Curriculum Theory

Curriculum Theory

  • Evelyn J. Gordon added an answer:
    I'm looking for research in public education inductions programs that incorporate college/universities/higher education. Any suggestions?

    I need some leads in research that discusses the use/incorporation of higher education/colleges/universities/professors in public education induction programs.

    Evelyn J. Gordon


    I have contacted them and was told they no longer do that but "outsource" it to trained mentors.  Is that true?

  • Dora jimela Kialo added an answer:
    How can industry and industrialists be brought into the umbrella of curriculum development?

    The combination academic and industry personnels can improve the curriculum development. How these peoples can be brought in to the single domain?

    Dora jimela Kialo

    Jayaprakash and others, my view in this regard is that, we must come to terms that it is the sole agent that monitors and evaluates our products- the students we graduate.

    The one most important formula in the equation is the role of education, media and communication. The diversification of media and technology and its rapid up-take by people in all walks of life is paving and ushering changes and innovative democracy on a new generation of thinkers. Like communication and development, University and industry are two sides of the same coin, each affecting the other. The development of a country is as good as its communication flows promoting social justice, appropriate change and a dynamic and participatory democracy in development education come hand in hand.

    The current available technology and social media tools and systems readily connect to engage with the wider community and create awareness of  issues. And now even though social media apps continue to intrigue us in higher education and we still cannot integrate and participate with Industry for the development of our students through the courses we offer.  Remember, it is sometimes the medium of communication that attracts more than the message so we participate in the discussions like these for forward planning to chance the time honored University didactic and integrate industry concerns in academia.

  • Igor Babou added an answer:
    Are there similar instances in history where social sciences and humanities were successfuly abolished by the state?

    Recently this year, Japanese Universities are supposed to start scaling back/abolish social science, humanities, and law courses due to intervention from its Ministry of Education, Culture, Sports, Science and Technology.

    My questions specifically are:
    Have there been instances wherein states were able to succcessfully abolish social sciences and humanities from education and pedagogy? Success may be in terms of actual nationwide implementation for the intended schools/universities, even for short periods of time.
    And, how successful were they in terms of achieving its intended goal?
    i.e. in Japan it is supposed to "serve areas that better meet society’s needs", focus and increased productivity on engineering, science, etc.


    Igor Babou

    "Would you say that the fate of French universities was already sealed in the 19th century?"

    I think there are two aspects to bear in mind. First, since its foundation in the early 12th century, the university has always been fighting against all types of power to insure its relative independence. Second, between the 19th and the end of 20th century, there was the may 68 event, the transformation of French university (with new laws ending - or nearly - with the old system of "mandarins"), and the emergence of the French critical theory (Foucault, Sartre, Bourdieu, Barthes, etc.). I think the convergence of those three factors strongly shaped the image of the French university for its actors, for the politicians, and for the general public: the idea of its independence from economical and political powers has been strongly rooted in our minds and practices (even if, sometimes, it can be seen as a sort of foundation myth). That's why I don't think the Napoleonic origin of our institution (and not of the university per se) was such an important thing in our cultural and academic history.

  • Jae Park added an answer:
    In what ways can the Reggio Emilia Approach inform U. S. classrooms ?

    In respect to the Reggio Emilia Approach as a product of Italy and the professionals who have worked so hard to provide such an informative model for the rest of the world.

    U. S. schools continue to utilize teacher-directed, highly structured, and assessment-oriented instruction, even for very young children. 

    How can we seek more balance in our classrooms? Through strategies demonstrated by the Reggio Emilia Municipal Schools that more child-directed learning, in-depth project work, larger chunks of time for children to explore and ask questions, have parents become more integral in our classrooms, and come to value the learning process more than the final product or outcome?

    Jae Park

    I read about it while doing my doctoral studies. I remember that the original idea was systematic efforts to reconstruct education of an Italian region during the post-war period. 

    In the US, there have been new initiatives. For example, this one is not the R. Emilia but it has similar features:

    Berger, R. (2003). An ethic of excellence : building a culture of craftsmanship with students. Portsmouth, NH: Heinemann.

