Relevance Of Curriculum Research Articles

유치원과 초등학교의 교육과정 연계성 관점에서 본 유치원 교육과정 수준 적합성 연구 - 5세 누리과정과 초등학교 1~2학년군을 중심으로 -

The purpose of this study is to find out the level relevance of the kindergarten curriculum in terms of the kindergarten and elementary school curriculum articulation. For this purpose, a model was developed to assess the level relevance of the curriculum. Next, the achievement standards of the curriculum were analyzed by using this model. Finally, teachers` guidebooks were analyzed, too. The following results were obtained from the analysis. First, five of the 14 achievement standards are rated as `relevant`, and nine of them were `irrelevant`. Also, six of the irrelevant achievement standards were rated as `overlap`, two of them were rated as `retrogression`, and one of them was rated as `gap`. I found a lot of problems with the level relevance in the kindergarten curriculum. As the results to analyze teachers` guidebooks, I found that there were the great frequency difference in the activities of teachers` guidebooks.

School-to-Life Transition: Perceptions of Youth in Behavior Intervention Programs

Seven high school students with emotional disturbance were interviewed regarding their perceptions of their school experiences in preparation for transition. Students received support services from a behavior intervention program but spent the majority of the school day in general education classes. Interview data were collectively coded and transition related themes were identified including curricular relevance and student engagement, postsecondary employment, social supports, and independent living skills. Findings regarding the identified themes are presented. This study highlights the need for student participation in transition programming and to provide education relevant to postsecondary aspirations. Implications, future research directions, and limitations are also discussed.

A STAND-ALONE, BLENDED OR RESTRUCTURED INDIGENISATION APPROACH TO CURRICULUM? A CRITICAL PERSPECTIVE

ABSTRACTAttempts to come up with a relevant curriculum that responds to the African context, in general, and to Ethiopia, in particular, have been unsuccessful. The indigenisation approach has been applied in curriculum development and studies as a strategy for rehabilitating the knowledge base and perspectives of the neglected peoples in order to make their curricula relevant. Originally, the indigenisation approach involved a process of modifying a transplanted Western model to make it relevant to the importing country's political and socio-cultural context. Now, it has transformed into an authentication or cultural validation approach that seeks authentic roots in the local system to construct a domestic model in the light of the social, cultural, political and economic characteristics and needs of a particular country. The problem addressed in this article is the lack of curriculum relevance to the Ethiopian socio-cultural and structural context which is hampering the country's renaissance and development. This article employs a critical perspective to investigate the problem. A standalone indigenisation approach, which calls for rooting the curriculum in indigenous foundations and theories, as well as in principles and ideas derived from the culture, all followed by a blending approach which allows an intercultural dialogue, is suggested as being feasible. The authors argue that this approach is an alternative that can contribute towards ensuring the relevance of curriculum and the success of the African renaissance and development.

HUMAN CAPITAL THEORY AND EDUCATIONAL POLICY STRATEGIES IN SUB-SAHARAN AFRICA: A RETROSPECTIVE OVERVIEW

Human capital theory is a powerful, and yet also viewed as a narrowly conceived, understanding of the benefits of education to individuals and society. For many years since its proper formulation in the early part of 1960, during which time education has been modelled as investment leading to economic growth and development, the theory has informed government policies in education and attracted criticism and generated debate over the tension concerning who benefits from education and how education should be organised and funded. This article reviews the influence of the theory in the education policy strategies of sub-Saharan Africa from the ‘manpower planning’ era, through the ‘rate of return’ era, the ‘endogenous growth and endogenous development’ tenets and the debates over ‘quality versus attainment’. These are all discussed in relation to educational access, expansion, finance and curriculum relevance.

