Curriculum Resources Research Articles

Optimizing Independent Curriculum Management to Shape Excellent Student Character

This research analyzes the optimization of independent curriculum management in forming superior student character in madrasas. This research uses a qualitative case study type approach. The data collection technique uses observation, in-depth interviews, and documentation. The data analysis technique uses the Miles, Huberman, and Saldana Interactive Model with data condensation activities, data presentation, and concluding. The triangulation of sources and techniques obtains the validity of the data. The research results show that implementing Independent Curriculum Management to build student character is structured and reasonable. The implementation of Independent Curriculum Management includes five steps, namely increasing the efficiency of using curriculum resources, increasing fairness and opportunities for students, increasing the relevance and effectiveness of learning, increasing the effectiveness of teacher performance and student activities, and increasing the efficiency and effectiveness of the teaching and learning process. These five steps are a process of organizational and functional strengthening of the madrasah for student character. Student character can be influenced by a conducive and collaborative learning culture and learning activities that are proactive and productive in their implementation.

Exploring New Paths for the Internationalization of Vocational Colleges in the Era of Artificial Intelligence

This study analyzes the internationalization development changes of one vocational college in China over the past 10 years. Based on the new requirements and trends of vocational education in the era of artificial intelligence , effective suggestions are proposed for the internationalization development of vocational education from the aspects of establishing international consulting organizations, attracting international capital investment, learn from other vocational colleges, formulating international cooperation plans, building industry education integration communities, constructing international curriculum resource databases, shortening students' learning time in school, changing classroom learning modes, increasing online practical training time, and building international cooperation alliances. This study is expected to promote the improvement of vocational colleges in curriculum construction, teaching resources, learning modes, school enterprise cooperation, and platform construction, ultimately achieving sustainable development of vocational education.

Community college student perceptions of digital anatomy models as a curricular resource.

Digital model platforms and applications are common in anatomy education and continue to grow in number, which suggests that educators and students find use for these tools despite the lack of widely accepted best practices. Consequently, it is a challenge for educators to mindfully integrate digital models into curriculum. This short-term, longitudinal study investigated the effects of integrating a monoscopic digital model as a teaching tool during lectures on reproductive and endocrine anatomy as an intervention in a community college human anatomy and physiology course. Student use and perceptions of digital models were analyzed for correlation with the nature of the course content and the intervention (n = 92). Academic content significantly affected self-reported student use (p < 0.001) as well as student perceived usefulness of the model (p = 0.02). These findings support the conjecture that digital anatomy models may be better for achieving certain specific learning goals opposed to all learning goals. Integration of digital models as an instructional method did not consistently influence student behavior but it made a difference in participant ability to recognize this technology outside of the lecture. Overall, participants had a positive perception of digital models, although they were not perceived as more important than all other curricular resources. Inclusion of monoscopic digital models for teaching anatomy should be considered by educators since teaching with digital models can demonstrate strengths and weaknesses for students within the context the of learning objectives, assisting students to make more informed decisions about effective learning tools.

The impact of a microaggressions-themed interprofessional education curriculum on attitudes, confidence, and collaboration competencies: A curricular resource for health professions learners

While attention has been paid to microaggressions (MAs) and interprofessional (IP) education independently, little attention has been paid to how training IP learners in MA can impact confidence and willingness to respond to MAs. We developed an online IPE activity, for six health professions, with asynchronous and synchronous components utilizing standardized patients (SPs) aiming to educate on MAs, their impacts, and how to appropriately respond as recipient, bystander, and source. Students from senior undergraduate nursing (BSN), second-year medical (MD), third-year pharmacy (PharmD), physician assistant/associate (PA) students, athletic training (BS), and graduate nursing (DNP) health professions programs participated.Objectives included: define MA; respond to a MA as the source, bystander, and recipient using Ackerman-Barger's Microaggressions Triangle model; respond to a MA when the source is lateral, in a position of authority, and a patient; and identify the ability of the activity to allow interprofessional collaboration across the six Interprofessional Collaborative Competencies Attainment Scale (ICCAS) domains. The synchronous virtual session began with a large group didactic mini lecture and transitioned to IP small group activities. Within groups, students completed SP simulations where students role played responding to MAs as the recipient, bystander, and source. The session concluded with a faculty-led large group debrief. Students were pleased with the learning experience and demonstrated improvements in attitudes/confidence responding to MAs and ICCAS domains. The curriculum can be customized to meet the needs of a variety of health profession learners and is available for use from the authors.