    The book is a must, in my view

  • Debra Sharon Ferdinand added an answer:
    Does any one know any successful curricular innovations in specific industrialized countries?

    Dear colleagues, I am interested in finding out more about innovations in the curriculum that have been considered successful in driving development in specified industrialized countries. I will be grateful if anyone can give me such information that can serve as a model to inspire other countries that desire to develop their educational system through changes in their curriculum.

    Many thanks in advance.


    Debra Sharon Ferdinand

    Dr. Rose:

    Here's a recent conference paper showcasing curriculum innovation for Jamaica's TVET Integration Model starting from ECCE right thru to Higher Ed.

    Many thanks,


  • Manuel Morales added an answer:
    In what diverse ways can qualification-inflation lead to the devaluation of the academic currency?

    In recent times, emphasis in education especially in developing countries has been placed on quantity of school products than on quality of the products. Schools at almost all levels are 'mushrooming' or springing up due to a desire to make education more accessible to many. In so doing, the tendency to sacrifice quality is a possibility. The consequence is production of a lot of so-called graduates without the requisite academic and social skills to change society.   

    Manuel Morales

    For those of you who would like to see how I am inviting the public to help science to self-correct, please feel free to visit:

    A revised "Flawed Scientific Method" document has been uploaded to replace the previous version. This version is designed to go with the public invitation to help science self-correct. In essence, this one page document illustrates for the public the mechanics of the discovery of Einstein's nonlocal hidden variables which in turn revealed how the scientific method is flawed (see link below).

    • Source
      [Show abstract] [Hide abstract]
      ABSTRACT: Albert Einstein held the belief that quantum mechanics was an incomplete theory and that there were local hidden variables that would give us a complete sense of reality. As the findings show, he was correct about there being hidden variables. However, he was incorrect as to where to find them. The basketball examples serve to illustrate the findings of the Tempt Destiny experiment and the mechanics involved. The "Flawed Scientific Method" illustrations were designed to go with the public invitation to help science self-correct. In essence, this one page document illustrates for the public the mechanics of the discovery of Einstein's nonlocal hidden variables which in turn revealed how the scientific method is fundamentally flawed and how to fix it.
  • Shafeeq Hussain Vazhathodi Al-Hudawi added an answer:
    How do philosephy approaches effect on educational planning?
    Any country have special educational planning to development their educational structure. this comment going to compare relationship between structures of education in all a country.
    how is educational planning in your country according to philosophy approaches?
    Shafeeq Hussain Vazhathodi Al-Hudawi

    Ali has tried to explain his questions further.  But it seem more confusing.  May be Ali could consult any English editor and ask him how to express his concern correctly.

  • Arlindo Mendes Vieira added an answer:
    How to develop the curriculum to deal with world crisis and to give some hope to the new generation?
    In the context of the global crisis we live in, the curriculum is unable to respond to crises that seem insurmountable. How can schools provide an education/skills necessary for youth to solve the uncertainties of global society?
    Arlindo Mendes Vieira

    Thank you Barbara for yours comments.

  • Debra Sharon Ferdinand added an answer:
    Why is it possible to prepare for the future in higher education using current global trends analysis?
    Various methods, including the delphi method and other tools give good foundations to good planning in higher education. The global market needs universities to prepare students not only for the present, but for the future.

    Also, the analysis of demographic movements (especially south to north) indicate a need to stress intercultural dialogue more than ever.
    Debra Sharon Ferdinand


    This is a very good question as higher education becomes more portable and borderless with the advancement of technology. I did my most of my higher education in the U.S. (Associates to PhD) and I met several other international studients from four other continents on the globle. One of the challenges I had was that the curriculum was very U.S. centric and did not accommodate enough for a developing country context like the Caribbean region. So it is important that such global trends analysis be done so that higher education institutions can better accommodate for the international diversity of its students among other factors. Here's what is available in ResearchGage on your topic:

    I extend best wishes for every success in your research!


