Curriculum Organization Research Articles

The Coherent Approach In Teaching Arabic In Theory And Practice

Curriculum organization is a crucial aspect in developing a curriculum to achieve optimal educational goals. One model of curriculum organization that can be applied is the correlated curriculum or correlated learning. This study aims to explore the application of correlated curriculum in formal education in Indonesia. The research method used is a qualitative approach with a case study design. Participants in this study include teachers, school principals, curriculum developers, and education department representatives from several high schools that implement correlated curriculum. Data were collected through interviews, observations, and document analysis, using data source triangulation to ensure data validity. Correlated curriculum is an approach to curriculum development where various subjects are interconnected and support one another. This concept aims to show the relationship between various fields of study and integrate knowledge from various subjects so that students can see the connections and relevance between subjects. Although there has been no specific and comprehensive implementation of correlated curriculum in Indonesia, there are efforts that reflect a tendency to link various subjects in the curriculum and learning process, such as thematic integrated approaches in elementary schools and cross-subject learning materials in lesson plans and curriculum frameworks.

Shared Medical Appointments to Improve Equitable Access to Rehabilitative Care for Long COVID

Long COVID is an infection-associated chronic condition that can cause a wide variety of symptoms and long-term functional impairments. Although investigation into curative treatment is ongoing, current standard management of long COVID relies heavily on rehabilitative care by physical, occupational, and speech therapists. Unfortunately, many persons with long COVID encounter financial barriers to receiving rehabilitative care, especially because some state Medicaid programs and safety net health insurance plans do not cover one-on-one rehabilitation visits. Shared medical appointments are group visits that can deliver multidisciplinary care, and they are widely reimbursed by health insurance plans. Shared medical appointments also offer the added benefit of peer support and camaraderie, and they are an efficient method for clinicians to deliver care to many patients at once. Shared Medical appointments can serve as an innovative method of delivering rehabilitative care for persons with long COVID who cannot access individual appointments with a physical, occupational, and/or speech therapist. The purpose of this clinical perspective is to present the rationale, development, and organization and content of a six-session curriculum of shared medical appointments, which was created to deliver rehabilitation principles for long COVID management. The curriculum covers physical activity, daily living activities, and thinking and speaking. It includes identification of functional concerns and goals, instruction in rehabilitative strategies and tools, and troubleshooting challenges that are encountered as patients implement strategies. The content in this clinical perspective is intended to be easily adapted and delivered by other clinicians to facilitate more equitable access to long COVID rehabilitative care.

Tradicals, Pillars and Directions For Educational Curriculum Development In Indonesia: A Literature Study

This paper aims to identify curriculum traditions, including curriculum changes from time to time in the history of Indonesian education, the five pillars of curriculum development as considerations in curriculum development, and to see the direction of curriculum development. The author used 17 references from scientific journals and books in this study. Tracking reference sources using Google Scholar. The study results show that the educational curriculum change is greatly influenced by political factors such as the change of government and the minister in charge of education, as well as by the shift in education policy. There are five pillars of curriculum development: curriculum objectives, content or materials, learning strategies, curriculum organization and evaluation. The current curriculum development direction focuses on technology integration through the Independent Curriculum platform. As for universities, they implement Independent Learning Independent Campus, which is expected to answer global challenges and prepare the generation to face an increasingly complex world.

A Study on the Development of University Liberal Arts Curriculum Convergence Standards

The purpose of this study was to develop standards for the convergence of liberal arts curriculum as a way to effectively operate liberal arts education in universities. To this end, through literature analysis and two rounds of Delphi surveys, convergence standards were developed according to the categories of university liberal arts curriculum organization.</br>As a result of the study, four categories—goals, contents, methods, and evaluation—were established as key components of the university liberal arts curriculum. The convergence types of the liberal arts curriculum were divided into two types: intra-curricular and inter-curricular convergence, with specific standards set for each type. A total of 14 judgment questions were developed, consisting of 3 to 4 judgment questions based on the standards for each type. These judgment questions were designed as comprehensive inquiries that could represent each standard.</br>Through these research processes and results, this study is significant in that it established specific standards for the more systematic operation of convergence education in university liberal arts curricula. In particular, it is meaningful as it provides guidelines that can be applied to the design and operation of liberal arts education by developing specific standards for both intra- and inter-disciplinary convergence. It is believed that this can contribute to cultivating convergent thinking in liberal arts education and offer practical assistance in designing curricula that integrate various academic perspectives. Furthermore, it is expected that such an approach will enhance the consistency of curriculum operation by specifically proposing ways to promote convergent thinking throughout processes such as goal setting, content organization, teaching methods, and evaluation.

