering to Chinese and International Baccalaureate Mandated Standards

National curriculum standards for different countries mean some International Baccalaureate (IB) schools must often balance IB and national standards. Literature on how schools find this balance is limited. Using a qualitative case study design, we examined the perspectives of teachers of English in a Chinese IB school that recently employed a two-model system to address government mandates while still adhering to IB policies. A two-model system occurs when the two curricula are taught separately rather than in an integrated way. Our findings describe teachers’ understanding of a two-model system, identify challenges for teachers in its implementation, and suggest improvements. Results are confined to a single context of an English department in China and cannot therefore be generalized. Our findings reveal an overall theme of separateness identifying structural and conceptual factors affecting the relationship between the two models. The article discusses new ideas for curriculum structures that might inform school decisions for similar IB schools and schools with integrated curricula.

The Jamaican national standards curriculum: a content analysis of its readiness to support climate change education

The Ministry of Education, Youth, and Information (MoEYI) in Jamaica engaged in curriculum reform, producing the National Standards Curriculum (NSC) for Grades 4–9. This paper reports on a content analysis of the Grades 4–6 curriculum to determine the representation of Climate Change (CC) content, pedagogies, and activities for supporting Climate Change Education (CCE). The analysis revealed that the NSC includes many CC concepts throughout all three Grades, mostly in Grade 6 Science and Social Studies. In addition, various instructional strategies relevant to CCE are included, for instance, drama, field trips, class discussions, and the use of information and communications technology. However, there are some gaps in the content related to the impact of CC and mitigation measures. The presence of CC content and pedagogical tools in the NSC necessitates an emphasis of these areas in teacher preparation and development programmes to ensure readiness to teach CC.

The Degree to Which Digital Literacy Is Included in National Curriculum Standards

Standards are the backbone of developing curricula and educational systems, as they precisely define what should be learned. Additionally, the integration of skills in curricula ensures that they are targeted in teaching and learning processes and thus acquired by learners. This study aims to analyze the national curriculum standards to reveal their level of inclusion of digital literacy. The descriptive approach was applied using the content analysis method, with a content analysis card used as the data collection tool. The results show that digital literacy is an essential component of the national standards (with a total percentage of 16%), is integrated seamlessly, and covers new trends in technology education, such as digital ethics and cybersecurity. The results also reveal that digital literacy standards are distributed into four categories, targeted in varying proportions, as follows: Using Digital Devices and Tools (54%), Searching for Information (28%), Ethics, Cybersecurity, and Societal Impact (11%), and Digital Communication and Collaboration (7%). The study recommends exploring the readiness of teachers to meet the requirements of digital literacy standards in terms of confidence, knowledge, and ability. KEYWORDS digital skills, curriculum standards, digital competencies, content analysis, digital citizenship, technology education

Transformative Leadership of School Principals in Improving the Quality of Islamic Religious Education State Senior High School in Palu City, Indonesia

This study examines the transformative leadership of school principals and the quality of Islamic religious education in three schools. The focus of the problem in this research is the transformative leadership of the school principal in improving the quality of Islamic religious education at Public High Schools in Palu City. This study used multiple qualitative research methods. Data was gathered through field observation, in-depth interviews, and written document analysis. The research subjects were school principals, vice principals for curriculum affairs, Islamic religious education teachers, and students. Data analysis was conducted through data reduction, data presentation, and data verification. The results of this study show that the transformative leadership of school principals in three public high schools in Palu City includes leadership that influences teachers, staff, students, and parents. They work synergistically according to the institution's vision, mission, and goals. The school principals are concerned and always encourage the achievements of the school community, respond to change, and be optimistic about future aims. Meanwhile, the quality of Islamic religious education in three public high schools was reflected in the fact that Islamic religious education learning runs in accordance with the national standard curriculum. Students' abilities and awareness were increasing in practicing the values of Islamic teachings, religious extracurricular activities were also running actively, higher student participation in religious extracurricular activities, and student's grades.

