Subject In Curriculum Research Articles

Knowing which Way to Turn: Orienting Congregational Jewish Education in Europe

ABSTRACT Much research on part-time Jewish educational programs has focused on curricular content and pedagogy. Yet classrooms involve diverse exchanges about curricular subjects as well as those that appear little related to Jewish studies; both are motivated by assumptions about which things count as Jewish matters of concern and appropriate orientations to those things. Drawing on ongoing ethnographic fieldwork, this article proposes bringing a semiotic ideological lens to quotidian interactions as means to get at the “tacit curriculum” and aims of part-time schools, to better grasp what draws families to these schools, and to recognize the nuanced learning happening therein.

Justice, Equity, Diversity, and Inclusion-Related Curricular Elements in Entry-Level Physical Therapist Education: A Delphi Study.

The purpose of this Delphi study was to determine whether experts in justice, equity, diversity, and inclusion (JEDI) in the field of physical therapy could achieve consensus on the key JEDI-related curricular content topics to be included in entry-level physical therapist education. Inequities exist at all levels of health care for historically underserved populations, including referrals, access, and quality of physical therapy services. The physical therapy field is facing challenges and opportunities in how to best prepare providers to address individual, community, and population health inequities. There is a lack of consensus in physical therapist education regarding essential curricular content related to justice, equity, diversity, inclusion, and antiracism. Eighty-four experts in JEDI in the physical therapy profession were invited through email to participate in the Delphi process. A Delphi survey brought together 39 identified experts in justice, equity, diversity, and inclusion within the field of physical therapy to reach consensus on key JEDI-related curricular topics in physical therapist education. In the first-round survey, participants answered an open-ended question: "What JEDI-related curricular content should be included in entry-level physical therapist education?" The work team coded these free-text responses to populate an initial list of curricular elements. Over 2 subsequent rounds of surveys, the experts came to a consensus on which curricular elements should be addressed within physical therapist education. Nineteen experts completed all survey rounds. In round I, coding of the expert group's responses generated 61 initial JEDI-related curricular elements. By round III, the group refined the list to 43 curricular elements; 41 of the 43 (95%) elements garnered 94% or higher consensus. The expert group deemed 30 of the elements "entry-level" content and 13 as more "advanced practice" topics. Experts had a strong consensus on key JEDI-related curricular elements that physical therapist education programs should include to best prepare providers to improve the health of society. Future scholarship will explore recommendations for how physical therapist education programs might prioritize and implement JEDI-related content.

Implementation of Merdeka Curriculum in Islamic Religious Education Learning: Analysis of Principles and Assessment Models

The purpose of this study is to analyze the PAI learning evaluation model in the Merdeka curriculum. To find out the obstacles faced by teachers in implementing the Merdeka Curriculum in PAI subjects. This research uses a qualitative method with a descriptive approach. Data collection was carried out through interviews, observation and documentation. The data analysis technique goes through the stages of data reduction, display and conclusion drawing. The results showed that the Merdeka Curriculum emphasizes flexible evaluation that gives students the freedom to determine their interests and talents. The evaluation used includes diagnostic, formative and summative assessments, using types of assessment instruments in the form of rubrics and anecdotal notes. Teachers face obstacles in implementing the Merdeka Curriculum such as time constraints during working hours, lack of involvement of school stakeholders with parents, diversity of student abilities, and less than optimal feedback and monitoring follow-up.

The Development of Elderly Care Curriculum for Undergraduate Students in Sichuan Province, China: Current Status, Challenges and Prospects

This article is a literature review on the development of elderly care courses for undergraduate students in Sichuan Province's music teacher profession. Through a review of relevant literature, the study finds that music education positively impacts the mental health and social participation of elderly individuals. However, there are shortcomings in curriculum design, personalized teaching, and interdisciplinary integration. This paper aims to explore how to effectively integrate music education with elderly care knowledge, optimize curriculum design, and establish scientific assessment mechanisms to enhance the practical effectiveness of the courses. This study provides theoretical support and practical guidance for developing elderly care courses for music teacher undergraduates in Sichuan Province. This paper draws its content from the doctoral thesis, "The Development of Subject Curriculum for Caring for the Elderly Among Music Teacher Profession Students at the Undergraduate Level in Sichuan Province, China."

