Stages Of Curriculum Development Research Articles

Development and Assessment of Simulation-Based Point-of-Care Ultrasound Curriculum in Undergraduate Medical Education.

Implementation barriers and lack of standardized point-of-care ultrasound (POCUS) curricula make the development of effective POCUS curricula and methods of assessment challenging. The authors aim to develop a longitudinal POCUS curriculum through staged intervention. In the first stage, the authors hypothesized that the use of high-fidelity ultrasound simulation during the Internal Medicine clerkship would improve POCUS confidence and knowledge among medical students, minimizing the need for trained faculty. A quasi-experimental study of third-year students on the Internal Medicine clerkship at a large academic medical center in the United States was performed assessing the efficacy of ultrasound simulation use. The control group consisted of students who received baseline POCUS education during teaching rounds but did not have access to the ultrasound simulator. The experimental group consisted of students who, in addition to baseline POCUS education, had access to a high-fidelity ultrasound simulator throughout the clerkship for a minimum of 1 hour per week. Students in both the control and experimental groups completed a pre- and post-intervention confidence survey and knowledge-based examination. Eighty-two percent (50/61) of students completed pre- and post-tests, with the control group demonstrating no significant difference in POCUS confidence or knowledge. After exposure to the ultrasound simulator, the experimental group demonstrated statistically significant improvement in POCUS confidence and overall POCUS knowledge (p < .01). The use of high-fidelity ultrasound simulation can improve POCUS confidence and knowledge among medical students while addressing common barriers to the implementation of a POCUS curriculum. Despite showing statistically significant improvement in overall knowledge, the results did not appear to hold educational significance. Additional POCUS educational methods are necessary to overcome cognitive bias and potential overconfidence. The next stage of curriculum development will include resident-led POCUS workshops to supplement simulation.

New Normal: The Future Curriculum Development in Education

The purpose of this study was to conduct a needs analysis concerning the future of curriculum development in education. A mixed-methods study was conducted with a sequential exploratory research design, where the qualitative data were collected first followed by the quantitative data. As a needs analysis was undertaken in this research, the Delphi technique, one of the techniques for determining needs, was employed in this study. In the first stage of the three-stage Delphi technique, an open-ended question was directed to curriculum development experts. The qualitative data were analyzed using a content analysis method under four themes, Design, Development, Implementation, and Evaluation. In the second stage, a questionnaire was prepared based on the resultant findings and experts were asked whether they agreed with the questionnaire items. After analyzing the questionnaire data using central tendency measures, the second stage was initiated to determine whether there were differences in their views regarding the same questionnaire items. As a result of these procedures, first, the views of experts were obtained on the future of curriculum development and then the quantitative data were collected. Finally, the collected data were analyzed together. Under the design stage of curriculum development, the study findings suggested creating curriculum drafts based on the needs analyses, skills, and abilities and ensuring their suitability to digital platforms. Under the development stage, the results suggested preparing curriculum with interdisciplinary approaches that value student-centered practices, skills, values, and activities. The implementation stage included inclination towards practices such as creating digital content and guiding towards social accountability projects that eliminate the disadvantages of distance education. Lastly, the evaluation stage included effective use of digital platforms, taking safety precautions, and providing counselling services.

MANAJEMEN PENGEMBANGAN KURIKULUM BAHASA ARAB (Studi Tentang Proses dan Mekanisme Pengembangan Kurikulum Bahasa Arab)

When a curriculum is created and then implemented, whether the curriculum is centralized or decentralized, both have their own advantages and disadvantages. Sometimes a centralized curriculum is appropriate for a particular area, but not suitable for other regions. As in rural or remote areas, it is difficult to adjust the progress of education in urban areas.There is an opinion which says that curriculum means vehicle (currere/Latin). No matter how reliable the vehicle is made, that reliability can only be achieved if the driver is competent enough. Success, professionalism and competence are in the hands of the teacher. Because basically the curriculum was made as good as possible by the compilers.However, along with its development, the curriculum is still undergoing changes so that it is not uncommon for there to be gaps in its implementation. For this reason, with an analysis of curriculum needs, it will be known about the distance or gaps, solutions and assessment of the education curriculum in Indonesia.With the direction of writing this paper, the problems are formulated as follows: What are the stages of curriculum development?, What are the application of the principles of curriculum development? Who are the elements involved in curriculum development?Keywords: curriculum, curriculum development, Arabic Language