  • James Field added an answer:
    How do we ensure quality in higher education?
    As a result of dwindling central government support to higher education institutions in some countries in Sub-Saharan Africa the school authorities have devised means of increasing their internally generated funds by increasing students enrollment which usually tend to affect quality.
    James Field

    A huge topic! This might throw some further ideas into the mix - a well-respected and noted piece of research from the UK Department for Innovation, Business and Skills

  • Shaaban K. Fundi added an answer:
    Would you use the VARK Questionnaire to determine students' learning preferences in a dissertation study?

    Would you use the VARK Questionnaire to determine students' learning preferences in a dissertation study?

    Shaaban K. Fundi

    Thanks Mehraj,

    I have decided to use the VARK for my research. I appreciate you taking your time to respond to my question. Keep in touch.


  • Heulwen Sweet added an answer:
    How can I utilize my word wall to make it more meaningful for students, particularly those with learning disabilities?
    As I teach students with learning disabilities, I am becoming increasingly curious as to how I can make substantial use of word walls to assist them in developing vocabulary skills.
    Heulwen Sweet

    Technology that the students in our school approve of......

    Spelling city... This is like a modern version of look, write, cover and check and it means that the student can input the words, then listen to them as a word or as a sentence. This was particularly important to give them context.

    Quizlet - This is more teacher driven but really helps with vocabulary building.

    I personally have disliked word walls as they look like blobs of letters and I cannot see how that is helpful. If they can pattern via colour for verbs or join together in a pattern that is helpful.

  • Kevin Larkin added an answer:
    What are some of the tensions between curriculum theory and pedagogical practices? How can we mitigate if not eliminate these tensions?
    How do researchers and scholars approach this?
    Kevin Larkin

    Hi Carolyn,

    I think major tensions can occur when curriculums go beyond prescribing the content that it to be taught and drifts into the sphere of how the content should be taught. Of course, the type of content to be covered already has an impact on pedagogy. For example, if a curriculum indicates a large knowledge component than a directed teaching approach is probably intended; however, if the curriculum is more values based, then a differing form of pedagogy is required.

    Regards, Kevin. 

  • Brandon Moore added an answer:
    Do teachers in schools engage in curriculum planning and decision making? How?
    Do teachers in schools engage in curriculum planning and decision making? How?
    Brandon Moore

    The deliberative curriculum is one way to engage all stakeholders. Wesley Null has written about this in his book Curriculum: From Theory to Practice. You can see an extensive review of this book below.

  • Jeong-Nam Kim added an answer:
    Why don't practitioners use the Excellence Theory any more?

    Recent survey of PR pro's found few using Excellence Theory although research reports indicate it is the major theory used by scholars?

    Jeong-Nam Kim

    I believe Jim pointed out well that practitioners often lack the vocabulary and not have the same lexicon as the theorists/researchers do. This is common in many fields, and not using the theory/concepts as academicians put doesn’t mean that practitioners disagree or not using them.

    Fraser delivers the view well from the field/industry in that ‘people in field might not have the vocabularies we have in academic researchers’, but they have ‘tacit knowledge’ about what is poor or unethical practice and there are good demand from practitioners for prescriptive knowledge of what could be the better ways of working. I also add my witness the principles from Excellence Theory are well observed across societies from my teaching, researching, and interactions with field professionals, although the excellence principles are not in abstract way in books and often be ‘spottily’ observed, the practitioners’ tacit knowledge is similar to the principles. In fact, as any practical field advances there arises a good amount of conceptualized ‘common knowledge' more than individualistic, down-to-earth ‘tacit knowledge’, and the common knowledge provides foundation for diversification of knowledge – sometimes there are debates and sometimes there are lumping or specifications. The IABC study and Excellent theory have laid the base for public relations and communication management going beyond the tacit knowledge to elaborated common knowledge.