Collaborative approaches to embedding academic literacy instruction in the curriculum: examples from UK universities

ABSTRACT The development of academic literacy is fundamental to student success in higher education. Universities offer various types of student support, ranging from generic courses to discipline-specific academic literacy instruction. The approach that has been advocated as the most inclusive and systematic is the embedding of academic literacy instruction into subject curricula. Embedding is best facilitated when English for academic purposes (EAP) specialists, with their linguistic and pedagogical expertise, work in collaboration with subject lecturers. Whilst there are several published examples of embedded academic literacy instruction led by EAP practitioners, there is still little evidence of collaborations in which subject lecturers assume some responsibility for students’ academic literacy development. Although there has been a growing trend towards collaborative and embedded activities, they remain largely invisible(Tibbetts and Chapman 2023. A guide to in-sessional English for academic purposes: Paradigms and practices. London: Routledge). This study aimed to offer detailed insights into current initiatives in UK universities and to identify factors that facilitate or constrain collaborations and institution-wide provision of embedded academic literacy support. For this purpose, we conducted open interviews with EAP leaders at fifteen universities. The findings indicate that the type of institution as well as the representation of EAP staff in departmental committees are important factors for the implementation and sustainability of collaborative and embedded academic literacy provision. Based on the findings, we propose some steps that EAP leaders can take to reduce the structural and perceptual barriers preventing the expansion of this provision across institutions.

EVALUATION OF ISLAMIC EDUCATION LEARNING PROGRAM BY USING COUNTENANCE EVALUATION MODEL

This study aims to determine: (1) the quality of preparation, (2) the quality of implementation, and (three) the impact of students' learning on the implementation of PAI clump learning at MTs Arifah Gowa. This research is an assessment model used is Countenance Stake. The source of data in this study is the PAI clump subject teacher of MTs Arifah Gowa as many as 9 people. The research methods used are interviews, observation and documentation. The data analysis technique used means Miles and Huberman data analysis technique. The results showed that (1) the quality of learning planning for PAI subjects in the independent curriculum is categorized as good, (2) the application process and learning evaluation are categorized as good and (3) student learning outcomes in PAI subjects are categorized as good.

Top DEI Topics to Incorporate Into Dermatology Residency Training: An Electronic Delphi Consensus Study.

Current dermatology residency education may be deficient in curricular topics and training related to diversity, equity, and inclusion (DEI). Integrating more DEI topics within residency curricula may improve clinical care delivered to diverse populations and improve cultural humility among trainees. The objective of this electronic Delphi (e-Delphi) study was to reach a consensus on the most important DEI topics for inclusion in dermatology residency program curricula nationwide. Sixty-one DEI-related topics were proposed by an expert panel consisting of dermatologists from the Association of Professors of Dermatology DEI subcommittee and the American Academy of Dermatology Diversity Task Force. Two rounds of anonymous electronic surveys based on a 5-point Likert scale were administered using a modified e-Delphi design. Voluntary participants including residents and academic dermatologists were self-selected after an email was sent to the Association of Professors of Dermatology listserve.

Menstrual health education: school health curriculum topics by grade level recommended by specialized medical professionals in menstrual health clinics

Study ObjectiveEvidence-based menstrual health education is not mandated in any U.S. state or territory. Aspects of normal and abnormal menstruation impact quality of life and educational engagement, but many youth are not prepared to know when to seek medical help. We sought to determine which topics should be included in a 3rd through 8th grade school-based menstrual health curriculum. MethodsWe conducted a cross-sectional online survey of medical professionals who care for patients with menstrual problems. We asked participants to indicate the top three menstrual health topics by grade and we compared the most common responses by year. We also solicited general comments about curriculum content. ResultsSurveys from 55 medical professionals met criteria for analysis. The most frequent topics to be selected were normal and abnormal menstruation, reproductive anatomy, puberty timeline, and menstrual products. A majority recommended the topics of puberty timeline (38, 69.1%) and reproductive anatomy (34, 61.8%) for 3rd grade, introducing normal menstruation (31, 56.4%) and menstrual products (24, 46.3%) in 4th grade, and abnormal menstruation (27, 49.1%) in 6th grade. More complex topics such as world cultures around menstruation (14, 25.5%) and period poverty (11, 20.0%) were preferred for 8th grade. Many providers emphasized the importance of teaching normal versus abnormal menstruation in a school health curriculum. ConclusionMedical professionals provide recommendations for a school-based menstrual health curriculum that introduces topics at developmentally appropriate ages from a medical perspective, teaches basic menstrual symptom management, and instructs on warning signs for abnormal menstruation.

