Single Curriculum Research Articles

Curriculum Reform of Preschool Education: An Innovative Path based on Gamification and Project-style Integration

This paper focuses on the curriculum reform of preschool education, and expounds the importance, purpose and challenges of preschool education curriculum reform under the background of educational needs in the new era. This paper analyzes the guiding significance of multiple intelligence theory, Montessori education method, gamification and project learning to preschool education courses. It is pointed out that there are some problems of single curriculum setting, limited teaching methods and means, and the challenges of teacher staff construction and resource allocation and concept change. This paper proposes the curriculum innovation of gamification and project-style integration, demonstrates its feasibility, expounds the design principles and implementation steps of the integrated curriculum, and makes a prospect for the future.

Adoption of Appropriate Agricultural Model for Food Security in Guiping Town, Renshou County, China

This study explores the problems and strategies in modern physical education around the issue of improving students' sports participation. By analyzing factors such as outdated teaching methods, single curriculum design, imperfect evaluation mechanism, insufficient school sports culture atmosphere, and lack of social and family support, the reasons for the low level of students' sports participation are deeply analyzed. The study emphasizes that physical education is not only a means to improve physical fitness, but also an important way to promote students' mental health and cultivate social interaction skills. On this basis, the study proposes specific strategies such as improving teaching methods, optimizing curriculum design, strengthening school sports culture construction, providing diversified sports projects, and family and social support. Through multi-dimensional methods such as gamification teaching, stratified teaching, ability grouping, interest-driven, interdisciplinary integration, and family and community resource sharing, students' participation in sports activities can be effectively improved, thereby improving the effectiveness of physical education. The study pointed out that the purpose of physical education is to help students develop comprehensively in terms of physical fitness, psychological and social abilities through scientific teaching and management, and promote the improvement of their comprehensive quality.

Assessment regimes, data, gender haunting, and health education

ABSTRACT Most secondary (high) schools in a broad range of jurisdictions internationally engage in various forms of high stakes, standardized assessment and related qualifications. In this paper, we interrogate how educational achievement regimes – especially via the reporting of curriculum and assessment ‘data’ – continue to mobilize particular gender norms. Drawing on Derrida’s notion of haunting we explore how such regimes impose and reinscribe stable and binary gendered patterning and create what Barad has named ‘entangled relationalities of inheritance’ [https://doi.org/10.3366/drt.2010.0206,] despite young people (and many schools) moving towards greater recognition of non-binary genders. Drawing on assessment data from Aotearoa New Zealand, we look at both generalized reporting of educational achievement data along the lines of ‘male’ and ‘female’ and on reporting of a single (historically gendered) curriculum subject – health education. We argue that such systems are ‘haunted’ by stable gender categorizations and hierarchies and we ask what this means for the reporting of educational assessment data and the erasure of identities that don’t align with the binary.

School-based learning about sugary drinks: possibilities and potential for curriculum approaches supporting health promotion in New Zealand.

Achieving greater alignment with national curriculum and local school and teacher objectives alongside a deeper understanding of student needs can enhance the impact and reach of health promotion interventions. This study reports on teacher perspectives of a multi-pathway curriculum outline supporting learning (Grades 7-9) about sugary drinks. The outline was developed to support scale-up and sustainability of a successful sugary drink intervention trialed in four New Zealand secondary schools. Sixteen teachers from a range of subjects provided input via focus groups. Inductive qualitative thematic analysis was used to identify and interpret patterns within the data. Sugary drinks were perceived to be an important and engaging learning context. Teachers valued the potential long-term societal benefits of health-based learning and benefits to individual students and their families. They recognised students as health communicators and influencers within families and communities. Relevance to students' lives and alignment with national curriculum and assessment objectives and teacher subject expertise were key factors in learning pathway selection. Teacher support is crucial in facilitating sustainable school-based health promotion, which often does not sit within a single curriculum area. Factors such as these, that teachers prioritise in their curriculum decision-making, must be understood and leveraged in school-based health promotion research.