The role of personal and contextual factors when investigating technology integration in general and vocational education

This study aims to investigate the extent to which perceived personal and school-related factors influence the quality of technology integration in teaching at the upper secondary level and how this differs between general and vocational education. The quality of technology integration was operationalised through the different activities supported by technology according to the ICAP model. We used data from a survey of 1660 teachers from 106 upper secondary schools in Switzerland to construct structural equation models of the interplay between school-related factors, teacher-related factors, and technology integration. Apart from confirming that technology integration is generally high across all school types, the study shows that among school-related factors, goal clarity is a significant predictor of constructive learning activities and of all the three personal factors considered in the study: teachers’ positive beliefs, technological knowledge, and technological pedagogical content knowledge. Moreover, these personal factors, in turn, constitute significant predictors of all the four types of learning activities. Both full-time and dual vocational schools integrate constructive and interactive activities more than general schools, and vocational teachers report significantly higher beliefs and lower technological pedagogical content knowledge than general school teachers. These findings confirm the importance of considering the interplay between personal and school-related factors when training teachers in technology integration, with interesting differences across school types that seem to depend more on the contextual culture than on the curriculum organisation.

교육과정의 교과 편제와 내용조직 비교 연구: 독일의 교과 편제와 역사 교육과정을 중심으로

This study aims to discuss the subject organization and time allocation by linking them to the contents of subject curriculum. To this end, this study compares the subject organization and time allocation of the secondary school curriculum and contents of learning of history subject curriculum by grade using the cases of three German regions (North Rhine-Westphalia, Bavaria, and Baden- Württemberg), in juxtaposition with the grade-specific learning topics in the current history curriculum of South Korea. In Germany, history is allocated a constant two hours per week for six years in grades 5 through 10. The scope of study is dominated by the history of Western Europe and Germany, and is organized to cover ancient, medieval, and modern times in chronological order only one time over the six years. This differs significantly from the curriculum of Korea, where Korean history is taught three times in chronological order for one semester or one year each in elementary, middle, and high school. World history taught once for one year covering all eras in middle school. This study argues the following two points. First, the Secondary Stufe I curriculum in Germany, based on the school system of grades 5-10, covers the content of a subject curriculum in a continuous manner without poses between school levels and grades, and this organization and allocation of time provides a foundation for depth of learning. Second, the Korean history curriculum, which covers the entire chronological period in a single semester or year, needs to be changed to lay the foundation for in-depth learning. In terms of individual students' learning experience and growth, the organization of subject and its content should be discussed beyond the distinction between school levels.

국내외 과학영재학교 수학과 교육과정 편성 현황 분석

This study attempted to analyze the characteristics of the mathematics curriculum of eight domestic science gifted schools to derive implications to consider when organizing the mathematics curriculum of domestic gifted schools in the future. To achieve this, the study compared the content elements of mathematics subjects offered in science high schools for gifted students with those structured according to the 2022 revised mathematics curriculum. Additionally, an analysis was conducted on the content elements of Advanced Placement (AP) subjects and other subjects that, while not included in the 2022 revised mathematics curriculum, are additionally studied at these science high schools. The analysis revealed that the mathematics curriculum in science high schools for gifted students showed a relatively low reflection rate of content elements included in the 2022 revised mathematics curriculum, such as <Discrete Mathematics>, <Practical Statistics>, and <Advanced Geometry>. Moreover, there was a noticeable lack of the <Probability and Statistics> subject in the AP curriculum. The study also highlighted the need for a comprehensive review of the content covered in <Linear Algebra> and <Differential Equations> when organizing future curricula. Furthermore, a comparative analysis of the curricula in three international science high schools for gifted students indicated that these institutions generally offer more credit hours and a wider variety of elective subjects, thus ensuring greater flexibility and broader learning opportunities for students. This suggests that the organization and operation of the mathematics curriculum in domestic science high schools for gifted students should embrace more flexibility and openness to effectively nurture mathematical talents.

초등교사의 창의적 체험활동 경험에 관한 질적 메타분석

Objective: Using a qualitative meta-analysis, this study examines whether elementary school teachers' experiences in organizing and operating creative experiential activities are being implemented in actual school sites as intended and proposes ways to internalize the quality of these activities. Methods: Eight domestic qualitative studies on the said experience were analyzed in a larger framework of curriculum organization, implementation, and evaluation according to Novlit and Hare’s (1998) seven-step qualitative meta-analysis approach. Results: Elementary school teachers had conflicting views on teacher autonomy in organizing, managing, and evaluating creative experiential activities. Further, they differed in their experiences in different areas of creative experiential and out-of-school activities. The study also elicited opinions on how to evaluate creative experiential activities and improve professional development related activities. Conclusions: Suggestions were made for improving the creative experiential activity curriculum and follow-up research, such as providing opportunities to cultivate teacher expertise related to creative experiential activities, exploring teacher and student experiences by activity area and alternative creative experience evaluation measures.