Exploring Organization of Subject Curriculum for Improvement of Coherence between General Guidelines and Subject Curriculum

Exploring Organization of Subject Curriculum for Improvement of Coherence between General Guidelines and Subject Curriculum

The Link between Moral Psychology and Ethics in the Moral Subject Curriculum: A Focus on Protagoras’ Virtue Education

The moral subject curriculum incorporates various disciplines, such as ethics and moral psychology. This study integrates moral psychological, and ethical perspectives within the moral subject curriculum to ensure content consistency. The Korean elementary school’s moral subject curriculum integrates a constructivist perspective for moral psychological aspects alongside the virtue ethics theory for ethical considerations. We analyze the virtue education perspectives of Protagoras and Socrates to determine their compatibility with constructivism, with a focus on Protagoras. For this analysis, we set criteria for analyzing educational perspectives related to constructivism and objectivism. Based on these findings, we analyze the virtue education perspectives of Protagoras and Socrates to identify their distinctive characteristics. Ensuring consistency of content is essential for developing Korea’s moral subject curriculum.

Implementasi Pembelajaran IPAS Terintegrasi Keterampilan Abad 21 dalam Kurikulum Merdeka

Changes in subjects in the independent curriculum in Elementary Schools (SD)/MI include science and social studies subjects becoming Natural and Social Sciences (IPAS). The aims of this research are to 1) Describe the implementation of science and science learning integrated with 21st century skills in the independent curriculum in class V MIN 2 Pati; 2) Describe the supporting and inhibiting factors in the implementation of integrated science and science learning with 21st century skills in the independent curriculum in class V MIN 2 Pati; 3) Describe the results of the implementation of integrated science and science learning for 21st century skills in the independent curriculum in class V MIN 2 Pati. The research method used is qualitative research with a case study approach. The results of the research found that Madrasah Ibtidaiyah Negeri (MIN) 2 Pati is one of the madrasas that has implemented an independent curriculum for 2 academic years. In implementing science and science learning in the independent curriculum, there are several steps, namely: learning planning, learning implementation and learning closure. In its implementation, it uses differentiation learning methods, PBL and inquiry. The media used in learning include pictures, LCD and projectors.

Exploring Tools to Manage Curricular Content and Overload Within the Professional PharmD Program

ObjectiveGiven recent discussions in the literature and across the Academy about curricular overload and calls for tools that aid in reducing content, it is important to determine what tools and resources programs are using to evaluate curricular content and how these resources are used to inform curricular change. Thus, the objective of this research project is to describe tools and resources pharmacy programs use for curricular content and change. MethodsA 17-item instrument was created, pilot-tested, and then distributed electronically to assessment leads at accredited pharmacy programs with multiple reminders to improve response rates. The instrument covered various tools for pharmacotherapy, foundational sciences, social and administrative sciences (SAS), and top 200/300 medications. Respondents provided information related to the study objectives, and data were analyzed descriptively. ResultsWith a 51% response rate, programs commonly used, and rated most helpful, the American College of Clinical Pharmacy (ACCP) Pharmacotherapy Didactic Curriculum Toolkit to inform curricular prioritization. Programs indicated they did not have comparable resources commonly used for determining curricular content related to foundational sciences, SAS, and top 200/300 medications. ConclusionsEstablished tools, such as the ACCP Pharmacotherapy Didactic Curriculum Toolkit, are helpful in selecting curricular topics, but additional guidance is needed to optimize its usefulness in managing curricular overload. Developing toolkits for foundational sciences, SAS, and top 200/300 medications is necessary to provide similar guidance for the Academy.