Alfabetização e cultura: por possibilidades outras de significação dos processos de aprendizagem da leitura e da escrita

ABSTRACT In this essay, we propose thinking about teaching how to read and write as culture (Bhabha, 2007), in dialogue with the theoretical references we have used to think about the curriculum (Lopes; Macedo, 2011) and the functioning of teaching how to read and write policies that we read as curricular texts. In this sense, we present a reflection that focuses on the tensions over the process of learning to read and write in the arrangements of recent education policies, which mobilize the discussion about learning how to read and write in childhood. To this end, we delve into the reading of policies that deal with the teaching how to read and write as discursive productions, understanding that they produce meanings and significations in the curriculum. Our methodological choices are based on problematizing the idea of a single answer, adequate at a national level. What does it mean to think of a single curriculum for teaching how to read and write? The attempt to establish a single meaning for teaching how to read and write underpins the production of the most recent policies, which bring with them a compensatory and salvationist character, reducing other possibilities for the meaning of reading and writing processes beyond what is currently being proposed. Therefore, our intention in this essay is to discuss teaching how to read and write as culture/enunciation, in order to problematize aspects that involve the attempt to establish meanings for what is meant by being someone who knows how to read and write in recent policies, pointing out that establishing a single national policy for teaching/learning how to read and write is impossible.

Labor Education Curriculum Implementation in the Perspective of Artificial Intelligence: Dilemmas and Optimization Paths

The continuous development and sustained progress of artificial intelligence has made it an important driving force for future educational change. Labor education, as an important part of China's education policy, must focus on the deep integration with artificial intelligence, and the key to the development of labor education lies in the construction and implementation of the labor education curriculum. Based on the labor education curriculum standard, a labor education curriculum system integrating "general theory courses, public practice courses and literacy development courses" has been constructed. Through the perspective of artificial intelligence, the implementation of labor education curriculum faces the practical dilemmas of lagging curriculum awareness, one-sided curriculum setting, scarcity of curriculum resources, and single curriculum evaluation. Starting from the realistic dilemma, the optimization path of labor education curriculum implementation in the field of artificial intelligence is proposed in order to promote the deep integration of labor education curriculum and artificial intelligence, and carry out useful exploration for realizing the modernization of education and helping diversified talents cultivation.

A GEOGRAFIA ESCOLAR E O CONHECIMENTO GEOGRÁFICO NO CONTEXTO DOS PARÂMETROS CURRICULARES NACIONAIS (PCNS)

The object of study is Brazilian school geography and geographical knowledge, analyzing its approach in the National Curriculum Parameters (PCNs). The PCNs emerged at the end of the last century as a response to the need for a single curriculum for the whole country, aiming to promote public educational policies throughout the national territory. The objective of this study is to evaluate the approach to geography in the PCNs, considering advances and setbacks. The concepts of landscape, place, territory and region are resumed, but there is a lack of consistent articulation of these concepts with the general objectives and methodological procedures. In addition, the economic approach receives little emphasis, and geopolitics is practically absent in the PCNs. The methodology used for this analysis consists of examining the PCNs guidelines in relation to school geography, identifying gaps, inconsistencies and progress from the perspective of two authors: Maria Encarnação Beltrão Sposito (1999) and Nídia Nacib Pontuschka (1999). The broader context of Brazilian educational policy is also considered, including the decentralization of guidelines, regional disparities and demands for quality education. The conclusion of this study reveals that the PCNs present advances and setbacks in the approach to geography for elementary school. Although there is a resumption of important concepts, such as landscape and place, the lack of consistent articulation and the absence of relevant themes, such as geopolitics, compromise the effectiveness of the guidelines. In addition, the importance of cross-cutting themes in the PCNs is highlighted, which address social, environmental, ethical and cultural issues in an integrated and cross-curricular manner

Russian-Bashkir schools in the Orenburg Province in the post-reform period

The paper analyzes the number, composition and major problems in the work of Russian-Bashkir schools in the Orenburg province in the second half of the 19th early 20th centuries The analysis has been carried out on the basis of unpublished sources from the funds of the Joint State Archive of the Orenburg Region and published sources of zemsky records, as well as a number of scientific and journalistic works of the post-reform period. The connection between the development of this segment of the educational system and the theoretical study of the Bashkir language by Russian linguists is shown. The author has come to the conclusion that with time the priority in the system of Russian-Bashkir schools in the Orenburg province was the full development of their graduates in the Russian language, which required, paradoxically enough, more attention to the study of their native (Bashkir) language. The paper proves that the Congress of directors and inspectors of national schools of the Orenburg school district, which took place in Ufa in 1912, initiated a reform of the Russian-Bashkir non-Russian educational system aimed at the integration of teaching in Russian and Bashkir languages within the single curriculum. It is shown that since the establishment of the Orenburg zemstvo in 1913 the issues of non-Russian education were in the focus of its attention. The study also shows the resistance to the processes of Tatarization in Russian-Bashkir schools at the level of regional administration of the system of non-Russian education.