ANALISIS PENGEMBANGAN KURIKULUM DI LEMBAGA PENDIDIKAN ISLAM

Curriculum development in educational institutions is inseparable from various aspects that influence it. The curriculum is an important component in education, because in the curriculum there are all educational processes from planning to implementing evaluations. The curriculum development process is the process of perfecting the existing curriculum. In accordance with the current flow of globalization, curriculum development can be seen from the various supporting and inhibiting factors that influence it. This study discusses the curriculum development process, the stages of curriculum development, and the supporting and inhibiting factors in the curriculum development process. The method used is library research which aims to examine various literatures on curriculum development. The results can find out the curriculum development process carried out to develop the curriculum in Islamic Educational Institutions.

A Study on the Introduction of Flipped Classroom to Chinese EFL Students

This study delves into the effects of implementing a FC model in teaching L2 grammar to Chinese students at the university level, in which the traditional learning procedure was reversed by replacing in-class grammar instruction with input presented in the form of pre-class online materials like PPT and online video. The idea of inquiring into the attitudinal change of Chinese EFL learners towards FC is central to this study with an attempt to explain it. The participants were 30 EFL students who have completed their education from primary school to university in China, with the expectation that they can further their studies in Australian schools. Three instruments were used to collect data: three questionnaires were distributed at different stages of curriculum development to collect quantitative data for revealing the changing trajectory of students' attitudes towards FC, along with the qualitative data acquired from interviews to dig into the root of students perspective toward FC classroom. The results indicated a promising trend regarding the students perspectives on FC, that is, students' attitude towards FC was becoming increasingly positive in despite of a rather low starting point.

Islamic Montessori Curriculum Reconstruction

Abstract Rumah Bermain (RBP) in Bandung City reconstructed the Montessori Curriculum to Islamic. This uniqueness is worth researching. The objective research was to compare Education in Islam and the Montessori Method and to overview the reconstruction of the Islamic Montessori Curriculum in RBP. The research was using a qualitative approach with case study methods and literature studies. The results show that Islam and the Montessori Method can be implemented in harmony. In the reconstruction of the curriculum in RBP, Islam became the main foundation and the Montessori Method as supporting foundation. The foundations become a reference in the formulation of educational objectives. Based on the objectives, curriculum development was conducted. Starting from curriculum objective conducted by the team. Furthermore, the teacher implements the curriculum as instructional plan, learning, and assessment. The final stage is an evaluation using SWOT analysis, the results of which are used to improve the curriculum. In all stages of curriculum development, students' uniqueness and nature are respected.&#x0D; Keywords: curriculum, Montessori, PAUD, Islam, curriculum reconstruction

Character competencies of music education- Focusing on high school music appreciation and criticism textbooks of the 2015 revised national curriculum