Peningkatan Prestasi Akademik Siswa melalui Strategi Kepala Sekolah

This study aims to find out how the principal’s strategy, strategy planning in improving students' academic achievement at SMA Antarctica Sidoarjo. This study used a qualitative approach with descriptive analysis with the subject of principals, waka, curriculum, and teachers. The data collection techniques used are interviews, observations, and documentation studies. The validity of the data is tested by triangulation of sources and techniques. The data obtained is analyzed through data reduction, presentation, and verification. The results of this study show that 1) the principal's strategy in improving student academic achievement is carried out by developing resources, and creating academic achievement improvement programs, providing scholarships to students who have achievements, giving rewards to students and teachers who take part in competitions, and developing teacher competencies under their abilities in their fields. 2) Strategic planning is carried out by preparing a strategic plan, preparing a school budget work plan and conducting school self-evaluation and compiling programs within a period of 10 years and conducting madrasah self-evaluation every month.

The Influence of The Student Facilitator and Explaining Model in Differentiating IPAS Learning in The Independent Curriculum in Primary Schools

Science is a combination of Natural Sciences (IPA) and Social Sciences (IPS) which is now a new subject in the Independent Curriculum. Science and Technology began to be taught in elementary schools to develop students' basic abilities in natural sciences and social sciences. In science and science subjects, teachers are still monotonous or too often rely on student books and teacher books. As we know, elementary school students are still children, so if the teacher is always monotonous teaching will be boring. This research aims to determine the effect of the Facilitator and Explain learning model on the science learning outcomes of class IV students at SDN Cibiru 6 KCKB. This type of research is experimental research. The sampling technique uses Purposive Sampling. The instrument in this research is a test of student learning outcomes, while the data analysis technique uses the t-test. Based on the results of the research, the average value of the experimental class was 83.00 and 73.40 in the control class. It can be seen from the results of the data analysis that has been carried out that t count (3.29) > t table (1.68), so the hypothesis is accepted. From the research results it can be concluded that there is an influence of the Facilitator and Explaining model on students' science learning outcomes. For this reason, it is recommended that teachers who teach science subjects apply the Facilitator and Explaining model in the learning process.

Analysis of Inclusive Education Curriculum in Physical Education, Sports, and Health Subjects at Brajan Elementary School, Tamantirto, Yogyakarta

This study aims to determine the implementation of the inclusive education curriculum related to learning planning, learning implementation, and learning assessment. The study was conducted at Brajan Elementary School, Tamantirto in the 2023/2024 school year. This study used a qualitative method with observation, documentation, and interview techniques with three main respondents: class VI teachers, principals, and Physical Education, Sports, and Health (PJOK) teachers. The research findings show that the school has not prepared a PDBK Student Learning Profile, made adaptations or modifications related to the devices, or prepared an Individual Learning Program. This is because teachers do not yet know about preparing inclusive learning, teachers have never attended training, schools do not have GPK, lack adequate resources, and schools have not been involved or collaborated with related experts in preparing learning devices for PDBK.

Climate Change, Sustainability, and Education: Conceptions of Teachers of Geography in England

Drawing upon a survey of teachers in England conducted by the UCL Centre for Climate Change and Sustainability Education (CCCSE), this paper reports on teachers of geography’s conceptions of climate change, sustainability, climate change education, and sustainability education. We address how teachers of geography across the primary and secondary phase appear to distinguish the concept (climate change or sustainability) from the concept within education (climate change education or sustainability education) given that research to date has not engaged with both these framings together in empirical research with teachers. Across both climate change education and sustainability education, there was recognition for (i) the importance of these concepts for young people, (ii) the ways in which education can support young people to make informed choices or take action, and (iii) the importance of addressing these concepts across subject curricula. Teachers’ descriptions indicate (i) disconnections between policy rhetoric and teaching, (ii) a lack of attention to social and environmental justice, and (iii) an over-focus on individual action.

Enrichment in colleges after COVID: spaces for agency and/or cultural reproduction

ABSTRACT A longitudinal study of enrichment across post-16 colleges in England and Wales illustrates the possibilities and limitations of colleges’ societal and cultural impact. Over a four-year study, these activities outside subject curricula, widely intended to compensate for the mobilisation of cultural capital by students in privileged settings, increased in salience whilst responding to post-pandemic crises; but differed across settings in their aims and organisation, including the agency afforded to staff and students. This paper explores these differences, in the context of a longstanding theorisation of colleges as sites of social reproduction interruptible only outside the technical sphere, whilst drawing on contemporary understandings of structure, agency and stratification. Whilst analysis of survey and case study data suggests broad association of general education spaces with agentic enrichment practices, alongside vocational enrichment overlapping technical curricula or generic ‘support’, we suggest that contestation over the aims and content of enrichment takes place in the context of a hierarchical terrain of post-16 institutions and broader societal and policy developments unfolding over time. We argue that authentic and socially just enrichment requires its extension to the interests and agency of students across educational pathways, in contradistinction to the currently deepening stratification of post-16 education in England.