Proposal to set up a College of Family Medicine in East, Central and Southern Africa.

Family Medicine training in Africa is constrained by limited postgraduate educational resources and opportunities. Specialist training programmes in surgery, anaesthetics, internal medicine, paediatrics and others have developed a range of trainers and assessors through colleges across East, Central and Southern Africa (ECSA). Each college has a single curriculum with standardised training and assessment in designated institutions, which run alongside and in collaboration with the Master’s in Medicine programmes in universities. Partnerships between colleges in Britain, Ireland and Canada and national specialist associations have led to joint training-of-trainer courses, e-learning platforms, improved regional coordination, better educational networking and research opportunities through regional conferences and joint publications. We propose the establishment of a regional college for specialist training of family physicians, similar to other specialist colleges in ECSA. Partnerships with family medicine programmes in South Africa, Canada and Australia, with support from international institutions such as the Primary Care and Family Medicine Network for Sub-Saharan Africa (PRIMAFAMED) and the World Organisation of Family Doctors (WONCA Africa), would be essential for its success. Improved health outcomes have been demonstrated with strong primary care systems and related to the number of family physicians in communities. A single regional college would make better use of resources available for training, assessment and accreditation and strengthen international and regional partnerships. Family medicine training in Africa could benefit from the experience of specialist colleges in the ECSA region to accelerate training of a critical mass of family physicians. This will raise the profile of family medicine in Africa and contribute to improved quality of primary care and clinical services in district hospitals.

Clinical Oncology Module for the ESTRO Core Curriculum

Clinical oncologists are physicians with the competencies to manage cancer patients through the entire disease pathway combining the competencies of radiation and medical oncologists. The 4th edition of the European Society for Radiotherapy and Oncology Core Curriculum for Radiation Oncology/Radiotherapy (ESTRO curriculum) has received wide support by the clinical oncology community. The aim was to develop a clinical oncology module that could be combined with the ESTRO curriculum to enable clinical oncology trainees to follow a single curriculum.

Asynchronous Polling: An Innovative Approach to Improving Effectiveness of Virtual Small Group Sessions

Indiana University School of Medicine (IUSM), the largest allopathic school in the country, consists of 9 campuses with a single curriculum. Pre-pandemic, much of the content was delivered locally at each campus. Three weeks before the beginning of Neuroscience and Behavior, the final course of the first year, IUSM made the decision to transition to virtual learning because of the pandemic. Due to limitations in clinical availability, many of the clinical small group sessions were delivered as statewide, synchronous sessions via Zoom utilizing breakout rooms. These sessions generally consisted of about 370 students divided into 40 breakout rooms with 1-2 content experts for the entire class and a single session facilitator. Most sessions utilized a “boomerang” model in which students were sent to one of the 40 breakout rooms to work through 1-2 cases and associated questions, brought back to the main room for a full-class mini-discussion with the content experts, and sent back to breakout rooms to repeat the process with the next cases. In order to monitor the progress of the students through the cases, the “assign homework” function of the polling application Top Hat was utilized. Groups could answer questions asynchronously within the small groups. Answers could be monitored by the content experts in real-time. Messages were sent if groups were moving too slowly or too quickly through the cases. Being able to see the answers from the groups as they worked through the exercises enabled the full-class mini-discussions to be targeted on the concepts with which groups had trouble rather than on concepts that were well understood. Students were surveyed after each session. The majority of respondents agreed/strongly agreed that virtual delivery worked well (77%), pacing was good (69%), and overall the session was effective (74%). Many students appreciated returning to the main room for mini-discussions while their small group discussions and thought processes were still fresh on their minds. Student feedback was also collected at the end of the course with 67% of respondents agreeing/strongly agreeing that small group activities improved their understanding of course content which was similar to how the in-person small groups were rated the year before (71.6%). The ability for students to submit answers asynchronously and for these answers to be monitored in real-time was important for pacing and effectiveness of these large, virtual small group sessions.