    Of course, many practical minds suspect and puzzled how to ‘digest and apply’ the conceptual and theoretical ideas in their practice, but theories are not skill sets such as how to write annual report, how to pitch campaign programs to clients. These are important skills solving day-to-day problems, but Excellence theory and the knowledge solve different problems such as what makes some organization more or less successful and what are the roles of communication management (public relations). As we know, practitioners more deal with day-to-day skill-set problems, esp. as Dave noted common problems when they are technicians or when they have lack of knowledge for sophisticate, strategy-building tasks occupied by managers. But, we are questioned by non-PR colleagues -- why they need us and have to answer this important question. IABC Excellence study and the theory give the theoretical answer for this 'raison d'être question' thrown to public relations' and communication management.

    Excellence project researchers have addressed this fundamental question through their two-decade long research efforts. And if you read their reports, we realize that it is not a specific skill-set knowledge. It is a defining statement of ‘who we are’ and 'how and when we do better'.


    Interestingly, even before pre-Excellence Theory, there existed successful PR/Communication Managers and organizations, but they were more based on some ‘heroes or heroines’ and a few champions and their heroic works. Such successful approaches and cases often shared anecdotally, and often exclusive and limited to their circles.

    Here, the value of good (academic) theories arises. Excellence in communication management researchers connected the 'dots' distributed in the fields. The theory transformed good tacit knowledge elaborated and available and inclusive to practitioners -- the Excellence theory set to free the tacit knowledge available to many others whoever seek out. Good theories can and should remove entry barriers for many who want to do better practice and help even those with little access to those tacit knowledge often exclusive and spottily distributed. Good theories reduce the sunk cost from parallel, repeated trials/errors in practice and provide stepping stones for furthering common knowledge and improving ideas. We know many things are often reinvented but that way people’s creativity resources and assets are wasted. Good theories set the common ground and facilitate more and better knowledge by creating common foundation and it helps solve researchers' coordination problem--it facilitates researchers to be more constructive with their resources without redundancy.

    Excellence theory and its principles also provide a theoretical benchmarking yardstick for org/communication managers. A theoretical benchmarking is possible and rewarding more than benchmarking with some peers because few organizations/companies are perfect in all aspects.

    Many CEOs and senior managers demand what are the Best Practice of public relations. I have opportunities to talk with senior managers who don’t have PR/Communication background in the past but they usually see the values of Excellence Theory immediately once I explained them. This includes Asia, Europe, and US. They often suggested to help them for benchmarking insights using the Excellence Theory and interested in auditing their modus operandi against the principles so that their organization get specific directions.


    Many suspect and remain skeptic about the value or role of ‘democracy’.

    Those skeptics argue that we never ever had “a true or perfect democracy’ in the way it is conceptualized. To their eyes, it’s idealistic and obsolete. But, if we don’t ground on the conceptual idea of ‘democracy’, what kind of a world could it be? Democracy (as a normative theory) is surely conceptual and abstract, it may be hard to find in its full shape as it is conceptualized. Yet, it is real in its effects as a “regulating ideal’ for those who subscribe to it.

    It shapes and reshapes present to a better future. We realize it only when we can envision something in mind ahead. Theory is like that and Excellence Theory and Principles do this for the field of public relations. Absence of perfect case of something cannot discount the value or role of some theoretical statements, esp. when theories are used for prescriptive purpose. Normative theories are tool for betterment and vehicles of changes or improvements though slow and incremental. Otherwise, we do things randomly. We better not our field left with random practices and only to the hands of some heroes and heroines.

    We rarely think about 'democracy', but we are influenced by it and living on it. So do we for some good theories.

    We realize better public relations practice with good theories we build today. We may leave efforts to some atheoretical paths, but there will be much cost, and it is counter-field-betterment.

  • Molaodi Tshelane added an answer:
    How can we enhance the principal's leadership role in the usage of ICT for teaching and Learning?

    Scholars are in agreement that the leadership role of the principal is critical in the implementation of ICT for teaching and learning. However, teachers seems to be reluctant in using ICTs to enhance professional curriculum practice.