MATHEMATICS ANXIETY AMONG SECONDARY SCHOOL STUDENTS IN KOHIMA TOWN, NAGALAND

Every learner needs the basic knowledge of Mathematics to live a fulfilling and contented life. Due to its wide applicability in one’s daily life and in varied fields of knowledge, Mathematics is considered as one of the major and compulsory subject in the school curriculum. Despite, Mathematics being a significant subject in the school curriculum, it is considered the most dreaded subject by learners. Secondary school students appear board exams and Mathematics being one of the major subject makes them more anxious towards the subject. Thus, the present study is aimed at finding the Mathematics Anxiety level of secondary school students with respect to Gender, Type of Management and Class Level. The study was conducted on a sample size of 380 secondary school students. The result of the study revealed that there was no significant difference in the level of Mathematics anxiety between male and female; Private and Government; and class 9 and class 10 students. The study also revealed that the majority of the secondary school students had an average level of Mathematics anxiety.

Stargazing Live!: Inspiring with semi-live astronomy data; teaching curriculum topics using smart education tools

Stargazing Live! aims to capture the imagination of learners with a combination of live and interactive planetarium lessons, real astronomical data, and lessons built around interactive knowledge representations. The lessons were created using a co-creation model and tackle concepts in the pre-university (astro)physics which students find difficult to grasp with traditional interventions. An evaluation study in 9 Dutch classrooms showed that learners are inspired and engaged by the planetarium lessons but are not always able to link the content to the classroom. Pre- and post-tests showed that the accompanying star properties activity significantly increased learners’ understanding of the causal relationships between mass and other properties (such as luminosity, gravity, and temperature) in a main sequence star.

"CARBGAME" (CARd & Board GAmes in Medical Education) as an innovative gamification tool for learning clinical enzymology in biochemistry for first year medical students.

Gamification is emerging as an active learning innovation in medical education to enhance student engagement and promote life-long learning in a unique and collaborative environment. Clinical enzymology in biochemistry is one of the core topics in the medical curriculum. However, students face challenges in comprehension and retention of information. Hence, CARd & Board GAmes in Medical Education (CARBGAME)was introduced and evaluated for its effectiveness in enhancing learning, application, and retention of knowledge in clinical enzymology via gamification context. This mixed-method study involved 150 first-year undergraduate medical students. Before the game, students completed a pre-test in clinical enzymology. Later they were divided into 25 small groups to compete in the board game designed for enzymology in biochemistry. The students took turns throwing the dice and answering the questions on the game board to continue moving forward. The first team to reach 100 and solve the case-based question was deemed the winner. Following the board game, the students took up the post-test to compare the educational impact of the innovation. Also, the subsequent internal assessment scores were compared with previous batch who were not implemented with this intervention. Then students evaluated the effectiveness of CARBGAME-Clinical Enzymology using a 32-item questionnaire on 5-point Likert scale. The feedback obtained on a 10-point rating scale and for qualitative analysis, students' and faculty perceptions were recorded in small groups. CARBGAME received overwhelmingly positive feedback from both students and faculty. It was perceived well by students for being fun, relevant, consistent, motivating, collaborative, and promoting experiential learning. The game's low-stakes approach, effective feedback, and sense of accomplishment were highly appreciated, making it a valuable tool for education. A significant improvement in knowledge was recorded, from a mean score of 8.37 ± 1.126 on a 20-point scoring scale before the game to 16.53 ± 1.219 after with a p-value of 0.0001. The comparison of the internal assessment scores between the intervention and non-intervention group of students also showed a significant improvement among those implemented with CARBGAME (p < 0.0001). The CARBGAME innovation has achieved the intended outcome of promoting active learning and enhanced performance in clinical enzymology. Highly positive responses from faculty and students also indicate the exigent need to introduce innovative components like games into curricula to achieve student engagement and promote a meaningful learning experience.