Effects of Prekindergarten Curricula: Tools of the Mind as a Case Study.

Research demonstrates that children's participation in quality early childhood care and education often has immediate positive effects on their social‐emotional, self‐regulation, and achievement outcomes. Most of the research on the impacts of early child care and education has focused narrowly on the United States, but advocacy for economic and social investment in early childhood care and education to support future children's growth and well‐being now exists on an international scale.The longer‐term outcomes from prekindergarten programs have not been as strong. To improve children's long‐term outcomes, one suggested strategy is an intentional, scripted curriculum. Our goal in this monograph is to provide a fully integrated and comprehensive account of a large‐scale, longitudinal, field‐based randomized control trial of the Tools of the Mind (Internal consistency of the Tools) prekindergarten curriculum that occurred in the United States. Our intent is twofold. First, we examine the impact of the Tools curriculum itself, addressing both the potential impacts of the curriculum to improve prekindergarten quality and children's academic, executive function, self‐regulation, and social outcomes. Second, we consider the broader question of whether the use of intentional, scripted curricula during early education can, more generally, enhance both short‐ and long‐term outcomes in children.Developed from a Vygotskian framework, Tools focuses on equipping children with cognitive tools for learning that they can then apply to the task of acquiring and sustaining academic knowledge as well as behavioral competencies. Thus, Tools is an integrated, comprehensive curriculum, not a supplementary one. The Tools approach follows from a socio‐cultural perspective on child development that emphasizes children's acquisition of skills and cultural tools in collaboration with knowledgeable others.The methodology of the 4‐year longitudinal cluster randomized control trial is described in detail. We provide comprehensive information about recruitment, randomization of treatment condition, child assessment instrumentation and procedures, as well as observational assessments, including fidelity of implementation and teacher and child classroom behaviors.We provide results comparing 32 classrooms assigned to the Tools condition and 28 assigned to the business‐as‐usual control condition for children's academic, executive function, self‐regulation, and social gains from prekindergarten to the end of first grade. Developers of the curriculum specifically expected to see benefits on these measures. There were no positive effects for Tools on any of the outcomes.The lack of expected curriculum effects required careful consideration and raised more general questions about how curriculum experiences manifest themselves in assessed skills. As a first step to understanding the findings, we focused on teachers who were implementing Tools and examined the degree to which the curriculum was delivered as intended and the relations between fidelity of implementation and children's outcomes in prekindergarten. Results indicated a wide variation in observed fidelity of implementation but no consistent associations between fidelity of implementation and any child outcomes.In terms of more general practices and interactions associated with positive student outcomes, developers of the curriculum hypothesized that implementing Tools would enhance classroom practices and teacher–child interactions. Among the aspects they expected to be affected were the amount of non‐instructional behaviors, teacher‐led and child‐directed activities, teacher and child talk, social learning interactions, classroom emotional climate, quality of teacher instruction, and children's level of involvement. Teachers varied as much within treatment and control classrooms as they did between conditions on most of the aspects examined. We found no differences between experimental conditions on most practices and interactions.Curricula vary in scope and content, but they are universally intended to change classroom processes in ways that in turn will facilitate the development of targeted skills. For this mediational hypothesis to hold, the targeted classroom processes must be associated with child outcomes. We examined the associations between the classroom processes and children's prekindergarten and kindergarten gains and found support for their importance in early childhood classrooms. These findings demonstrate the value of identifying strategies to enhance these classroom practices and interactions.We situate the findings of our study within the larger context of early childhood education expansion policies and practices, and we offer a set of lessons learned. The study we report is a single evaluation of a single curriculum, yet we hold that the lessons learned are general and shed light on understanding why evaluations of curriculum have yielded such mixed results.