Collaborative Design Capacity for Enactment Framework: An Analytic Tool for Conceptualizing Pedagogical Design Capacity Within Social Context

ABSTRACTThis study examines an urban middle school teacher design team's capacity for creating integrated science, technology, engineering, and mathematics curricula. Using Brown's pedagogical design capacity (PDC) theory, which highlights interactions between personal and curricular resources, this paper introduces an extended framework that includes social interactions as key influences on teachers' design abilities. Findings show that individual teachers' spontaneous curriculum modifications were adopted by the team, becoming collective resources for ongoing redesign and improving their design capacity. Teachers effectively used each other as resources to address unexpected challenges in integrating science, engineering, and mathematics concepts. Three types of social interactions were identified as collaborative resources: (i) Storytelling: sharing experiences to make abstract concepts actionable for curriculum development; (ii) Protocols: structured methods to address curricular problems related to integration; and (iii) Assessment “for” curriculum redesign: using assessment tools to inform and improve the curriculum. The Collective Design Capacity for Enactment framework is introduced to describe PDC within a social context, highlighting the importance of social interactions in bridging curriculum use and development, thus extending the literature on PDC.

Essentials of Genomics in Nursing Undergraduate Education: A Discussion Paper

AimTo map the 2021 American Association of Colleges of Nursing Essentials to the American Nurses Association Essentials of Genomic Nursing for all nurses and provide resources for nursing faculty to support the seamless integration of genomics into existing undergraduate curricula. BackgroundSince the completion of the Human Genome Project in 2003, rapid advancements in genomic science leading to practical applications of genomics have revolutionized all areas of healthcare. Nursing is built on foundational life sciences, including genomics. As the largest segment of the healthcare workforce, who spend the most time with patients and families, nurses play a critical role in healthcare teams integrating genomic knowledge into patient care to improve health and well-being. Consequently, nurses must be equipped with foundational genomic knowledge and skills during their undergraduate education. However, there is wide variability in whether and how nursing programs have incorporated genomics into their curricula. Additionally, nursing faculty may have limited knowledge of foundational genomic concepts and lack confidence in teaching genomics. DesignDiscussion paper MethodsWe aligned domains from the American Association of Colleges of Nursing Essentials and American Nurses Association Essentials of Genomic Nursing. ResultsA map illustrating alignment in multiple areas, which provide examples of ways to integrate genomics into existing nursing curricula. ConclusionAlthough based on domains developed in the United States, the map, curricular resources, example learning outcomes and clinical vignettes can be used by nursing faculty globally to prepare future nurses who are competent in providing genomics-informed nursing care on entry to practice.

Research on the Development Model of Computer Course Resources in Vocational Colleges Based on the Integration of Industry and Education

China is currently experiencing a critical period of development in vocational education from a scale-based approach to a content-based approach. The integration of industry and education is considered the main theme of vocational education reform, and one of its core issues is curriculum construction. The traditional reform of computer courses has a series of problems in terms of matching the structure with talent training goals, matching the content with professional job requirements, and integrating the evaluation system with professional development. To address this challenge, this article focuses on the construction of integrated curriculum resources between industry and education, with student ability cultivation as the core, and is committed to strengthening the deep connection between talent cultivation and enterprise development. To this end, we have explored and proposed a development model for industry education integration courses based on the concept of "school enterprise coeducation - practical majors - industry connectivity - zero distance docking", in order to solve many problems faced by traditional computer course reform and promote vocational education to move towards a more connotation rich development stage.