현대 사회의 인성교육은 사회구성원 개인의 전인적인 성장을 넘어서서 21세기 교육 전반의 관심사인 역량으로 확대되었다. 이러한 시점에서 본 연구는 고등학교 음악 감상과 비평 교과서의 인성 요인을 역량의 관점에서 분석하여 음악교과 인성역량의 특징을 고찰하기 위한 목적으로 수행되었다. 2015 개정 교육과정에 따른 음악 감상과 비평 교과서 전 5종을 대상으로 음악 장르, 2015 교육과정 교과 역량과 성취기준, 인성역량의 네 가지 범주에서 내용분석을 한 결과 개인차원과 관계차원에 걸쳐 다면적인 인성역량 개발이 가능함을 확인할 수 있었다. 첫째, 음악 감상과 비평 교과를 통하여 학습자 개인의 문제해결 능력을 중심으로 긍정적 태도, 자기관리 능력, 자기성찰 능력과 같은 다면적인 인성역량을 다루는 내용이 포함되어 있었다. 둘째, 음악 감상과 비평 교과를 통하여 개인차원의 인성역량뿐 아니라 관계차원의 인성역량 개발도 가능한 것으로 나타났으며, 특히 타인과의 관계 중 의사소통 능력과 공동체와의 관계 중 공동체 의식의 비중이 높은 것으로 밝혀졌다. 셋째, 음악 감상과 비평 교과서의 인성역량 관련 활동은 개인과 관계 측면 모두 인지적 특성이 두드러지는 것으로 나타났다. 넷째, 이상에 제시한 음악 감상과 비평 교과서의 인성역량 개발을 위한 활동의 특징과 내용에는 교육과정 성취기준의 영향이 큰 것을 알 수 있었다. 이상의 결론에 근거하여 음악교과의 인성역량 개발을 위한 교육과정 개발 단계부터의 고려, 인성역량 개발을 위한 전제조건으로써 음악 개념학습 및 내용 이해와 같은 음악 기초능력의 중요성, 복합적이고 다면적인 인성역량의 특성을 고려한 수업 계획과 학습자 중심의 교수·학습 운영의 제언을 하였다.Contemporary character education has expanded to competencies, which is a critical issue in 21st century education, expanding beyond the personal growth. Thus, this study aimed to examine the attributes of character factors in high school music appreciation and criticism textbooks from the viewpoint of competencies. All five music appreciation and criticism textbooks based on the 2015 revised national curriculum were analyzed in four categories: musical genre, curriculum competencies and achievement standards in 2015 revised curriculum, and character competencies. The results confirmed the following positive potential directions in the development of character competencies in music education. First, the content of music appreciation and criticism textbooks serve to develop multi-faceted individual character competencies such as individual problem-solving abilities, positive attitudes, self-regulation abilities, and the self-reflection abilities of learners. Second, music appreciation and criticism textbooks also include character competencies at the relationship level. Third, learning activities leading to the development of character competencies in the textbooks were remarkably cognitive, both at the individual and relationship levels. Fourth, the achievement standards of the national curriculum were found to significantly influence the features of the character competencies contained in music appreciation and criticism textbooks. Implications for music education such as the necessity of considering character competencies in music subjects at various stages of curriculum development were suggested. Hence, the significance of the mastery of fundamental musical concepts was highlighted as a prerequisite for nurturing character competencies. Further, lesson plans deliberating complex and multifaceted attributes of character competencies as well as learner-centered education were emphasized.

Tarbiyah analysis in life: Historical approach and curriculum development

The findings of the research are the tarbiyah curriculum journey grouped into eight stages of curriculum development. Starting from the embryo curriculum in 1961, this is the first stage as a curriculum based on the main points of the Pancasila Education System. The second stage of the curriculum, which contains prioritising the mastery of science and technology, has not been focused on formulating its abilities. In the third stage, the paradigm shift to the concept of competency-based curriculum. The college itself developed the fourth stage of the curriculum. The fifth stage is the university curriculum is developed and implemented based on competency for each study program. Sixth, the curriculum of learning achievement is adjusted to the level of KKNI. The seventh stage, the competence of graduates, is determined by referring to KKNI. In the eighth stage, the higher education curriculum contains an equal quality of learning outcomes. Find curriculum design concepts for tarbiyah in the future. Where the eight components of the curriculum concept are Competence Achievement, Continuous Improvement, Functional for users, Adaptable to the social community, Sharing on core values of UIN, Build real scientist. This is all to answer the challenges of developing the tarbiyah curriculum in the future.

Proses Pengembangan Kurikulum

The curriculum is one component and guideline that facilitates the implementation of education in achieving its objectives. The curriculum becomes an important component in education, because it regulates all educational processes from planning to evaluation. The curriculum development process is a step to develop a curriculum, it can also be interpreted as steps to produce a curriculum or perfect an existing curriculum. In curriculum development there are supporting factors and inhibitors that influence. This study discusses the curriculum development process, the stages of curriculum development, and the supporting factors of inhibiting funds in the curriculum development process. The method used in this draft article is library research, by examining some literature on curriculum development. How can you know the curriculum development process that is being carried out to develop the curriculum.

La experiencia de construcción de mapas de competencias en la Pontificia Universidad Católica Madre y Maestra (PUCMM)

El Centro de Desarrollo Curricular tiene la función de ayudar y asesorar a los departamentos que así lo solicitan en el diseño de las titulaciones que ofertan en el marco del nuevo modelo educativo basado en un enfoque por competencias que ha adoptado la PUCMM. Ideamos procedimientos de diseño intrínsecamente formativos, con el propósito de ir creando condiciones facilitadoras para las siguientes etapas de desarrollo curricular. Nos integramos a las comisiones creadas en los departamentos y eso nos permite utilizar la observación participante como técnica para ir analizando la progresión de los participantes, tanto en lo que se refiere a la comprensión del nuevo modelo educativo y sus implicaciones como en el desarrollo de las competencias de trabajo en equipo y pensamiento colegiado. En este trabajo se presentan las intenciones formativas y la progresión de los participantes a lo largo de esta experiencia.&#x0D;