    Molaodi Tshelane

    Andrian, I strongly agree with you and my agreement is driven by my conclusion that leadership does not reside in an individual but in the relationships between individuals, and it is orientated towards social vision and change  as argued by Hellen Gunter ( 2001).

  • Carlinda Leite added an answer:
    How have PISA results influenced educational policies in your nation?

    At this moment in Brazil, the government is designing a National Curriculum for Basic Education.

    Carlinda Leite

    In Portugal the Pisa’s results and the place in the ranking has a huge impact. On the other hand, the Pisa report has a strong influence in curricular policies and in the schools work

  • Debra Sharon Ferdinand added an answer:
    How can I research about effectiveness hidden curriculum ?

    Hi , I want research about effectiveness hidden curriculum on learning students in the high school .

    Debra Sharon Ferdinand

    Dear Reza:

    I have explored some hidden curriculum issues affecting minorities in U.S. higher education in this article that can add to this conversation:

    Best regards,


    • Source
      [Show abstract] [Hide abstract]
      ABSTRACT: One Style Does Not Fit All: Facilitating Cultural Differences in Teaching Debra Ferdinand, Doctoral Candidate, Department of Workforce Education and Development, Southern Illinois University Carbondale, Carbondale, Illinois. Uche Onyebadi, Ph.D., Assistant Professor, School of Journalism, Southern Illinois University Carbondale, Carbondale, Illinois Growing cultural diversity on U.S. college campuses requires that faculty are equipped to accommodate for the cultural differences among their students. This descriptive study addresses this issue and examines students’ perceptions on accommodating their cultural and learning differences in teaching in a University’s Workforce Education and Development (WED) program. Participants comprised graduate students with one or more years of enrolment in a WED program. Data were collected using a self-reported survey consisting of open- and close-ended questions that included students’ perceptions on responsive teaching strategies for culturally diverse students and suggestions for improvements. Study findings indicate that WED teaching strategies are insufficiently responsive to students’ learning styles and suggest that cultural differences need to be given greater consideration in teaching delivery. URL to Article:
      Journal of Further and Higher Education 01/2009; 25(1).
  • Daniel --- Tanner added an answer:
    What is a macro curriculum in higher education?
    Can we consider courses of study as macro curriculum? How can we evaluate macro curriculum in higher education? Can we consider micro curriculum as goals, content, etc. (Components of higher education curriculum), only? What are the differences between macro and micro higher education curriculum ? Is there any model in curriculum development that evaluates the course of study? For designing a model in curriculum development which principals and stages do we have to consider?
    Daniel --- Tanner

     exploratory&Thre are essentially three macrocurricula: (1) the major field of concentration for career, (2) general education core, and  (3) exploratory & enrichment studies (elective options).

  • Gregg W. Etter added an answer:
    How does one's paradigmatic orientation affect their definition of educational aims, goals and objectives in curriculum discourse?

    There are clear differences in the notions: educational aims, goals and educational objectives. It is possible that the paradigmatic orientation of an individual would determine to a large extent, the difference in response with respect to these notions. How true is it that one's orientation may explain these terms. Your views are welcome

    Gregg W. Etter

    I teach Criminal Justice at a Division II University. Before I was a full time professor, I was a cop for 30 years. I obtained my doctorate as a practicing law enforcement officer and administrator. I find myself agreeing with Aysha in both students and professors have different paradigms and that effects their actions or needs. In criminal justice, there is a four way split. Among the professors there are the theorists (who contemplate what should work in theory) and the pracacademics (those who have actually done the job at some point).  In our major there are those students who wish to become law enforcement officers (about 50%) and those who wish to enter other areas of the field (Probation/Parole/Juvenile about 20%, Corrections about 10%, Law School about 10%, and academia about 10 %). This leads to some interesting mixes, especially when you consider that we have a wide range of students in age as well. While most students are traditional college students coming straight from high school, our university has many returning veterans, many current military reservists/guardsmen, and returning adults. This influx of more experienced students adds to the diversity of the classroom and their experiences are a plus to the overall educational atmosphere of our major. The paradigms of those that have done it and those that have thought about are different. The paradigms of those who are older or more experienced and the traditional students are different. The educational goals and paradigms of those planning to become law enforcement officers and those that are not are different. The trick is how to meet the educational needs of them all. This is the point where I find myself in agreement with Cheryl. We can't just teach to the test. We are not training parrots. We hopefully are educating critical thinkers and developing competencies in our students. The wise professor will develop an educational pedagogy or andragogy to incorporate the development of skills that encompass not only competencies, but critical thinking skills as well. Our program is writing intensive and the teaching of research and writing skills at all levels is a must.