ANALYSIS OF THE IMPLEMENTATION OF THE INDEPENDENT CURRICULUM AT VOCATIONAL HIGH SCHOOLS (SMK) CENTERS OF EXCELLENCE

This research aims to analyze the implementation of the Independent Curriculum at the Center of Excellence Vocational High School (SMK). The Merdeka Curriculum is an educational initiative that aims to give schools more freedom in designing curricula that suit students' needs and potential. Center of Excellence Vocational School is a school that focuses on developing excellence in various areas of expertise. The research method used in this study is qualitative descriptive research with a case study approach. Data was collected through interviews with school administrators, teachers, and students of the Center for Excellence Vocational School which has implemented the Merdeka Curriculum. Apart from that, document analysis was also carried out to understand the planning and implementation of the curriculum at the school. The research results show that the implementation of the Merdeka Curriculum at the Center of Excellence Vocational School has provided significant flexibility in designing learning programs that suit student potential. Teachers have a greater role in designing curriculum, identifying student needs, and determining effective teaching methods. Students also benefit from this approach, because they can be more active in choosing subjects that are relevant to their interests and career goals. However, there are several challenges in implementing the Merdeka Curriculum, including the need to ensure that national curriculum standards remain met, develop teacher resources in designing a quality curriculum, and ensure that there is adequate support from schools and the government. This research provides insight into how the Merdeka Curriculum can be successfully implemented at the Center of Excellence Vocational School. These findings can be a reference for other schools that wish to adopt a similar approach to improving the relevance and quality of vocational education.

Visual images and image-text relations in ELT textbooks for young learners

Abstract A noteworthy change in China’s newly released national English language curriculum standards is the inclusion of ‘viewing’ ability, i.e., the skill of acquiring information conveyed in multimodal discourses like graphics, photos and animation (MOE, 2022a). To investigate how ELT textbooks are compiled to foster learners’ viewing ability, we conducted a descriptive content analysis of two ELT textbook series (N1 = 12, N2 = 6) for young learners. Informed by Fingeret’s classification of graphics (2012) and Martinec and Salway’s framework of image-text relations (2005), we coded a total of 7182 visual images to examine how different types of visual images and image-text relations were utilised in terms of frequency and distribution in the two textbook series. Results show that both textbook series feature the use of diverse visual images and the Chinese ELT textbook series exclusively uses cartoons, whereas the global ELT textbooks use photos in addition to cartoons. Regarding image-text status relations, equal relations constitute a larger percentage than unequal relations, and the expansion logico-sematic relations appear much more frequently than the projection relations. Implications for dealing with visual images and image-text relations in ELT textbooks for young learners are suggested in the conclusion section.

P-559 Attitudes and experiences regarding fertility education among health and physical education teachers and Yogo teachers in upper secondary schools in Japan.