51069 Temporal coordination of the CORE Exams promotes organization of a boards review curriculum enhancing residents’ preparation, confidence, and awareness of content

51069 Temporal coordination of the CORE Exams promotes organization of a boards review curriculum enhancing residents’ preparation, confidence, and awareness of content

Exploring Organization of Subject Curriculum for Improvement of Coherence between General Guidelines and Subject Curriculum

Exploring Organization of Subject Curriculum for Improvement of Coherence between General Guidelines and Subject Curriculum

Socio-Economic Status of Students and Its Impact on the Quality of Studies

The research was done in order to highlight the connection between the socio-economic status (SES) of students and the quality of studies, as well as the connection between the organization of the teaching curriculum and the quality of studies. It has a quantitative descriptive design and falls in the field of theoretical-empirical research. The population is homogeneous and includes students from the faculties of Education throughout Kosovo and the Faculty of Mathematical and Natural Sciences in Pristina, who attended bachelor studies in the period 2019–2022. The research was conducted with a sample of 312 students, representing over 2800 students. The research instrument was a survey/questionnaire. The results of the research showed that the social and economic status of students is in stable correlation with the quality of studies. The research also highlighted that the organization and quality implementation of the teaching curriculum significantly correlates with the quality of studies. From the attitudes of the students, it was understood that there is a variable correlation depending on the variables (such as marital status, village-city residence, number of employees in the family, economic situation, etc.). The findings from the research serve as a recommendation for educational institutions so that during the drafting of policies on education, they take into consideration the qualitative organization of studies by institutions of higher education, as well as create mechanisms to help students with poor economic conditions, in order to raise of the quality of studies and the quality of education.

Management of Character Education Curriculum in Islamic Boarding School

This article aims to describe the planning, organization, and evaluation of the character education curriculum at the Al Furqon Islamic Boarding School, Kota Baru Driyorejo Gresik. This article has used a qualitative research method with a case study approach. The data collection techniques are interviews, documentation, and observation. Observations were made by participating in observations. While the informants of this study were the head of the pesantren, caregivers, and several Ustadz (boarding school administrators). Data analysis techniques follow this model of Huberman. The result of this article is that the planning carried out at the Al Furqon Islamic Boarding School is neatly arranged and agreed upon by the leadership and the Foundation. Implementation of the agreed curriculum is carried out with the commitment of all pesantren stakeholders. Evaluation is used as a control of the implementation of whether or not the target has been achieved.

The implications of curricular organization on teachers’ pedagogical practice

The implications of curricular organization on teachers’ pedagogical practice

Physics Education in EU High Schools: Knowledge, Curriculum, and Student Understanding

This study examines the status of physics education in EU high schools, focusing on student understanding, curriculum organization, and knowledge transmission. The research aims to uncover potential gaps or opportunities for improvement in physics education in the European Union by looking at five important characteristics. Enhancing the overall educational experience and preparing students for future academic and professional pursuits requires an understanding of the quality of knowledge imparted to students, the efficacy of the curriculum in reaching educational goals, and the level of student comprehension. By offering insightful information, this study can guide instructional practices and policy in secondary schools across the European Union, potentially leading to significant improvements in physics education. A more thorough investigation of pedagogical strategies and their effects on student learning outcomes may benefit future studies in this field. Furthermore, examining any variations in physics education among the different EU member states may provide insightful comparative analysis.

Implications for the Organization and Operation of Liberal Arts Curriculum by the Difference in Educational Consumers' Perception of the Identity and Content of Liberal Arts Education

The purpose of this study is to examine whether there are differences in the perception of the importance of liberal arts education by role and content for each educational consumer and to derive implications for how to reflect these differences in the organization and operation of the liberal arts curriculum. To achieve this, basic statistical analyses and one-way ANOVA were conducted on survey data collected from 1,720 students, faculty, graduates, and industry representatives in Busan, Korea. The results confirmed differences in perception among each educational consumer regarding which role of general education is considered more important. In particular, students perceived all roles of general education except for ‘complementing major education’ as less important compared to other consumer groups. Clear differences were also observed in the importance attributed to specific content areas by each group. While Faculty and industry representatives perceived the importance of humanities most highly, students and graduates prioritized employment-related areas such as practical skills, IT utilization skills, and foreign language abilities. Moreover, they perceived the importance of humanities and social sciences, which correspond to the traditional liberal arts and education areas, as less significant. Based on this difference in perception of the educational consumer groups, four implications for practitioners to consider in the process of development and implementation of liberal arts education were proposed.