MENCERMATI PERUBAHAN KURIKULUM PENGAJARAN BAHASA ARAB DI SEKOLAH

&#x0D; The curiculum plays an important role in education. The curiculum determines the type and qualification of an educational institution that contains the plan for the implementation of education in the classroom, School, country, region or nation. Curiculum is applied within a certain period and then revised according to the demands of the era and the development of society. Programing Arabic language material from primary until university with a sufficient meeting is considered very important for learners to Know and understand the news or information an arabic. On the other hand curriculum changes are also needed if the curriculum that prevails at that time did not match the needs of the community in its time. The stages of curriculum development are the formulation of objectives, determining the content, selecting activities, evaluating. The Arabic language development paradigm in school is the dichotomous paradigm, mechanism and orgamism. The aspect of creating a religious atmosphere in schools / madrasah and college is the position of creating a religious atmosphere, the urgency of creating a religious atmosphere and operational by introducing Arabic education as one of the important capital in studying Islam. Arabic is not the language of Muslims, but Arabic is the language of the Qur'an.&#x0D;

Implementation of a Professional Society Core Curriculum and Integrated Maintenance of Certification Program.

Medical professional societies exist to foster collaboration, guide career development, and provide continuing medical education opportunities. Maintenance of certification is a process by which physicians complete formal educational activities approved by certifying organizations. The American Thoracic Society (ATS) established an innovative maintenance of certification program in 2012 as a means to formalize and expand continuing medical education offerings. This program is unique as it includes explicit opportunities for collaboration and career development in addition to providing continuing medical education and maintenance of certification credit to society members. In describing the development of this program referred to as the "Core Curriculum," the authors highlight the ATS process for content design, stages of curriculum development, and outcomes data with an eye toward assisting other societies that seek to program similar content. The curriculum development process described is generalizable and positively influences individual practitioners and professional societies in general, and as a result, provides a useful model for other professional societies to follow.

Models and automation technologies for the curriculum development

The aim of the research was to determine the sequence of the curriculum development stages on the basis of the system analysis, as well as to create models and information technologies for the implementation of thesestages. The methods and the models of the systems’ theory and the system analysis, including methods and automated procedures for structuring organizational aims, models and automated procedures for organizing complex expertise. On the basis of the analysis of existing studies in the field of curriculum modeling, using formal mathematical language, including optimization models, that help to make distribution of disciplines by years and semesters in accordance with the relevant restrictions, it is shown, that the complexity and dimension of these tasks require the development of special software; the problem of defining the input data and restrictions requires a large time investment, that seems to be difficult to provide in real conditions of plans’ developing, thus it is almost impossible to verify the objectivity of the input data and the restrictions in such models. For a complete analysis of the process of curriculum development it is proposed to use the system definition, based on the system-targeted approach. On the basis of this definition the reasonable sequence of the integrated stages for the development of the curriculum was justified: 1) definition (specification) of the requirements for the educational content; 2) determining the number of subjects, included in the curriculum; 3) definition of the sequence of the subjects; 4) distribution of subjects by semesters. The models and technologies for the implementation of these stages of curriculum development were given in the article: 1) models, based on the information approach of A.Denisov and the modified degree of compliance with objectives based on Denisov’s evaluation index (in the article the idea of evaluating the degree of the impact of disciplines for realization of competences was used); 2) models to define the sequence of subjects from curriculum: a) the models, based on evaluating the relationship between the disciplines, using simplicial complex theory, b) the models, implemented by means of information search, using the information retrieval language with the grammar, containing the system of predicates. To implement the models, the automated dialogue procedures were developed. Models have been tested during the process of the development and the adjustment of the working curriculum for bachelor’s and master’s degree programs in the fields «System Analysis and Management», «Information Systems and Technologies», «Applied Informatics».