The Sharing Model of Kindergarten Art Enlightenment Education Curriculum Resources Based on Deep Learning Algorithm

In order to meet the autonomous needs of children’s art learning, this paper studies the sharing model of kindergarten art enlightenment education curriculum resources under the deep learning algorithm. Build a kindergarten art enlightenment education curriculum resource-sharing model that includes the classification and storage layer of education curriculum resources, the metadata annotation layer of education curriculum resources and the shared business service layer. The deep learning algorithm is used in the classification and storage layer of education curriculum resources. The education curriculum resources are divided into courseware resources, case resources and media materials resources through unsupervised restricted Boltzmann machine (RBM) coding and supervised training process. The ontology model of various educational curriculum resources is constructed, and the semantic information of educational curriculum resources is described using ontology. The metadata annotation layer of education curriculum resources annotates the metadata semantics of education curriculum resources through the constructed ontology, which improves the consistency and sharing of education curriculum resources management. The implementation of resource sharing business service is based on semantic analysis and query of educational curriculum resources. Therefore, the shared business service layer adopts a semantic query method based on improved similarity algorithm, which combines semantic distance, node density, node depth and relationship type to build a semantic similarity calculation method to achieve semantic analysis and query of educational curriculum resources. The experimental results show that the model is suitable for multi-classification of shared resources in the kindergarten art enlightenment education curriculum, and the semantic query accuracy is high in the process of sharing. When the threshold is [Formula: see text] 0.5, the query effect of the sharing model in this paper is ideal, which can meet the needs of users’ autonomous learning.

‘Solving’ the curriculum resource ‘problem’? A critical policy analysis

ABSTRACT With the proliferation of the online curriculum resource marketplace, policy actors are increasingly looking to invest in curated hubs of ready-made resources. Policy discourses indicate this phenomenon is heralded worldwide as a panacea for improving teacher workload issues and student achievement. Focusing on Australia, this article examines how federal government recommendations for the provision of ‘evidence-based’ and ‘quality assured’ curriculum resources are likely to influence national directions for schooling. Engaging Bacchi’s [(2009). Analysing policy: What’s the problem represented to be? Pearson] What’s the problem represented to be? (WPR) framework, we scrutinise how curriculum resource provision is problematised in a key national policy document. This analysis brings to the fore the technocratic policy logics and highlights how these logics are implicit in the privileging of external knowledge actors as authorities in resource provision. This poses questions nationally and internationally about the streamlining of teachers’ curricular practices as a ‘solution’ to complex systemic issues.

Innovative Youth Research and Study Education Model and the Cultivation of Future Talent in the United States

This paper explores the innovative youth research and study education model and its significance in the cultivation of future talent in the United States. In the era of globalization, the United States needs to cultivate future talent with innovative and practical abilities. The innovative education model emphasizes practice, inquiry, and innovation, and integrates technological methods such as Virtual Reality, Artificial Intelligence, and online learning platforms. It focuses on project-based learning, cultivates problem-solving skills, and encourages students’ independent inquiry and teamwork. This model provides a richer learning experience, helping students develop innovative thinking, technological literacy, and practical abilities. It also promotes the development of related industries such as culture, education, and science and technology innovation. Implementation strategies include formulating policies, strengthening promotion, establishing cooperation mechanisms, and developing curriculum resources. To fully leverage the potential of this model, investment and support from governments, schools, and society are necessary.

Examining the role played by resources, goals and orientations in primary teachers’ decision- making for problem-solving lesson plans

The decisions that teachers make in transforming the curriculum into specific lesson plans determine the real enactment or otherwise of curricular ideals. These decisions are shaped by the resources available and by each teacher’s goals and orientations. This exploratory study employs Schoenfeld’s decision-making model to examine how resources, goals and orientations influence lesson planning for mathematics problem solving, for different profiles of primary teachers in Chile. To this purpose, a survey was conducted among 40 teachers of varying degrees of ability and experience: some were beginning teachers, others were experienced but had no further training in teaching problem solving and a third group was composed of experienced teachers with specific training in this question. Interviews with two teachers from each profile revealed important differences between the three groups. Beginning teachers relied more heavily on official resources such as the official curriculum and standard textbooks, aligning themselves with school requirements. Experienced teachers with problem solving training demonstrated a strong inclination towards teaching through a problem solving approach. While beginning teachers acknowledged the importance of promoting problem solving strategies, they did not usually adapt problems to the mathematical content or to the age/competence of their students. Interestingly, all three groups under-utilised sections of curricular resources that emphasise the present curricular focus on problem solving. Finally, the study found that experience alone is not enough to develop a problem solving approach and that focused professional development programmes are needed to equip teachers with the necessary skills. In addition, a diagnostic teaching approach should be incorporated into initial teacher training.