Models and Implementation of Curriculum Development in Schools

Curriculum development cannot be separated from various aspects that influence it. Various curriculum models have been developed by curriculum, education and psychology experts. This research aims to find a model for curriculum development in schools and its implementation. In this article, the author uses library research or what could be called qualitative research which obtains data from appropriate journals, articles and books. The research results found that in developing the curriculum, teachers can choose several models including the Tyler Model, Administrative Model, Grass Roots Approach Model, Demonstration Model, Beauchamp's System Model or Beauchamp Model, Roger's Model, Problem Solving Model and Taba's Inverted Model. The procedures for curriculum development include curriculum planning, curriculum organization, staffing and curriculum control. Meanwhile, curriculum implementation is the process of applying ideas, concepts, policies, in the form of practical actions, so that it has an impact, both in the form of changes in knowledge, skills, as well as students' values and attitudes. The success of curriculum implementation is also determined by communication about the implementation plan and the support of all resources in the implementation

전문대학 교수의 역량기반 교육과정편성·운영능력과 총장변혁적리더십, 교수자율성 및 학습민첩성의 구조적 관계

전문대학 교수의 역량기반 교육과정편성·운영능력과 총장변혁적리더십, 교수자율성 및 학습민첩성의 구조적 관계

Personalised education in current pedagogical renewal centers

Pedagogical renewal is a concept loaded with a historical-pedagogical trajectory linked to reflection, social justice, educational improvement, teacher commitment and the questioning of the educational model, with personalised education being a key aspect. The aim of this paper is to analyse how learning is personalised in primary education centres that promote processes of pedagogical renewal. A qualitative methodology is used, based on a case study. Two schools with a high intensity of pedagogical renewal were selected and in-depth interviews were conducted with the management team and teachers, focus groups with families and students, and participant observation. The information derived is analysed with the ATLAS.Ti 22 programme, after coding and categorisation. The results reveal a number of common elements and processes of personalisation of learning which are structured in three dimensions. In the first dimension, school characteristics, the following stand out: student autonomy, individualisation of learning and freedom of choice of learning pathways. As for the second dimension, educational project, the following elements stand out: flexible curricular organisation, active methodology where group work is a key element, organisation of timetables without previously established patterns, the role of accompanying teachers, student focus and active participation of families in daily school life. Finally, from the third dimension, inclusion, the following can be extracted: daily educational work where diversity is not a limitation, but a source of learning of great didactic value.

Curriculum Management and Educational Assessment At the Master Program in Defense Industry, Defense University, Republic of Indonesia

This study aims to describe curriculum management and higher education assessment systems in producing quality college graduates. This study used descriptive qualitative methods, and data collection techniques through observation, interviews and documentation studies. Data analysis techniques use data validity tests with source tringulation. The results of the study show that the Curriculum Management and Educational Assessment System in the Master of Defense Industry Study Program of Unhan of the Republic of Indonesia in accordance with curriculum standards and higher education assessment systems through planning, organizing, implementing and supervising refer to the vision, mission and profile of graduates in attitudes, knowledge and skills. The conclusion and suggestion in this study is that curriculum planning and educational assessment systems in the Defense Industry Master Study Program of the Indonesian Defense University are carried out through systematic curriculum design, strict assessment standards, and comprehensive assessment instruments. Curriculum organization involves learning designs prepared by course lecturers, distribution of courses each semester, and assessment instruments applied to each subject. The implementation of the curriculum and assessment system refers to the standards of the learning process and assessment that have been set, including the academic calendar and the schedule of teaching and learning activities of each lecturer. Supervision of the curriculum and assessment system is carried out through lesson plans, supervision, reports on lecturer learning activities, academic and non-academic achievements of students, and comprehensive learning evaluation. Although the curriculum includes aspects of attitudes, knowledge, and skills, the assessment of non-academic skills such as soft skills and character needs to be considered as one of the development areas in the educational assessment system to improve the quality of graduates holistically.Keywords: Curriculum Management, Educational Assessment, Defense University of Republic of Indonesia

Field Education in the Southwest of Paraná: a historical retrospective of field high schools 2007-2023

The objective of this text is to present a historical retrospective of field high schools in the Southwest of Paraná between 2007 and 2023, considering the variation rates in the number of schools, students enrolled in their distribution in the Regional Education Centers – NRE of Francisco Beltrão, Pato Branco and Dois Vizinhos, in order to analyze the historical trends in the last two decades of Field Education in the Southwest of Paraná. Regarding the technical level of the investigation, a bibliographic and documentary approach was combined with a quantitative survey of data from field high schools through official reports and databases to locate and systematize the data intended by the research. In general, the results of the investigation showed that there is a continuous process of decrease in enrolled students, closures of field schools, inadequacy of didactic materials and curricular organization, teacher turnover, lack of continued formation for field school teachers, in addition to the absence of mechanisms to guarantee the permanence of young people and peasant families in the countryside.