A quantitative and qualitative needs assessment enhances the relevance of a patient safety curriculum for surgical residents

A quantitative and qualitative needs assessment enhances the relevance of a patient safety curriculum for surgical residents

Supporting Educational Success for Aboriginal Students: Identifying key influences

The academic difficulties experienced by many Aboriginal (First Nations, Métis, Inuit) students in Canada have been well-documented. Indicators such as school persistence and post-secondary enrollment are typically far lower for Aboriginal students as a group compared to non-Aboriginal students. Identifying facilitators of success is key to improving the academic experiences of Aboriginal students. Accordingly, the objective of the current study was to identify influential factors related to the educational success of Aboriginal students, from the perspective of students and teachers, through the lens of Bronfenbrenner’s (1995) “Bioecological Model.” The insights of participants spoke to the importance of relationships, self-concept and academic expectations, the relevance of the school curriculum, and academic aspirations as factors influencing educational success.

Taking stock of the literature on HRD education

Purpose – The purpose of this paper is to provide a comprehensive review of peer-reviewed literature on university-based human resource development (HRD) courses and programs. Design/methodology/approach – The methods used in this paper are integrative literature review and content analysis. Findings – Only 71 peer-reviewed articles that address university-based HRD courses and programs in any way were found. Forty-six were empirical studies and 25 were either conceptual or editorial in nature. The majority of articles focused on HRD courses and programs in the USA and the UK. Perspectives from other countries were nearly absent. Many of the claims about the content and quality of HRD courses and programs were not supported by empirical evidence. Research limitations/implications – HRD courses and programs are offered in universities around the world. Almost nothing is known of their content, quality or methods. Future research on these courses and programs should focus on the relevance of curriculum to the needs of organizations. Originality/value – While HRD research and practice are concerned with learning and development, topics related to the learning and development of future HRD scholars and practitioners are rarely addressed in the HRD literature. This is the only comprehensive review of the small-body peer-reviewed literature on university-based HRD courses and programs. It provides a summary of the findings of empirical research on HRD courses and programs, and an analysis of the warrant for the claims about these courses and programs.

Providing Space for Elementary Prospective Teachers' Viewpoints on Mathematics Content Courses: A Two-Dimensional Model of Learning

This multiple case study examined the experiences of two groups of elementary prospective teachers (N = 12) completing distinct mathematics content courses. The findings reveal perspectives on knowing, learning, and teaching mathematics as experienced in the context of these courses. One group characterized mathematics as a “record of knowledge,” difficult to understand and lacking in relevance; learning occurred through rote memorization and via external expertise, with teaching typified as explaining. The other group portrayed mathematics as process-focused, internally constructed, and relevant; learning took place through a focus on children's thinking, with teaching characterized as guiding and questioning. The prospective teachers' mathematical beliefs and affect also emerged as key findings, coupled with the quantitative data revealing differences in specialized content knowledge for teaching mathematics. Two salient dimensions emerged as promoting learning in the courses: caring classroom practices and curricular relevance. These factors are situated in a two-dimensional model offering considerations for practice.

Integrating Social Media in Education

In their article "Integrating Social Media in Education" Hadewijch Vanwynsberghe and Pieter Verdegem propose a framework in order to integrate social media literacy in an educational setting. In today's networked society students are new media users and hence the relevance in curricula to include social media literacy. Vanwynsberghe and Verdegem propose a multidimensional conceptual framework of social media literacy that includes the practical, cognitive, and affective competencies needed to deal with information of social media, to communicate with others through social media, to create content on social media, and to handle the consequences related to these three activities. On the theoretical level, the construction of social media literacy including its link with the educational system is based on the notion of cultural capital developed by Pierre Bourdieu.