Abstract Study question What are the attitudes/experiences of Japanese health and physical education teachers (HPETs) and Yogo teachers (YTs) in upper secondary schools (USSs) toward fertility education? Summary answer Twenty-three fertility facts were considered; teachers’ perceptions of the need to teach USS students were thoroughly high, while teaching experiences were comparatively low. What is known already In Japan, in the 2018 commentary on the national curriculum standards for health and physical education, teaching content on fertility was included for the first time. There are very few studies of schoolteachers who teach fertility, both nationally and internationally. In Japan, only one study has examined the fertility knowledge of teachers, and their knowledge was found insufficient. No studies have identified the experiences and awareness of HPETs and YTs* toward fertility education in the context of the revision of the curriculum guidelines. *YTs are specially licensed teachers in Japan to facilitate children’s development through health education in schools. Study design, size, duration This study was designed as a cross-sectional questionnaire survey. The target groups were HPETs and YTs working in all 68 public USSs in Kumamoto, Japan. Questionnaires were mailed to the public USSs in January 2020, and targeted persons were asked to post completed questionnaire in three weeks; 145 HPETs (response rate; 53.3%) and 46 YTs (52.3%) participated in this survey. The study protocol was approved by the Ethics Committee (approval number: 28-10). Participants/materials, setting, methods We selected 23 fertility facts. Teachers were asked what USS students should know by graduation, whether the teachers have teaching experience, and how much they understood these fertility facts. Simple aggregation was carried out. To assess the differences between HPETs and YTs, a chi-square analysis and a Mann–Whitney U test were conducted. The significance level was set at 5%. Main results and the role of chance In our study, 122 of HPETs (84.1%) were men and all the YT were women. Fertility facts that over 70% of teachers believe USS students should know by graduation concerned “STIs”, “smoking”, “aging” and “girls’ thinness or obesity” as risk factors of infertility, as well as “most fertile period within menstrual cycle”, “irregular menstruation”, “excessive exercise for girls”, “reasons for infertility” and other facts. On “irregular menstruation”, “girls’ thinness or obesity” and “PCOS and endometriosis” YTs showed greater motivation than HPETs (p<.05).For more than half of the fertility facts, significant differences were identified. HPETs were more experienced at teaching about “women’s aging” and “men’s aging” as infertility risk factors, “reasons for infertility”, “frequency of sperm production”, “risks of advanced pregnancy”, “relationship between advanced pregnancy and perinatal mortality” and other facts than YTs (p<.01). Meanwhile, YTs were more experienced to teach as to the effects of “irregular menstruation” and “PCOS and endometriosis” on fertility than HPETs (p<.01). Fertility facts that few teachers have taught, despite many teachers believe their students should know by graduation, were “frequency of infertile couple”, “the incidence of child’s disease by male aging” and “PCOS and endometriosis” and other facts. Limitations, reasons for caution The limitations of this study are that participants were all working at public USSs in only one prefecture in Japan, and the return rate was just over 50%. Therefore, caution should be taken when generalising the results to the general population of Japanese HPETs and YTs. Wider implications of the findings It was suggested that for HPETs and YTs to be able to conduct fertility education, seminars and teaching materials such as guidebooks and online video materials must enable them to understand fertility facts based on scientific evidence and have an ability to teach them appropriately. Trial registration number none

Science Around Us: Development of a Community-based Science Curriculum for Local Preschools in the Philippines

Teaching science for preschool children is essential in setting the foundation for science literacy and in kindling young children’s interest in learning science. Hence the goal for designing a culturally relevant science curriculum is a gigantic challenge to all preschool teachers. This study proposed a community-based science curriculum for local preschools in northern Philippines. It supports the idea that nature should be utilized in nurturing the interest of young children in learning science. Qualitative method was used in gathering data from parents, teachers, and community leaders. Community resources that could be utilized for learning scince were identified, the legal framework for preschool education was analyzed, and the current national curriculum standards for kindergarten was analyzed to design and develop a science-based curriculum for young children. The result, which is a proposed curriculum, integrates cultural scripts, indigenous knowledge and practices, learners’ interests and needs, and community resources in the selection of curriculum contents and learning experiences. The proposed community-based science curriculum could be a model for developing a culturally relevant and responsive education for indigenous people.

Smart Classroom Empowering Students’ Growth and Development: A Case Study of Zhongliang Xiangyun Branch of Chengdu Longjiang Road Primary School

As a “key project school of smart education” in Wuhou District, Zhongliang Xiangyun Branch of Chengdu Longjiang Road Primary School actively explores smart education projects, promotes classroom teaching and learning reform, and strives to create smart classrooms with strict standards, high quality, and high efficiency under the guidance of the Wuhou “National Smart Education Demonstration Zone”. The school focuses on student-centered learning and improving core literacy, while combining the concept of the new national curriculum standards and the requirements of digital education transformation to develop a new smart classroom teaching model that advocates student autonomy, situational teaching, and cooperative learning. The school has also provided in-depth teacher training and promoted the construction of an AI teaching analysis system platform to support smart classroom teaching and research. The school is committed to continuously improving the evaluation mechanism of smart classroom teaching, ensuring the high-level implementation and high-quality development of classroom teaching, and ultimately achieving the all-round development of students and creating a new pattern of smart classrooms.

