Recent Curriculum Reform Research Articles

Baccalaureate nursing education curricula in the People's Republic of China: status, issues and reforms.

This article examines baccalaureate nursing education curricula in the People's Republic of China. Three 5-year curricula and one 4-year curriculum were content analyzed and contrasted. Findings of this study suggested that: (i) the biomedical model dominated the three 5-year traditional curricula; (ii) political-ideological content permeated all four curricula; and (iii) the reformed curriculum at Peking Union Medical College was a genuine effort toward building a new nursing curriculum model that intended to differentiate nursing education from medical education. In addition, major themes of recent curriculum reforms were highlighted. Recommendations were suggested to improve the outcomes of future curriculum endeavors. Explicit as well as implicit comparisons with an ideal-typical American generic baccalaureate nursing curriculum were made when appropriate.

Using “The Organism” as a Conceptual Focus in an Introductory Biology Course

A key role of introductory biology in college curriculum (similar to other introductory sciences) is to provide students with a foundation of information on which they can build rest of their major. Too often, however, students (and some faculty) view introductory course as nothing more than an overview of essential facts and concepts. This baseline approach to teaching introductory biology is lamentable because it misses a unique opportunity to engage students' imagination early in their college careers and, in so doing, to teach them that biology is more than just a collection of facts. Most students who enroll in introductory biology are just beginning to explore their interests in more depth than was possible during secondary school, making introductory course an ideal venue for expanding their outlook and developing their critical thinking skills; that is, improving students' ability to ask good questions and to know how to answer them. In our renovation of introductory biology program at Duke University, we developed an integrated series of exercises focused on the that serve both as a way to nurture student imagination and individual interests and also as a way to teach students about process of asking and answering questions in biology. We chose the as a conceptual focus for this series of exercises for several reasons. First, organisms are tangible. Many students are attracted to biology initially because of an interest in organisms (fostered, perhaps, by their exposure to abundance of nature programs on television if not their own experiences in nature). Even students who are not nature-lovers bring an intuitive feel for organisms to class. Thus, organisms provide a good starting point for grounding a student's interests in biology. This point is supported by growing number of introductory biology curricula that emphasize integrative and process-oriented nature of biology, as opposed to more traditional approach of starting with chemistry and working up (Goodwin et al. 1991; Chiras 1992; Ebert-May et al. 1997; Groh et al. 1997). A second reason is that organisms represent a particularly important level in hierarchy of biological organization. While evolution occurs on level of populations, natural selection acts on organisms because, in general, this is level at which differential reproduction occurs. To extent that most of biological processes studied in introductory biology are in some sense or another adaptations resulting from natural selection, including phenomena occurring at level of molecules through level of ecosystems, these processes are best understood in context of organisms within or among which they occur. We designed this exercise to stimulate student interest in biology while helping students learn scientific methods. Recent curriculum reform recommendations emphasize importance of actively involving students as a way to engage students in biology (Project Kaleidoscope 1991; BSCS 1993; NRC 1996, 1997; NSF 1996). Especially useful activities include problem-driven exercises that require student creativity in order to achieve specified goals (Project Kaleidoscope 1991; Chiras 1992; NRC 1996). In our project, students choose an organism at beginning of semester and this organism becomes their own personal focus for a series of exercises throughout semester (as described below). One key to success of any exercise, however, is providing enough guidance to students so they do not feel lost on an assignment, while leaving them room for creativity in pursuing their goals. Therefore, instead of simply letting students loose on project, we meet with students in groups to ensure that they make adequate progress throughout semester. We do provide feedback to students, but we do not tell them exactly how to proceed through each step of project. In addition, we provide students with handouts that have suggestions and guidelines for exercise [copies of these handouts are available from corresponding author, WJH]. The project gradually builds across semester, starting first with students asking questions about their organism, then developing testable William J. Hoese is an Assistant Professor in Department of Biological Sciences at California State University-Fullerton, Fullerton, CA 92834; e-mail: bhoese@fullerton.edu. Stephen Nowicki is an Associate Professor in Department of Biology at Duke University, Durham, NC 27708.

A proposal for an epistemically diverse curriculum for South African higher education in the 21st Century