The Operation and Management of Shipping Industry in the Philippines

The primary aim of this research is to highlight the operation and management of shipping industry in the Philippines along planning, organising, training, and staffing; and the degree of compliance of shipping companies with the requirements prescribed by the National Safety Management Code along safety management system, environmental protection policy, procedural safety operations, systems of communication, emergency preparedness and maintenance of the ship and equipment.In this study, it also identifies the strengths, weaknesses, opportunities, and threats (SWOT) of the shipping companies on the compliance of the National Safety Management (NSM) Code; and the extent of support from the government and non-government units in terms of port management, navigational aids and facilities, education and training, and safety and security. At the end of the study, the researchers proposed a management model to improve the operation and management of shipping industry in the Philippines; and determine the relevance of the maritime curriculum to the NSM Code. To address the research questions, the researcher used the quantitative and qualitative approach of investigation in this study. This method is appropriate whenever the objects of any class vary among themselves and when one is interested in knowing the extent to which different conditions are obtained among these objects. The basis of utilizing this method would be the information that the data gathered were obtained through a survey questionnaire and informal interview from the respondents. The data and other information were consolidated by way of documentary analysis. Hence, this paper is a collaborative research in maritime education with empirical investigation.

Academic Success in Context-Based Chemistry: Demonstrating fluid transitions between concepts and context

Curriculum developers and researchers have promoted context-based programmes to arrest waning student interest and participation in the enabling sciences at high school and university. Context-based programmes aim for student connections between scientific discourse and real-world contexts to elevate curricular relevance without diminishing conceptual understanding. This interpretive study explored the learning transactions in one 11th grade context-based chemistry classroom where the context was the local creek. The dialectic of agency/structure was used as a lens to examine how the practices in classroom interactions afforded students the agency for learning. The results suggest that first, fluid transitions were evident in the student–student interactions involving successful students; and second, fluid transitions linking concepts to context were evident in the students' successful reports. The study reveals that the structures of writing and collaborating in groups enabled students' agential and fluent movement between the field of the real-world creek and the field of the formal chemistry classroom. Furthermore, characteristics of academically successful students in context-based chemistry are highlighted. Research, teaching, and future directions for context-based science teaching are discussed.

IS curriculum career tracks: a UK study

PurposeThe purpose of this paper is to present the results of a comprehensive study on the specialisations or career tracks supported by the Information Systems (IS) curriculum in the UK.Design/methodology/approachThe study utilises the recently published IS curriculum guidelines (IS 2010) to develop a method for ranking the career tracks of undergraduate IS courses in the UK.FindingsThe research presents a prioritised list of graduate IS careers by taking into account the entire IS course provision in the UK. At the same time, it offers data about the size of the IS curriculum in terms of universities in the UK and the number/type courses they offer.Research limitations/implicationsThe study relies on a previously undeveloped method for measuring career specialisations for UK IS graduates. Additional work is needed to validate the results through comparisons with alternative methods of measuring the careers supported by IS degree courses.Practical implicationsBy having concrete data about the state of the IS curriculum in relation to its employability opportunities, the IS academy can make more informed decisions about future curriculum development. Further comparative research can be undertaken to support arguments about the relevance of the IS curriculum to industry needs.Originality/valueThere has been no similar UK study on this scale which examines the state of the IS curriculum in relation to the career opportunities it offers. The development of the method for this study also offers insights into the structure and recommendations presented by IS 2010.

Analysis of Curriculum and Content Relevance in Physics II Textbooks of the 2009 Revised Science Curriculum

Analysis of Curriculum and Content Relevance in Physics II Textbooks of the 2009 Revised Science Curriculum

Exploring a Laboratory Model of Pharmacogenetics as Applied to Clinical Decision Making