Nonprofit Management Education in Schools with Public Affairs Curricula: An Analysis of the Trend Toward Curriculum Integration

For almost 20 years, scholars interested in public affairs education have called for innovation in master’s-level curricula to respond to shifts, begun in the 1960s, in how public services are delivered. The integral role of nonprofit organizations as implementers of publicly funded programs and as participants in the larger policy process is a key feature of the new public governance. This article examines recent trends in nonprofit management education in universities that offer master’s-level graduate programs in public affairs. Based on data from 43 schools collected in two waves, first in 2011 and again in 2014, we elaborate a four-level curriculum integration model and document trends in curriculum development. We find that just over half of the sample schools remain in a pre-integration stage of curriculum development. Simultaneously, analysis across the 43 schools reveals that significant movement has occurred among schools in the later stages of curriculum change.

Education and Social Change: The Case of Israel’s State Curriculum

The aim of this article is to explore, through the case of the official Israeli state curriculum, how the educational system is affected by social changes and how it responds to them, and to suggest curricular directions that go along with the new social reality that has emerged in Israel during the past decade. We offer a conceptual-theoretical analysis based on the examination of 10 subject areas taught at Israeli schools by leading experts who investigated the curriculum documents of the Ministry of Education in their disciplines. We identify three stages of curriculum development in Israel since its establishment: promotion of hegemonic national goals, emphasis on academic structure of knowledge, and in recent decades, multiple conflicting goals. Changes in the Israeli state curricula indeed reflect a response to broader social changes, yet these changes are partial, irresolute, and scattered. There is a need for a transcultural approach, promoting a core curriculum common to all groups in Israel, beyond which each group may express its uniqueness.

Community leaders' views of the purposes of science in the compulsory years of schooling

Accepting that scientific literacy is the primary purpose of science in the compulsory years of schooling leads to the question ‘What does scientific literacy mean in a particular community?’ This paper reports a study designed to provide some insight into that question. Data were gathered through interviews with a sample of community leaders, in the state of Victoria, Australia, about their views of the purposes of school science. The data reveal that, although most of those interviewed had no formal post‐school science education, their life experiences provided them with useful insights into the question raised. The wisdom of such people could make an important contribution during the initial stages of curriculum development in science. As people successful in their own fields, the study participants were lifelong learners. Consequently, their responses suggest that a primary focus of school science must be to provide students with a framework that will enable them to continue learning beyond schooling. This is not just a matter of knowledge or skills, but of feeling comfortable with science. The methods used provide a useful example of how views about education can be gathered from thoughtful, non‐expert community members. In this instance, they allowed a reconceptualization of the purposes of school science. These community leaders argued for an education for ‘science in life’ rather than an education about science.

Gender-inclusive technology materials for the primary school: A case study in curriculum development

This paper describes how an idea for technology education materials developed into a process for producing unique curriculum modules for teaching technology in a gender-inclusive way to primary children. Using a case-study format, the paper describes the interaction between participants, the sequential evolution of the materials themselves and the degree to which success was achieved in terms of the original goals. The study demonstrates how an awareness of gender bias needs to be a feature from the earliest stages of curriculum development, through to the trialling and modification stages. The curriculum materials were a product of effective cooperation between teachers, science educators and community representatives. They utilise a “process” approach to the teaching of technology and in this presentation, we demonstrate how this same approach is a useful framework for describing this particular curriculum development.

Kurrikulering vir die omvattende generiese verpleegkundeprogram

The six stages of curriculum-development are discussed briefly with the new comprehensive nursing program in mind. The problems encountered in the first stage, situation analysis, are identified and the use of objectives in the total curriculum discussed. The different patterns of curriculum organisation are described and selection of content, methods and techniques briefly referred to. The importance of evaluation as the last stage of curriculum development is shown.

THE MAL‐ADMINISTRATION OF INNOVATION

Recent reviews of the curriculum development programmes initiated both in Britain and the United States suggest that they have largely failed to achieve their objectives. This failure has been seen by many to be the responsibility of the centre periphery (CP) model on which most of these programmes were based. In this paper it is argued that the criticisms made of the model fail to distinguish between two distinct stages of curriculum development—materials production and materials distribution. It is suggested that it is the latter which has failed, because the CP model, in Britain at least, has not been implemented effectively. Analysis of this weakness indicates that the problem lies mainly in the existing support agencies which tend to function in isolation, insulated one from another. It is argued that a more articulated pattern of curriculum development would be possible in both Britain and Australia if there were greater institutional overlap between these agencies and if curriculum development were rationalised on a national basis. Suggestions are made as to how this might be effected against a background of innovatory experience both in Britain and Australia.