I begin this article by taking stock of international trends which impact on the higher education curriculum. I then briefly assess the South African responses to these challenges in the light of recent curriculum reforms. In particular, I attempt to assess the gains made for curriculum development in South African higher education by the imposition of the SAQA interim registration requirements and the outcomes-based method of curriculum design. I also note the gaps not addressed by the SAQA reforms and suggest that the SAQA reforms lay the HE curriculum open to the global trends of the instrumentalisation and marketisation of knowledge. I also address two other internal epistemological challenges to the HE curriculum, namely post-modernism and scientism. I then propose an epistemically diverse curriculum in which four ways of knowing and learning are developed for all HE curricula. These are the traditional cognitive learning of propositional knowledge; learning by doing for the application of disciplinary knowledge; learning experientially and fourthly developing epistemic cognition so as to be able to think reflexively and contextually about one's learning. I suggest that such a curriculum could address both the local and global dimensions of a higher education curriculum and hold a necessary balance between Mode 1 and 2 knowledge production. Furthermore, I believe that one of the central educational challenges currently facing HE practitioners is the integration of the various desirable generic skills into a traditionally content-based curriculum. I suggest that, if learners are introduced to all four ways of knowing and learning, these generic skills (both transferable and transferring skills) can be appropriately integrated into the HE curriculum. The article concludes by considering some of the key issues involved in implementing an epistemically diverse curriculum. South African Journal of Higher Education Vol.15(2) 2001:49-61

Meeting the needs of lifelong learners: recognizing aconative dimension in physics education

Recent curriculum reforms emphasize the importance ofthe public understanding of science and lifelong learning. Thisarticle develops from the assumption that school science shouldact as a preparation for lifelong science learning. The articledocuments a study of the public learning of physics. Morespecifically, it explores factors that influence how the publiclearns about a potential health hazard - radon gas. The articleconcludes by suggesting that meeting the needs of citizensrequires more than a minor adjustment of curriculum content - italso requires the recognition of an important conative dimensionin physics education.

Fieldwork in the Dutch Mountains - A Bridge Too Far?

Fieldwork does not have a strong position in the secondary geography curriculum in The Netherlands and has never been a feature of teacher training. Attempts to establish a network of field centres in the 1970s were unsuccessful, and fieldwork is now the preserve of a small number of enthusiasts. The opportunities created by recent national curriculum reform in requiring pupils to engage in individual project work has not stimulated fieldwork as much as might have been expected, as class-based study of secondary sources has become more important than enquiry outside the classroom.

Curriculum Reform, with Particular Reference to Primary Literacy, in Contemporary English and Norwegian Official Documents1

This paper explores similarities and differences in recent curriculum reform in England and Norway, focusing particularly on literacy. The main database consists of the official curriculum policy texts produced in both countries. Literacy is the major focus of the paper and a critical account is offered of current literacy policy in both countries by comparing the perspectives, values, and assumptions built into official texts. The paper begins by explaining and comparing the format of the reformed curricula in England and Norway, and by pointing to the impetus for change in both cases. It then goes on to analyse the various conceptions of literacy underpinning official literacy curriculum with reference to functional literacy, cultural literacy and critical literacy. It demonstrates how curriculum policy, and, more specifically, literacy policy is used as a vehicle for social control and reproduction and it concludes that differences in the nature of official policy in both countries can be explained with reference to the origin and impetus for change in the first place, and the extent to which the voice of the education establishment was heeded or silenced. 1This research project was supported by a grant from the British Council and the Research Council of Norway. The assistance of Helen Bowman in locating some Norwegian material is also acknowledged.

Community-oriented medical education in Glasgow: developing a community diagnosis exercise.

Recent NHS changes have included an increasing emphasis on primary care settings, and hence community needs assessment. This has led to suggestions that medical education should become more community-oriented if today's medical students are to become effective medical practitioners. Recent curriculum reforms in a number of medical schools frequently involve a more student-centred approach, which encourages students to learn by intellectual discovery and critical thinking. We describe one such exercise in community diagnosis that has been developed in Glasgow's new undergraduate medical curriculum. The exercise has been developed as three teaching sessions, each with specific learning objectives. The first session explores the strengths and weaknesses of routine statistics, and reveals the lack of information regarding individual's and community's health and health care needs. The second session is a community-based rapid participatory appraisal arranged by general practitioners. Students interview patients, carers, and local key informants and health care professionals about their perceptions of health and health needs. In the final campus-based session, students combine and present their findings. Development included two pilot exercises involving detailed evaluation. University of Glasgow. Medical students. Students valued the contrasting perspectives and information provided by different sources. After completing the three sessions, most students and tutors considered it an interesting, enjoyable and educational experience. This innovative community-oriented teaching programme gave students some insight into how health, morbidity and mortality are measured, why these might vary between different communities, and how different community members' perspectives might differ regarding perceived health and social needs.

UnSATisfactory: or How the Reading SATs May Mask the Level of Achievement of Young Early Readers

SATs, particularly in Key Stage 1 have always been perhaps the most controversial aspect of the recent curriculum reforms. In this article, Rhona Stainthorp reports her research into the validity and usefulness of the KS1 SATs. Her results make rather worrying reading, suggesting that the reading SATs are very crude measures of children’s reading abilities. As Stainthorp argues, from their results, we actually have no idea how well some children are doing at reading.