Practice and Exploration of “Internet Plus” in School Teaching Management

“Internet plus” is a new form of economic and social development driven by innovation in knowledge society 2.0. With the continuous deepening of the reform of talent training mode, the concept of mixed teaching is gradually taking root in people's minds. To promote the development and reform of the school’s teaching management, Zhongliang Xiangyun Branch of Chengdu Longjiang Road Primary School has improved the school’s teaching management ability and level as a whole by utilizing the high-quality innovative educational resources provided by the Tsinghua University project team's Internet platform. The school utilizes the high-quality curriculum resources provided by Tsinghua University’s Internet platform to continuously optimize teaching methods and measures, and explores the goal of a smart classroom around core literacy. We focus on deep learning, combined with the concept of the new national curriculum standards and the requirements of the digital transformation of education, to propose a new idea of smart classroom teaching in schools. We use online research and learning resources to enrich teacher training paths and provide talent support for classroom reform. In addition, the school combines offline research and training platforms to improve the teaching level of teachers and enable their growth. We rely on online teaching management services to improve the management level of cadres and teachers, and further ensure the high-level implementation of school classroom teaching and the high-quality development of classroom teaching. These measures have effectively promoted the education and teaching ability and level of all teachers in the school and successfully promoted the development of school teaching management towards a more scientific and efficient direction.

A Novel Quality Improvement and Patient Safety Curriculum for Emergency Medicine Residents

Quality improvement training during residency is a crucial component of post-graduate medical education and is one of the Association of American Medical Colleges Cross-Continuum Competencies and the six Accreditation Council for Graduate Medical Education domains of clinical competency. No national standard curriculum exists when it comes to training emergency medicine residents. A novel residency-focused QI curriculum was implemented to help emergency medicine residents develop foundational skills in QI and to translate these skills into practical projects that span multiple disciplines. The curriculum was effective, is readily adaptable to the resident physician and medical student levels, and supports the national trend toward implementing education in QI earlier in physician training.

Nativeness versus intelligibility as goal of English pronunciation teaching in China: Changing attitudes in national syllabi and curriculum standards

Since the 1990s, the emphasis on intelligibility as a goal in pronunciation teaching rather than near-native or nativelike competence has been reinforced by the increasing use of English as a lingua franca. The insight of the intelligibility principle has greatly impressed researchers in China’s English education, but has “very limited and weak” impacts on English pronunciation teaching and learning in China. English education in China has been systematically conducted from schools to universities under the direction of national syllabi and curriculum standards issued by the Ministry of Education. Using the documentary research method, this paper, the first try of its kind, takes a historical look at China’s national syllabi and curriculum standards for schools issued after 1949, focusing on the conception of the nature and the role of pronunciation and pronunciation teaching, pronunciation goals, teacher’s role, as well as requirements or suggestions about what to teach and how to teach. By tracing the process of developments in pronunciation teaching notions and principles that were and/or are officially advocated in China, the paper reveals two important facts. First, the English national syllabi and curriculum standards have encompassed both the nativeness principle and the intelligibility principle, though implicitly giving dominance to the former one, which in part accounts for the favor for the nativeness principle in formal English education, especially in schools, in China. Second, with the notion of English as a lingua franca adopted in the syllabi and curriculum standards, the intelligibility principle has been gaining more and more weight. Consequently, by elaborating that the two principles are by nature not incompatible, it is proposed that the current curriculum standards go further to take balanced attitudes towards the two principles so as to lead Chinese English teachers and students to set more realistic and instrumental-pragmatic pronunciation goals in line with varying English learning purposes. The findings and the proposal could be adopted by teachers and learners so as to change the school reality and may shed light on future relevant revisions of the current national English curriculum standards, teaching material development, teacher training, and pronunciation teaching methodology research.