Research on the Development and Countermeasures of Higher Vocational Education Management under the Background of the Integration of Production and Education

Vocational education is the education that is most closely related to social and economic development, and education management needs constant innovation and reform. Aiming at the problems of vague educational target positioning, single curriculum content, insufficient practical teaching ability of teachers, uncoordinated school-enterprise cooperation, and one-sided teaching evaluation in higher vocational education colleges and universities, the paper puts forward higher vocational education teaching management in the context of industry-education integration The corresponding countermeasures include clear goals, rich and diversified content, perfect security system, harmonious school-enterprise cooperation, and attention to multiple teaching evaluations.

The Ultimate Expectation of Distance Support Education: Improving the Quality of Rural Education

At present, there are still some problems in many remote rural primary schools, such as the shortage of high-quality teacher resources, single curriculum structure and content, and lagging educational information. Under the background of "Internet Plus Education", the development of information technology has greatly promoted the vigorous rise of informal education, and education has gradually entered the information age. At the same time, the gradual popularization of network technology also provided a brand-new opportunity for the development of rural education, and distance support education came into being and developed rapidly. In this study, the Distance Support Education Project of A University was taken as a case, and the data are collected through in-depth interviews with principals and teachers from remote rural primary schools and volunteers from distance support education projects. Based on the analysis of the existing curriculum structure and content of rural primary schools and the interview data, this study attempts to summarize the three types of curriculum that currently exist in distance support education: Assisted courses, Enhanced courses, and Extended courses, and explore a relatively ideal teaching curriculum model to achieve the ultimate expectation of distance support education. Namely, the fundamental purpose of distance support education is not to provide direct assistance to rural schools or rural students, but to find the direction for the independent development of rural schools, to realize the "symbiotic" development of rural schools, rural students, and volunteers from college, thus hoping to truly improve the quality of rural education.

Language planning and policy, and the medium of instruction in the multilingual Pakistan: a void to be filled

ABSTRACT A national language policy reflects how a state looks at the languages used by its people. It assigns certain roles to languages, and addresses the issues of language education and language of education. Pakistan, a multilingual country, has yet no language policy at national level. This absence of policy has caused many issues, including the medium of instruction (MoI). Since the country is currently developing a single national curriculum, its success largely depends on resolving the issue of the medium of instruction. the paper, motivated by the same issue, introduces the problem, then, after discussing some major linguistic challenges faced by the country, it spotlights the difference between the Constitution (1973) and the National Education Policy on the issue of MoI. The paper takes insights from Integrative Framework (Hornberger, 2006) of language planning and policy, and Stage Actor Model (Zhao & Baldauf, 2012), to discuss actor agency and their role in solving the problem. The paper proposes a late-exit transitional bilingual model to address the issue of MoI in the country. It concludes with recommendations for a well-framed national language policy capable to de-stigmatise the national language Urdu, to give due recognition to regional or autochthonous languages, and to provide clear guidelines about the MoI in the formal education system of the country.

Clinical oncology module for the ESTRO core curriculum

IntroductionClinical oncologists are physicians with the competencies to manage cancer patients through the entire disease pathway combining the competencies of radiation and medical oncologists. The 4th edition of the European Society for Radiotherapy and Oncology Core Curriculum for Radiation Oncology/Radiotherapy (ESTRO curriculum) has received wide support by the clinical oncology community. The aim was to develop a clinical oncology module that could be combined with the ESTRO curriculum to enable clinical oncology trainees to follow a single curriculum. Materials and methodsA range of stakeholders including National Society representatives, an oncologist from a low- middle-income country, and a recently appointed specialist, developed and commented on iterations of the curriculum. Further modifications were made by the ESTRO Education Council. ResultsThe module is based on the CanMEDS 2015 framework and identifies 20 enabling competencies in the Medical Expert role that are required in addition to the ESTRO curriculum for the training of clinical oncologists. Recommendations are made for the levels of Entrustable Professional Activities (EPAs) to be attained by the end of training. ConclusionsThe Clinical Oncology module, when combined with the ESTRO curriculum, covers the entire cancer pathway rather than being modality specific. It is hoped it will aid in the development of comparable standards of training in clinical oncology across Europe and may also have utility in low- and middle-income countries as well as providing a single curriculum for trainees.

Northern Ontario School of Medicine.

Northern Ontario School of Medicine.