Design transparency of high-school chemistry teachers’ guides: a comparative study

ABSTRACT The influence of teachers' guides (TGs) as an essential curriculum resource supporting instruction, professional development, and reflection among teachers has been well studied. However, there is scarce research on the design transparency of TGs whereby the intentions of curriculum designers are made explicit and accessible. To fill this gap, we conducted a comparative study of high-school chemistry TGs across four common topics in China and Korea to analyse the categories, frequencies and depth of supports found within them, specifically in terms of their (i) design rationales, (ii) storyline and (iii) other transparency supports. The results showed that their TGs exhibited more similarities than differences and placed the highest emphasis on explaining teaching methods which accounted for around half of their content. Another emphasis was on communicating rationales with the highest proportion of support devoted to explaining course objectives and the purpose of an activity. Nonetheless, storyline design transparency supports (especially concerning interdisciplinary connections) were severely lacking. These results hold implications for the development of more effective TGs for chemistry instruction in terms of explicitly stating rationales behind pedagogy and activities (i.e. “the why”), pointing out learning difficulties and use of representations by students, interdisciplinary teaching and implementing differentiated instruction among other supports.

Expanding Models for Physics Teaching: A Framework for the Integration of Computational Modeling

Teaching computation in science courses can enhance science education, but doing so requires that teachers expand the vision of their discipline beyond the traditional view of science presented in most curricula. This article describes a design-based research (DBR) program that included collaboration among high school teachers and professional development leaders in physics and computer science education. Through three years of professional development and teacher-led development, field testing, and refinement of integrated curricular resources, we have combined instructional modeling practices, physical lab materials, and computer programming activities. One of the outcomes is a co-created framework for the integration of computational modeling into physics that is sensitive to teachers’ interests and expressed needs in addition to learning goals. This framework merges two evidence-based approaches to teaching: Bootstrap:Algebra, a web-based computing curriculum that emphasizes using multiple representations of functions and scaffolds that make the programming process explicit, and Modeling Instruction in physics, an approach that emphasizes the use of conceptual models, modeling practices and representational tools. In doing so, we uncover the need to balance teachers’ visions for integration opportunities with practical instructional needs and emphasize that frameworks for integration need to reflect teachers’ values and goals.

What Makes this Lesson Engineering? What Makes it Science? Examining the Thought Processes of Pre-Service Elementary Teachers

ABSTRACT Elementary teachers are navigating a curriculum landscape in which engineering activities now exist alongside science. Teacher education should prepare future elementary teachers to be critical curators of curriculum resources, which includes appraising the extent to which engineering and science activities authentically reflect those fields. To date, though, research has not examined how teachers think about what makes a lesson “engineering” rather than “science.” In this study, we examine how a group of elementary pre-service teachers (PSTs) determined the extent to which a set of classroom activities represented engineering and/or science instruction. PSTs analyzed a set of lessons before and after completing an online module that was designed to expand their understanding of the nature of engineering. The module gave PSTs examples of real-world engineering work, drew distinctions between science and engineering, and modeled how those ideas can be applied to instructional decision-making. We found that PSTs identified lessons as “science” when students were conducting investigations and collecting data while learning disciplinary content. In contrast, PSTs saw engineering activities as ones that involved students constructing physical products while solving practical problems. After completing the online module, PSTs placed less emphasis on the “making” of products and more on cognitive aspects of engineering problem-solving, such as testing ideas and justifying design decisions. Our results indicate how teachers’ understanding of the natures of engineering and science can play a role in how they think about what makes an activity “engineering” and/or “science.”

Mixed-Methods Research Toward the K–16 Curricular Connection in Art Education

This study aims to describe the expansive curricular landscape in art education that has often been depicted by the gap between theory-oriented curricular resources produced in higher education versus practice-oriented resources created and used in K–12 teaching. To provide a curricular overview, 162 K–12 art educators and 22 higher education researchers were surveyed, and 10 individuals from various school levels were interviewed. The quantitative and qualitative research findings illuminate the current status of the curricular divide between the K–12 level and higher education, as exemplified by K–16 art educators’ ways to determine the quality of curricular resources, popular types and topics of curricular resources that they produce and use, and ways to improve the K–16 connection. Even so, this study highlights plausible actions, beyond changes in curricular resources, shared by art educators and preservice teacher educators that may help improve the possibly disconnected status quo.