Exploration of Teaching Methods in the Implementation of Early Mathematics Teaching and Learning (PdP)

The National Standard Preschool Curriculum (NSPC) (Revised 2017) describes the disciplines of knowledge that provide Early Mathematics learning experiences encompassing the concepts of pre-numbers, numbers, number operations, money values, time, shape and spatial for preschool children. The implementation of teaching and learning (PdP) of Early Mathematics is mandatory based on the importance of each conceptual scope with 40 minutes time allocation for teaching in a week. The goal of Early Mathematics PdP is to foster children's interest in math skills through various activities and daily experiences. In addition, children are also expected to master basic math skills and improve thinking and problem solving skills. However, there are various challenges and obstacles faced by preschool teachers in implementing Early Mathematics PdP. Among the main challenges underlined by previous researchers are the teacher’s attitude, knowledge level of Early Mathematics concepts, teacher’s mastery of pedagogy and knowledge of children’s development. Thus, this concept paper explores the practices and challenges faced by preschool teachers in rural areas. Based on the review, several suggestions for improving Early Mathematics PdP were also identified to overcome the challenges of preschool teachers; for example, participation in workshops and competency training for preschool teachers. It is expected that this concept paper contributes ideas to overcome teacher problems as well as intensify studies in the field of Early Mathematics at the preschool level.

Immersive educational curriculum on intracoronary optical coherence tomography image analysis among naïve readers

BackgroundOptical coherence tomography (OCT) is an intravascular imaging modality for analysing coronary vessels. Image interpretation remains an obstacle for novice readers due to technical artefacts and uncertainty in tissue characterization. Despite an expanding clinical and research role for OCT, few training efforts exist, and there is an absence of a national standardized educational curriculum. We sought to determine whether an interactive, feedback-based OCT curriculum improved image interpretation among naive readers.MethodsNaive OCT readers completed both a Standard curriculum, comprised of self-directed didactics and consensus statements, and an Augmented curriculum, which provided real-time digital feedback of feature identification and measurements. Modules were separated by a minimum one-week washout period. After each module, and blinded to the exam answers, subjects completed an identical expert-designed 413-item exam to assess technical knowledge and ability to identify and measure vessel features. Performances were compared using Exact Wilcoxon signed-rank tests.ResultsAmong the 7 included subjects were 3 medical students, 3 internal medicine residents, and 1 cardiovascular medicine fellow with no prior OCT experience. The technical knowledge score (maximum 13) was significantly higher with the Augmented compared with the Standard curriculum (median 11 vs. 7, p = 0.03). After undergoing the Augmented curriculum, all 7 subjects were able to identify features of plaque rupture (Standard curriculum: 5/7 subjects, p = 0.5) and macrophages (Standard curriculum: 6/7 subjects, p = 0.99), differentiate the components between red and white thrombus (Standard curriculum: 6/7 subjects, p = 0.99), and characterize lipid plaque by attenuation, signal, homogeneity, and borders (Standard curriculum: 5/7 subjects, p = 0.5). Performances on the remaining exam portions did not differ between curricula.ConclusionsThe need for standardized, effective training in OCT image interpretation is increasingly essential as the intravascular imaging modality becomes widely utilized among interventional cardiologists and trainees. A novel interactive OCT curriculum enhanced naive readers’ technical knowledge and may supplement traditional self-learning in refining analytic skills.

Pediatric Emergency Medicine Faculty Response to Point-of-Care Ultrasound Credentialing Curriculum.

As point-of-care ultrasound (POCUS) continues to evolve in pediatric emergency medicine (PEM), new protocols and curricula are being developed to help establish the standards of practice and delineate training requirements. New suggested guidelines continue to improve, but a national standard curriculum for training and credentialing PEM providers is still lacking. To understand the barriers and perception of curriculum implementation for PEM providers, we created an ultrasound program at our institution and observed attitudes and response to training. Fourteen PEM-fellowship-trained faculty with limited to no previous experience with POCUS underwent training within a 12-month time frame using a modified practice-based training that included didactics, knowledge assessment, and hands-on practice. As part of the curriculum, the faculty completed a 3-phase survey before, after, and 6 months after completion of the curriculum. There was a 100%, 78.6%, and 71.4% response rate for the presurvey, postsurvey, and 6 months postsurvey, respectively. Lack of confidence with using POCUS went from 100% on the presurvey to 57% on the postsurvey and down to 30% on the 6th month postsurvey. All other barriers also decreased from precurriculum to postcurriculum, except for length of time to perform POCUS. Participants rated the curriculum highly, with a mean Likert score and standard error of the mean at 3.9 ± 0.73, respectively. The average rating for whether POCUS changed clinical practice was low (2.6 ± 1.34). These results show that a simplified structured curriculum can improve perception of POCUS and decrease barriers to usage while helping to understand obstacles for implementation of POCUS among PEM-fellowship-trained faculty.