  • Miriam Lopez added an answer:
    Is there any investigation related to the students´ perception on Evaluations?

    I will appreciate if anyone can tell me about any recent (No more than 5 years) investigation made related to students´ perception of Evaluations. Excellent help if it is specifically about peer-evaluation and self-evaluation. Blessings.

    Miriam Lopez

    Zainab Jaafar, I loved your work and I would like to use some of it for my work.  How do I have to write the reference based on your work in APA style?

  • Steven Newton added an answer:
    Further reading on resistance created by curriculum structure
    Looking for some pointers towards some further reading in order to formulate a thought I am still struggling to articulate.

    In the students I am researching, I am seeing a pattern in their responses to the format of formal learning they have experienced. There is a dissatisfaction in being expected to engage in learning that is repetitive or abstract, or being asked questions by adults who already know the answer or to which the answer is obvious.

    It is evident in my data collection there is a connection between the student rejection of the curriculum and the structure of the curriculum and I was looking for pointers to further reading on this.
    Steven Newton

    Thanks Douglas,  my research is underpinned by the works of Pierre Bourdieu and Paul Willis, and aligns strongly with the second conceptual mention. It was good to hear it articulated by another. Quite powerful to 'see' my ideas through the words of another. Though the main issue Im having isnt with conceptualising and articulating at a theoretcial level (although according to my latest supervisor feedback this is still an area I need to work on), it is articulating what that means at a practical level. For instance, currently if I were to explain my research to my teaching colleagues, it would in no way impact on tomorrows practice as the gap between the theoretical and practical is quite wide

  • Auxencia Limjap added an answer:
    Is there any recent research on the efficacy of reflection strategies in the middle school?

    Preferably Scottish CfE curriculum at BGE level.  English preferred.

    Auxencia Limjap

    Limjap, A. A. (2013). Mathematics Learning Episode that Promotes Reflective Thinking among Elementary Pupils, In B. Kaur (ed.). Nurturing Reflective Learners in Mathematics Yearbook 2013 Association of Mathematics Educators (pp. 289-310). Singapore: World Scientific Publishing Co. Pte. Ltd.

  • Hanzhou Pang added an answer:
    Could you give me any information or suggest any methodology about emotional intelligence in multicultural higher education?

    I'm currently trying to shape a project to focus on emotional intelligence in multicultural education. My plan is to approach this in these following directions: policies regarding international students and faculty members, how mentors train their TAs or Postdocs about intercultural teaching assignments, multicultural classroom discourse, and feedback to multicultural class members. Could you give any information about these directions? Could you suggest any methodology?

    Most universities have international programs that provide orientation and consultation services to international students and scholars. I would have to find those policies that deal with emotional issues from the administrators. Do you know how to get those?

    I was an English Writing instructor and writing tutor in US for 11 years, assistant professor of English in Seoul, Korea, and Khabarovsk, Russian. I need to collect more samples of feedback [speaking or writing] to multicultural class members.

    Most researchers are good at survey or primary research design. But I'm new. How can I get any potential information from multicultural students, instructors, and administrators? Thank you.