Teacher Involvement in Curriculum Policy in Scotland

This paper is in four main parts. It begins with a brief description of the centralised system of decision making in Scotland. It goes on to argue that although the system is centralised, it makes strenuous efforts to consult and involve a number of stake holders in the system in decisions about curriculum and assessment. When it neglects to do so, as in the case of national testing, it runs into trouble. The paper then goes on to question whether recent curriculum reforms have made a significant impact on teachers’ thinking and classroom practice. Finally, it speculates about the likely impact of recent developments in school governance, such as devolved school management and school boards, on teachers’ autonomy.

The Delphi technique: a methodological discussion.

As in nursing, recent curriculum reform in radiographer education has resulted in the development of undergraduate programmes, and a study referred to in this paper investigated the activities of supervising radiographers in support of the undergraduate curriculum. Following on from 'ward learning environments' research in nursing, the most important activities which assist radiography students' clinical learning were investigated by means of the Delphi technique. At the design stage, a deficiency in previous work using the technique was identified, in that decisions relating to consensus among research respondents appeared to be based on arbitrary or post hoc rationales rather than predetermined or objective criteria. As the Delphi technique is being increasingly employed in nursing and similar research, it is important to explore issues of consensus, validity and reliability. The paper makes recommendations for improving these aspects in future studies.

Clinical supervision skills: a Delphi and critical incident technique study

Like many other health care professions, recent curriculum reform in radiographer education has resulted in the development of an undergraduate programme, which aims to produce an independent, ‘reflective’ practitioner. It was therefore considered that the role of supervising radiographers would be even more critical than previously, and their activities in the clinical setting which would support the aims of the curriculum were examined. The study methodology was separated into two stages. First, the Delphi technique consulted expert radiographers in order to define clearly the role of clinical supervisors. The statement derived by the experts using the Delphi method was used to assist students in making their judgements. The second stage used the Critical incident technique, in which students described activities by radiographers which assisted or hindered their learning. As well as clarifying the current activities of practitioners when supervising student radiographers, the findings indicated that they had been poorly prepared for their new role. Many reported learning situations which were task-rather than student-centred and the strategies which would support the development of reflective practice were rarely displayed. Because supervising radiographers are in a powerful position to influence clinical learning, it is recommended that appropriate training programmes are needed, in order to promote our true educational purpose, namely quality patient care.

A Curriculum for the Twenty-first Century

The pessimists take a superficial look at the past history of curriculum innovation and conclude that no meaningful change is possible. Most educational leaders reject that position. Biology 1988 is not Biology 1958; curriculum change does occur. The reactionaries want to return to a classical curriculum that never did work for most students. Many recent curriculum reform pronouncements seem to have been designed for what might be termed the Edsel high school-they add up to a 1950 high school program that was obsolete from the day it was implemented. The revolutionaries are busy reconceptualizing the curriculum, encouraging practitioners to make radical changes in its organization and structure. While there is obvious value in such creative curriculum thinking, radical change does not seem to be possible-or even necessary. I see myself as a reformer-one who believes in incremental meliorism. Reformers want to take small steps toward a realizable future, developing in the process a curriculum that is measurably better than the one offered now. It is in this reformist spirit that the following recommendations are offered. The discussion first indicates the major ways each of the four major disciplines should and can improve by the year 2000 and then presents an incremental strategy for achieving such gains. It is a process that might best be termed curriculum renewal.

Change Processes and Strategies at the Local Level

Change Processes and Strategies at the Local Level

Contracts versus the Commitment Process

ABSTRACT Securing commitment to learning is a continuing problem for teachers. In lieu of some as yet poorly understood system of internal goading, contracting is a device to which teachers are tempted to turn in securing student commitment to individualized instruction. Teachers should recognize, however, that contracting, far from being an innovation, is a technique from the past of doubtful validity. The Dalton Plan of the 1920's appeared to utilize the contract successfully until equating learning with manual labor ultimately proved fallacious. Without the contract plan, the recent curriculum reform movement, equating learning with intellectual labor, again seems to have proved fallacious. The contemporary revival of the contract plan has stressed reform of the teacher role, either by demonstrating a potential link with technology to form an instructional system, or by aiding the student to achieve a transition to self‐direction. Inevitably, contracting in itself constitutes an extrinsic factor contributing little to human growth and development. However, the process of contracting, here termed the commitment process, is an intrinsic factor of great potential. The commitment process may have the effect of helping solve several contemporary educational problems, not the least of which are the personalization and humanization of instruction. Today's students are less in need of contracts than problem‐solving mechanisms. The commitment process, which may never terminate in a contract, appears to be just such a mechanism.

The Curriculum Reform Explosion and the Problem of Secondary General Music

The White House Conference on Education during the summer of 1965 ended with a call for education to get on the move. The MENC convention theme, “The Changing Curriculum in Music Education,” reflects the necessity for music teachers to keep abreast of developments in music and in education, and to exercise leadership in initiating desirable changes. This article points out the relevance of recent curriculumreforms for music education.