The Innovation of Waqf Andragogy Amidst ‘Kampus Merdeka’ Era

Waqf, as a unique Islamic legacy, has been practiced since the Prophets Muhammad Era. Unfortunately, society’s understanding of waqf is not yet comprehensive and accurate, mainly at the higher education level. The study aims to provide the innovative andragogical formulation for higher education institutions regarding the ‘Kampus Merdeka’ enforcement and to explore the breakthroughs in waqf curriculum by academicians in universities during the KKM era. Focused Group Discussion (FGD) and semi-structured in-depth interviews are conducted to gather the primary data from the relevant respondents such as regulators, academicians, practitioners, and students. Initially, the desk study is used as a literature review from various sources to obtain prior knowledge related to the topic investigated. Findings of this study have revealed that Waqf stakeholders identified several innovative methods in the form of creative implementation such as Reshaping of National Standard Waqf Curriculum, Link and Match of Waqf Education with the Waqf DUDI, Waqf Literacy Relevant Movement, and IT and Waqf Digital Engagement. Thus, this study recommends a point regarding its result that some challenges have to be tackled altogether by the stakeholders in terms of educator capacity and the lack of human resources from the practitioner to undertake massive socialization with the adult learner. This research result could be implemented in the higher education institution that teaches waqf and other instruments of Islamic Social Finance (ISF) as one of the subjects in the Islamic Economic curriculum.

Determining the Feasibility and Effectiveness of a Virtual Interactive Residents-As-Teachers Curriculum: A Proposed Pilot Study

Background Recently, we conducted a national targeted needs assessment survey of U.S. radiation oncology resident physicians, in which respondents expressed a desire for training in specific teaching scenarios across a variety of audiences.1 We describe a pilot study for a virtual, interactive Residents-As-Teachers (RaTe) curriculum to assess the feasibility and efficacy of such a curriculum for radiation oncology residents. Methods This longitudinal curriculum is being implemented with radiation oncology residents of all levels at a single institution for a pilot study, with support from program and departmental leadership. For individual assessment, participants will be recorded giving a presentation before and after taking the online modules, and the recording will be analyzed for various teaching skills by two evaluators based on objective structured teaching evaluations. Participants will also complete self-assessment questionnaires before, immediately after, and 6 months after the intervention to evaluate the development of their teaching skills. For curriculum evaluation, we will have the pilot study participants complete anonymous questionnaires after each module and at the end of the course to provide feedback on their experiences. Their responses will inform further improvement of the curriculum for future iterations. Results There are six modules planned for the RaTe curriculum for radiation oncology residents, each between thirty minutes to an hour long. The six course modules will be: (1) Teaching in the outpatient oncology clinic, (2) Creating an inclusive interdisciplinary learning environment, (3) Teaching contouring and plan evaluation, (4) Creating and delivering evidence-based PowerPoint presentations, (5) Giving mini-lectures "on the fly", and (6) Giving effective feedback. With funding from our institution, we plan to use a learning management system to create interactive online modules and enlist the help of the educational technology team for creating and incorporating video simulations of teaching scenarios. Discussion We have previously demonstrated that there is a need for a radiation oncology-specific RaTe curriculum. Additionally, there is a need for periodic reinforcement of teaching skills, as studies have shown that even within a year, teaching quality can decrease after the intervention of a RaTe curriculum. In the long term, we plan to make these modules readily available for residents to review, and easily accessible so that residents at other institutions can use them as well. Since radiation oncology residency programs are relatively small compared to other specialties, creating a national standardized curriculum is the most accessible way to implement a RaTe curriculum for all radiation oncology residents. Recently, we conducted a national targeted needs assessment survey of U.S. radiation oncology resident physicians, in which respondents expressed a desire for training in specific teaching scenarios across a variety of audiences.1 We describe a pilot study for a virtual, interactive Residents-As-Teachers (RaTe) curriculum to assess the feasibility and efficacy of such a curriculum for radiation oncology residents. This longitudinal curriculum is being implemented with radiation oncology residents of all levels at a single institution for a pilot study, with support from program and departmental leadership. For individual assessment, participants will be recorded giving a presentation before and after taking the online modules, and the recording will be analyzed for various teaching skills by two evaluators based on objective structured teaching evaluations. Participants will also complete self-assessment questionnaires before, immediately after, and 6 months after the intervention to evaluate the development of their teaching skills. For curriculum evaluation, we will have the pilot study participants complete anonymous questionnaires after each module and at the end of the course to provide feedback on their experiences. Their responses will inform further improvement of the curriculum for future iterations. There are six modules planned for the RaTe curriculum for radiation oncology residents, each between thirty minutes to an hour long. The six course modules will be: (1) Teaching in the outpatient oncology clinic, (2) Creating an inclusive interdisciplinary learning environment, (3) Teaching contouring and plan evaluation, (4) Creating and delivering evidence-based PowerPoint presentations, (5) Giving mini-lectures "on the fly", and (6) Giving effective feedback. With funding from our institution, we plan to use a learning management system to create interactive online modules and enlist the help of the educational technology team for creating and incorporating video simulations of teaching scenarios. We have previously demonstrated that there is a need for a radiation oncology-specific RaTe curriculum. Additionally, there is a need for periodic reinforcement of teaching skills, as studies have shown that even within a year, teaching quality can decrease after the intervention of a RaTe curriculum. In the long term, we plan to make these modules readily available for residents to review, and easily accessible so that residents at other institutions can use them as well. Since radiation oncology residency programs are relatively small compared to other specialties, creating a national standardized curriculum is the most accessible way to implement a RaTe curriculum for all radiation oncology residents.