    Hanzhou Pang

    Hanzhou Pang

    Thank you, Samuel and Douglass. Thank all, folks. Attached are two questionnaires for my class visits. I'm quite immature in doing empirical research. Your expertise and advice will be appreciated. The only thing that I feel OK to present is the "Metro of Emotion,"  which you will find first in the file of "Master Class Survey." I wish some of you may be interested to take me into your own projects. That will be my honor. Have a good one. Hanzhou

    + 1 more attachment

  • Ferran Gimenez added an answer:
    Does anyone know of good models or references to analyze the management process of creating a new undergraduate degree?
    In my view, case studies of educational experiences are in general discipline bias, either ‘pedagogy’ or ‘management’ centered. One consequence of that is not having an interdisciplinary perspective that comprehensively considers the managerial dimension of the work of creating a new university program.
    Ferran Gimenez
    Right now I’m considering looking at the case from the perspective of Entrepreneurship, like the point of view of Stevenson, for instance:

    Stevenson, Howard H, and J Carlos Jarillo. “A Paradigm of Entrepreneurship: Entrepreneurial Management.” Strategic Management Journal 11, no. 5 (1990): 17–27.

    Anyone with experience in that field could please give me a hint?
  • Gerald Ogbuja added an answer:
    What is intercultural competence?
    Intercultural competence is merely conceived as one of the competences should be developed as part of the communicative competence (communicative and linguistic approach). However, this competence is highly related with a wider competence is developed through a new approach related with curriculum and school, curriculum and education, that's why more and more educative programs have been developing curriculum through a more intercultural perspective. Seen this competence as a competence every single individual must develop in this new century of globalization!
    Gerald Ogbuja

    In any multicultural society, there is no one way of looking at things. Reality must be perceived in broad perspective rather than a narrow viewpoint. Based on this premise, diversity and multiculturalism call for plurality in ideas. Anyone who thinks that his/her own story is the end of it all, should know that there are other rich stories out there yet to be told. What makes other cultures thick should not be seen as weakness in another culture. Anytime, we criticize a language, we are indirectly criticizing our own very language before the same individual and before the consul of reason. It is like telling another individual that he has an accent, without realizing that before that same individual you are manifesting a kind of accent different from what he is familiar. The ability to give an open ear to another accent in order to understand different accent and language makes you adaptable, competent and diversity-oriented. But, when you shut down your mind to other values, other cultures and languages that are different from you, you make matter difficult for adaptation and comprehension. It is equivalent to cultural disaster or linguistic suicide.The ability to mortify your pride and accept other cultures different from you knowing fully well that in other cultures, there are values so real, something mysteriously better and even more enduring than the culture and values you know makes your culturally competent. It makes an individual more tolerant to others, adaptable to new thoughts and ideas without being narrowed down to a given frame of mind. A mind that is locked up cannot be freed from its intellectual imprisonment. Neither can such mind be open to enculturation and acculturation of new thoughts and ideas. Such narrowed mind cannot not be trusted in the web of cultural competency or in the lattice chain of diversity.