Objective: To evaluate a pilot of a laboratory model for relating pharmacogenetics to clinical decision making.
 Case Study: This pilot was undertaken and evaluated to help determine if a pharmacogenetics laboratory should be included in the core Doctor of Pharmacy curriculum. The placement of the laboratory exercise in the curriculum was determined by identifying the point in the curriculum where the students had been introduced to the chemistry of deoxyribonucleic acid (DNA) as well as instructed on the chemistry of genetic variation. The laboratory included cytochrome P450 2C19 genotyping relative to the *2 variant. Twenty-four students served as the pilot group. Students provided buccal swabs as the source of DNA. Students stabilized the samples and were then provided instructions related to sample preparation, polymerase chain reaction, and gel electrophoresis. The results were reported as images of gels. Students used a reference gel image to compare their results to. Students then applied a dosing algorithm to make a "clinical decision" relative to clopidogrel use. Students were offered a post laboratory survey regarding attitudes toward the laboratory. Twenty-four students completed the laboratory with genotyping results being provided for 22 students (91.7%). Sixteen students were wild-type (*1/*1), while six students were heterozygous (*1/*2). Twenty-three students (96%) completed the post laboratory survey. All 23 agreed (6, 26.1%) or strongly agreed (17, 73.9%) that the laboratory "had relevance and value in the pharmacy curriculum"
 Conclusion: The post pilot study survey exploring a laboratory model for pharmacogenetics related to clinical decision making indicated that such a laboratory would be viewed positively by students. This model may be adopted by colleges to expand pharmacogenetics education.
 
 Type: Case Study

Educational Practices, Curriculum Design and Implementation at the MLT Diploma Program in Uganda

Contemporary curriculum design and implementation require the use of appropriate educational practices to enhance positive teaching and learning outcomes. This article discusses the study of educational practices and related curriculum antecedents applied during the design and implementation of the Medical Laboratory Technology (MLT) at Mulago Paramedical Schools in Uganda. This study utilized mixed methods (quantitative and qualitative) in which checklists, document analysis, questionnaires, focus group discussions, and interviews were used to gather data at different compliance levels. The sample comprised of 10 educators, 30 clinical supervisors and 63 students. This study revealed that the MLT diploma curriculum was implemented with a multi-disciplinary focus in order to develop confident and dependable health professionals that could function harmoniously in interdisciplinary collaborative teams. The study also revealed that the curriculum designers and educators complied with important curriculum antecedents in its design and implementation process and it’s clear that student-centered approaches were used. Furthermore, practicum training and strategies used oriented students to basic practical clinical skills and competencies. The use of a variety of educational practices during curriculum implementation made the teaching and learning process more friendly and interesting. It was concluded that considerable utilization of appropriate educational practices during curriculum development was critical. This area of curriculum development being extremely dynamic further research is needed to ensure continued relevance of curricula in the medical field.

Analysis of Curriculum and Contents Relevance in PhysicsI Textbooks of the 2009 Revised Science Curriculum

Analysis of Curriculum and Contents Relevance in PhysicsI Textbooks of the 2009 Revised Science Curriculum

Employment of Radiologic Technology Graduates of the Lyceum University of the Philippines – Batangas

A ten-year tracer study of Radiologic Technology graduates of Lyceum of the Philippines University SY 1997-2007 using a survey-structured questionnaire was conducted to examine retrospective contribution of their education to their current work. The objectives of the study included the determination of graduates’ job-placement profile; how relevant are school-related factors like curriculum, instruction, faculty; student services; organization and administration, physical plant, facilities and laboratories to the job placement; the determination of what skills developed while at school are considered useful in meeting the demands of their present work and the formulation of a program that will enhance the relevance of the college curriculum and services. A total of 97/122 (80%) graduates responded where 78% (76/97) are certified licensed radiographers. All respondents were employed on a full-time basis aligned to the program. The following were found to be very relevant in meeting the demands of their jobs: curriculum, instruction, competencies of the faculty, student services, organization and administrative services.Furthermore, the intellectual, communication and interpersonal skills, competencies, and workrelated values they learned and developed while at school as well as the performance in written and oral assessment of the employers were considered the most important contributing factors in seeking employment after graduation. Keywords - Radiologic Technology, tracer study, employment

Evaluation of a Parent Led Curriculum in Developmental Disabilities for Pediatric and Medicine/Pediatric Residents