Islamic Religious Education Learning Innovation at the MTsN Model Banda Aceh and the MTsN Model Gandapura Bireuen

This study aims to determine the elements of learning innovation, differences and similarities, as well as candidates for Islamic religious education learning innovations in two Model MTsN of Aceh province. This research method uses a qualitative approach. Data collection techniques include in-depth interviews, observation, and documentation. The data was then analyzed by descriptive analysis consisting of data reduction, data presentation, and drawing conclusions. The results showed that: 1) The innovation of Islamic religious education learning at the two MTsN models was carried out through the enrichment of the Islamic religious education curriculum, which included sharpening, remedial, and coaching programs. At MTsN Model Aceh, learning innovation also includes a variety of methods, from monotonous to varied, and from lectures to discussions, exercises, assignments, homework and presentations. The innovation of Islamic religious education learning media in the Aceh MTsN Model also varies from manuals to digital media, from worksheets to e-learning media, and from classrooms to laboratories. Furthermore, the learning evaluation innovation in the Aceh MTsN Model consists of tests and non-tests; 2) The similarity of Islamic religious learning in both the Banda Aceh Model MTsN and the Gandapura Model MTsN in terms of curriculum enrichment lies in the use of the National curriculum standards. On the other hand, the difference lies in class grouping, where the Banda Aceh Model MTsN makes small groups and the Gandapura Model MTsN makes a package system.

Assessing alignment between curriculum standards and teachers’ instructional practices in China’s school music education

Alignment between curriculum standards and teachers’ classroom instructional practices is critical in assessing curriculum implementation effectiveness and students’ learning. Using a modified version of the Surveys of Enacted Curriculum (SEC) for music, this study explored the alignment between the enacted curriculum and the national curriculum standards in the Chinese school system. Curriculum standards and classroom instructional practices were represented using sets of two-dimensional matrices that comprised content themes and five learning domains: Cognitive, Affective, Psychomotor, Social, and Cultural (the CAPSCt model). The results showed an overall high level of alignment (0.81–0.90). It was also suggested that the degree of alignment gradually decreased from the low grade to high grade band. Individual variations were evident in both the learning content and learning objectives, in which more emphasis was put on cognitive, affective, and psychomotor development than on social and cultural aspects. Methodological challenges and implications of the CAPSCt model for assessing curriculum enactment are also discussed.