    An Asian man who lives in an English speaking country but decides to put aside particular language and culture he knows but embrace English culture and language is culturally competent. A German who lives in London but refuses to learn English as lingua franca or refuses to adapt to English way of life is not culturally competent. This is applicable to any Tran-cultural or Trans-Atlantic habituation. In this regard, competency implies, learning new things greater and different from you; adapting to new ways of life, assimilating new languages, and most importantly, appreciating other cultures and values while retaining a prior cultural values and heritages inherent in you.
  • Beth Robelia added an answer:
    Do you have any special words for carbon monoxide in your everyday language?
    We use a word "czad" which is often confused with "smoke". I'm going to write a paper dedicated to vernacular misconceptions in chemistry.
    Beth Robelia
    Marcin, This is really interesting. There are a number of misconceptions about ozone and about carbon. Your carbon footprint is really a carbon dioxide footprint. What other words are you looking at? I have some background for your paper that might be helpful.
  • Pendar Fazel added an answer:
    What theoretical position could be used to support the analysis of a bachelors' curriculum design and development?
    The best known curriculum theories are rooted mainly in primary education experiences. Is there a comprehensive theory that could be used to analyze an undergraduate curriculum design and development case?
    • [Show abstract] [Hide abstract]
      ABSTRACT: The effectiveness of traditional university systems for creating and updating their degrees is increasingly under public scrutiny. This article examines themes and issues involved in the dynamics of curriculum design and development at the undergraduate level. To that end, 53 academic papers were selected and analyzed as part of a scoping literature review process. The result of this task showed a set of key factors frequently present within academic curricular practices and their bond to a proposed theoretical framework. The review of the literature presented in this work indicates that the experiences of curriculum design and development of undergraduate programs have a lack of theoretical foundation. Moreover, they do not share conceptual frameworks, methodologies or instruments, except the ones provided by public administration, professional associations or analogous institutions. As a consequence, there is a shortage of theory application within the higher education curriculum design and development field. Current university programs are increasingly experiencing renewal requests from their recipients and from society in general. The article describes predominant curricular themes of the literature, placing them into the context and dynamics of undergraduate program creation and revision: discipline developments, state-sponsored debates, market demands and academic interests. This paper shows that partial and isolated initiatives are not capable of addressing these demands. A more comprehensive response needs to be done at the system level; partial reforms of components or circumstances are insufficient to provide significant changes to an undergraduate program. The results of this study are relevant to those responsible for the design and operation of a university program, whether they are administrators or professors. Indeed, good practices from the reviewed literature clearly point in one direction: a significant part of the answers to these challenges often comes from collaborative practices and multidisciplinary approaches.
      INTED2014 Proceedings, 8th International Technology, Education and Development Conference, Valencia; 03/2014
    Pendar Fazel

    Hi Ferran, I used adult learning theory to design a teacher-coach-student coaching model to improve adult learning in my article. 

    You can find it in attachment.

  • Victoria Blue added an answer:
    The concept of curriculum integration has often been maligned and discarded but it keeps making a comeback. Why is this so?
    Curriculum integration (CI) has been utilised by democratic educators because it maximises flexibility for curriculum design and, as research shows, it actively engages students in their learning (especially young adolescents). In theory, CI seems like a promising approach but when implemented it has a patchy record: sometimes it is wonderful, other times it is awful. What are your thoughts?
    Victoria Blue

    Dear Colleagues,

    In reflecting upon this issue and my own schooling (K-8), teachers had a broad understanding of all subjects because they were required to teach them.  I feel this model supported integration and continuity in learning. Teachers had the knowledge and ability to offer connections between and among the various subjects they were teaching. This also supported students making meaningful connections rather than enduring disconnected subject matter. The advent of education design changes, e.g. primary, middle, and junior high, and compartmentalizing subjects taught (teacher -subject specialization), further fractured teaching, learning, and environmental stability. I'm curious to know if current teacher preparation programs address curriculum integration strategies, provide research supporting the benefits when executed well, and cultivate the mind-set and skills sets toward implementation - authentically and effectively?

  • Mario Diaz Villa added an answer:
    How can globalized higher education systems and institutions form graduates capable of professing in local contexts?
    In an increasingly globalized world, higher education is being affected at the first place: imported curricula, international body of faculty and staff members, and students from different cultures and nations. How are such ingredients able (are they?) to form professionals capable of practicing their job in local contexts? I am more interested in the case of higher education particularly in Architecture.
    Mario Diaz Villa
    The expression "globalized higher education systems" is part of the language of globalization, that encourage policies, regulations, and similar forms of goverrnance of what can be called "the global market of higher education (HE)". One of the key questions of this "globalization" is that HE has become the space for the reproduction of generic models able to produce generic professionals. The generic language of training has weaken the boundaries between local contexts and global contexts, and promoted generic skills and competences relevant to generic workplaces: competence has become the common language which supports the new basis for the culture of the new professionals (flexible, generic). This, in turn, has eroded not only the relevance of academic knowledge, relevant to specific national contexts, but the identity of national HE systems which now must respond to global educational policies of the global knowledge economy.

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Curriculum design for education programms

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