Families of children with special health care needs (CSHCN) want to partner with their physicians to provide family-centered care and a medical home for their children. A parent group independently developed a parent-led curriculum to assist in the training of residents for this purpose. The objective of this study was to evaluate pediatric residents' satisfaction with and perceived relevance of this parent-led curriculum demonstrating the effects a disability has on the child and family. From 2002 to 2009, 188 residents participated in a parent interview and a home visit with families of CSHCN through Project DOCC(SM) (Delivery of Chronic Care), as part of their required developmental disabilities rotation. Residents voluntarily completed anonymous quantitative surveys regarding the parent interview and home visit, rating the Parent Presenters, Information Provided, Depth of Coverage, Relevance to Future Practice, and Overall Satisfaction. Scores were reported on a Likert scale: 1=Poor, 2=Fair, 3=Satisfactory, 4=Very Good, and 5=Excellent. Qualitative comments regarding the residents' experience on the quality and relevance of the curriculum were also received. 112 (60%) residents completed the survey for the parent interview and 96 (51%) for the home visit. Average scores and standard deviations were calculated for each variable. Results for the parent interview: Presenters=4.76±0.52, Information=4.40±0.73, Depth=4.59±0.67, Relevance=4.47±0.73, and Satisfaction=4.64±0.60. Results for the home visit: Presenters=4.68±0.62, Information=4.25±0.89, Depth=4.46±0.82, Relevance=4.40±0.75, and Satisfaction=4.49±0.74. The overall experience was favorable with qualitative comments such as: excellent, eye opening, humbling, informative, valuable, and relevant. Pediatric residents rated this parent-led curriculum "very good" to "excellent" overall. Residents were highly satisfied with all areas assessed and felt that it was relevant to their future practices. Parent-led curricula regarding care of children with disabilities can be incorporated into and enhance pediatric resident training programs.

Learning by walking: non-formal education as curatorial practice and intervention in public space

This case study focuses on Walking Home Carrall Street, a series of walks with youth that took place in the autumn of 2010 on and around Carrall Street in Vancouver, BC. Through participant observations, interviews and analysis of the written reviews submitted by the youth, the purpose of the study is not to provide generalisable insights, but rather to discern with which category or categories of educational programmes it may share certain features. The central question guiding the study, therefore, was: How might Walking Home Carrall Street best be characterised as an educational programme? By drawing out connections to educational, philosophical and geographical literature, I discuss obvious features explicitly mentioned by the programme’s organisers, such as its nonformal and experiential character, as well as less obvious ones, such as the ways in which the programme constitutes an intervention in public space and the ways in which it offers youth opportunities to manifest their intelligence. I also discuss curricular features, such as the deliberate use rather than avoidance of repetition and the relevance of emergent and unplanned curriculum.

Curriculum innovation for office education programme in view of the growing information technology (IT): A case study of the Nigeria certificate in education (NCE) programme

Every information technology (IT) driven society is expected to experience some dynamism in the way things are done and in the quality of the goods and services available unto them for use. It is against this backdrop that, a curriculum innovation would help to fashion learning experiences to be given under a close supervision, which would reflect changes in the aspirations and needs of the society. With the advent of IT, the secretarial world of work has experienced several changes from the use of manual machines to perform her operations to the new electronic ways of doing things. In order to make secretarial education relevant in producing vibrant workforce that would fit into today’s world of work, there must be a conscious effort to review any existing curriculum to take into consideration new innovations, and see how to accommodate any possible change in societal needs/aspirations. The paper threw light into why curriculum innovation in the secretarial program is of paramount importance; specific areas that would need to be revisited, and recommendations were made, which if employed would go a long way to ensuring curriculum relevance of the secretarial programme, as it would be producing men and women who can compete favorably with their foreign counterparts and also a liberation from curriculum obsolescence. Key words: Information technology, Nigeria certificate in education, national commission for colleges of education, national policy on education.