ARABIC ENGLISH JAPANESE LEARNING PROGRAM IN MADRASAH DINIYAH TAKMILIYAH (MDT): A STUDY ON THE ROLE OF MDT IN BANDUNG CITY

Research Purpose: The purpose of this study is to propose a plan that will effectively integrate a 3-years foreign language program of Arabic-English-Japanese in three different Islamic schools, “Madrasah Ibtida’iyah, Madrasah Tsanawiyah, and Madrasah Aliyah” in Cipadung Sub-District, Cibiru District.
 Research Method: The study utilizes a mix of both qualitative and quantitative research approach with a detailed analytical method. The research gathered its primary data by the school (madrasah) statistics, for example, curriculum activity assessments, student’s involvement in the lecture, test scores, sample questionnaires, and some sample exercises. However, the data is analyzed by organizing the primary data in charts or graphs.
 Principal Findings: The main findings obtained from this study is, the implementation of smart and creative learning methodologies will create a student’s engaging and enjoyable learning environment. A properly designed curriculum developed teaching strategies, utilization of audio/visual resources boosts the student’s interest in learning foreign-language courses. Thus, the effective implementation of foreign-language-programs can create better growth opportunities for the youngsters of Indonesia.
 Application: The integration of three different foreign languages into a single curriculum is although very difficult, but once it is embedded in the course, it has several applications as well. This study is an inherent part of most academic research, which is based on creative curriculum designs for schools and colleges. This is also impactful and suitable in modern technological based teaching and learning research activities.
 Novelty/Originality of this study: The novelty that makes this study more prominent as compared to the previous ones is the blend of technology in the traditional way of teaching. The use of audio/visual gadgets firmly grasps the interest of students of all ages throughout the lecture. Similarly, the smartly planned curriculum based on student’s caliber has ultimately helped in advancing the existing knowledge of each understudied student.

Otonomi Pendidikan Dan Kurikulum Berbasis Kompetensi Sebagai Jawaban Atas Realitas Kekinian


 ABSTRACT
 The reform movement that wants a democratic social order in Indonesia has given birth to a national education system that is no longer centralistic. In a democratic education system, people are given the freedom to develop according to their abilities and potential. Recognition of the community to develop autonomously will spur the dynamics of society so that it becomes a developed society and science-powered. Thus, education autonomy will empower schools as the spearhead of the decentralization of education and encourage schools to improve quality in accordance with the potential of schools. Therefore, the government issued a school-based management policy and community-based education. along with the decentralized education system, it is necessary to apply a non-single curriculum that can be applied to all schools. A curriculum is needed that can be applied to schools according to the needs and abilities of the school. A single curriculum will encourage schools to increase creativity and high competitiveness so that superior and quality schools are born. In addition to the demands for decentralization, the national education system needs to be supported by a curriculum that can answer the current order, such as the demands of democratization, the challenges of the era of universalism, and the low quality of education in Indonesia. curriculum that can accommodate the demands of democratization will give birth to a new Indonesian society. namely civil society, fierce competition in the era of globalization requires a curriculum design that can lead the Indonesian people to achieve excellence in mastering science and technology. The low quality of education in Indonesia, one of which is due to curriculum patterns that are not able to equip students with life skills that shape creative, critical, independent and productive attitudes. Today's demands have given birth to a Competency Based Curriculum..

Анализ зарубежного опыта подготовки кадров для фармацевтической отрасли в Евросоюзе

The article is concerned with the system of higher pharmaceutical education in the European Union countries. The analysis has allowed to establish that there is no single curriculum in the training system of pharmaceutical specialists; the curriculum content also has significant differences. For historical reasons, there have been three groups of countries characterized by a different approach to pharmaceutical education: the first group includes countries of Central and Eastern Europe and Scandinavia, where the chemical sciences lie at the root of training of pharmaceutical specialists; the second group is represented by the Franco-Italian-Spanish school, where the priority is given to biomedical disciplines; the third group includes countries, where training is carried out according to the traditions of the English pharmaceutical school. This determines the contradictions in the world practice of training of pharmaceutical personnel. There are significant discrepancies in terms, curricula, academic disciplines, degrees. At the present stage, there have not yet been created any transnational standards for the training of pharmacists, which significantly complicates the training, recognition of diplomas and qualifications at the interstate level.