A Multiple Case Study of English Teachers' Use of Curriculum Resources During the Covid-19 Pandemic

A Multiple Case Study of English Teachers' Use of Curriculum Resources During the Covid-19 Pandemic

The Challenges in Electrical and Electronic Technology Courses in Vocational Colleges

This paper addresses the challenges in the teaching of electrical and electronic technology in higher vocational colleges and proposes specific countermeasures to improve teaching quality and effectiveness. The countermeasures include optimizing teaching content, emphasizing practical application and innovation, innovating teaching methods, introducing modern instructional approaches, strengthening the teaching team, enhancing teacher quality and practical expertise, upgrading experimental equipment and facilities, enriching curriculum resources, and incorporating digital teaching materials. These measures aim to cultivate high-quality skilled talents, promote social and economic development, and enhance national competitiveness. By adjusting the course structure, incorporating real-world industry cases, and fostering collaboration with enterprises, students can better understand and apply electrical and electronic technology. The introduction of project-based teaching, flipped classrooms, and multimedia technology can enhance student engagement and facilitate independent learning. Furthermore, the improvement of experimental resources and the establishment of online teaching platforms can enhance students’ practical skills and provide a variety of learning resources. These measures contribute to the overall improvement of electrical and electronic technology teaching in higher vocational colleges.

Knowledge, Attitudes, and Practices towards Silver Diamine Fluoride among Dentists in Vietnam.

Silver diamine fluoride (SDF) is a topical solution used for managing dental caries. The mixed-methods study consists of a quantitative study (questionnaire survey) and a qualitative study (in-depth interview) to explore the knowledge, attitudes, and practices towards SDF among dentists in Vietnam. A descriptive approach and a thematic approach were performed to analyze data, respectively. The questionnaire survey invited 436 licensed dentists registered for the national annual dental meeting and 226 dentists participated (response rate: 52%). Among them, 174 (77%, 174/226) dentists knew SDF, and 69 (40%, 69/174) dentists used SDF for caries management. Most of them considered SDF therapy as non-invasive (84%, 146/174) and simple (80%, 140/174). However, most of them expressed concern that SDF could discolor the tooth (74%, 128/174). Their most preferred teeth for SDF therapy were primary posterior teeth (92%, 160/174). The in-depth interview consulted 16 dentists to reach data saturation. They learned about SDF from outside curriculum resources as an effective anti-caries agent. They understood the advantages (simple, non-invasive, timesaving) and disadvantages (tooth discoloring, ammonia odor) of SDF. They used SDF to arrest caries in uncooperative children in the clinic and people living in rural areas in outreach services. Most dentists in Vietnam are supportive of SDF therapy, and they know its advantages and disadvantages for caries management. The results addressed the aim of the study to investigate Vietnamese dentists' perspectives towards SDF.

Data Visualization of Artists’ Responses to Violence Against Women: Art Activism for Pedagogy

Abstract Addressing the need to confront violence against women (VAW) within educational contexts, this article explores how data visualization can be used to understand entanglements of VAW across geographies, culture, religion, race, ethnicity, gender, sexuality, and political histories. Through the examination of art activism that emerges within digital places such as social media platforms, this research queries how art manifests within transnational online environments to highlight unique nuances of place and identity. Emphasizing the critical ability of the arts to provide voice to confront difficult subject matter, this publication focuses on five of the 24 global artists who participated in the study, who explore the theme of “silence” in their art works. Through a publicly accessible interactive map and website, including curricular resources, this research provides a model for confronting challenging and traumatic topics within art pedagogy through coalition building, creating awareness, and empowering individuals to transform society.

Tackling Trump: Contemporary Politics and the Creation of Official Knowledge

Textbooks remain important curricular resources in K-12 classrooms. However, the narratives they provide are not neutral and often influenced by external forces. Extant research has shown that history textbooks often present whitewashed and heavily biased accounts of the past; however, less is known about how textbook authors and publishers depict recent historical events, particularly those that remain politically contentious. In this study, I analyze how four recently published U.S. history textbooks depict the Trump era. I found that the textbooks varied in their explicit criticisms of Trump, even when describing his dispositions and attacks on democratic norms, with the textbook aimed specifically at K-12 students normalizing Trump to a greater extent than the textbooks written for college undergraduates and advanced K-12 students.