Questions related to Curriculum Design
I am interested in meaning-making practices associated with visual language and what that means for traditional curricula in the English-speaking Caribbean.
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.
I have published a paper (in French) regarding curriculum analysis and fiction. This paper was inspired by a paper form Eric Margolis concerning Harry Potter's school. I have found other references concerning Potter's school and I am now interested by other papers concerning curriculum analysis and fictions. It is a good way for me to increase my students' interest to curriculum analysis. Could you help me? What is your opinion about it?<br />
Link to the paper: https://www.researchgate.net/publication/249656968_Et_si_Eurydice_visitait_Poudlard...ou_comment_un_petit_dtour_par_le_frique_permet_de_mieux_comprendre_le_rel?ev=prf_pub
Here is my CV. Could you please review it and mention my mistakes. Your effort makes my CV impressive. Please review it and suggest me some suggestions.
Thank you for your precious time and suggestions in advance.
What are the best books in chemistry that can be used for curriculum design "i.e. for Materials Chemistry"?
Please write the name of the best books that you read/know in the field of "chemistry"? General Chemistry, Organic, Physical Chemistry, Inorganic, Biochemistry, Polymer synthesis, Polymer Chemistry, Computational Chemistry, Solvents and Solvation theories, Analytical Chemistry, Electrochemistry, etc [...] and Chemistry Laboratory Design.
Thank you very much
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* Additional comment:
You can, also, send to me links (or the books' front page photo) or E books (PDF or any) here or in private message. Thank you!
Ecopedagogy is not just the knowledge, it is also a value and behavior - you live it. Habits formed at earlier stage of our lives. So, it is imperative that we introduce ecology as early in someone's life as possible. How early can you do this? Further more, if you introduced 'food garden' it has multiple benefits: it integrates knowledge from many domains, it let's you experience nature as a system as well as helping realize many pedagogical objectives such as promoting attention, creativity, patience and perhaps even multilateral thinking. It also fosters global citizenship. Knowledge in growing things is also a 'preparedness' to catastrophes to minimize their impact. In that sense, its an existential skill for survival. Agricultural literacy is shrinking every day. You can do this much better when they are small as they are also in close proximity to the soil. If they are exposed to diverse crops involved in growing, they are most likely to have diverse diet than those who are not - studies and experience backs up. Then what's the early ecopedagogy is like? Most importantly are there any negative side affects of it, if at all?
This Topic I chose for my Thesis in Final Year of my Master's. I am in process of it's completion but need more suggestions and comments for the Topic to elaborate.
Agroecology has emerged as a much need field of study to support the development of a regenerative agriculture and the thriving of sustainable food systems. However, what are the skills needed by young graduates in agroecology to embark in successful career paths? Who determines/decides about necessary competences that students of agroecology must gain before completing their study program?
Good day to you all
I am gathering some research-based data supporting a specific way of developing a sample training course in translation. My question: Is it possible for me to just propose the design based on prior research without implementing it? Or am I required to implement it and see the results?
Background: I do not subscribe to the positivists' ideology of 'verification' but adhere more to the constructivists' 'falsification' principle.
It is observed that students are distracted due to too much theoretical nature of the subject.
What should be the content of course so as keep interest of students alive at the same time essential concepts are taught?
I actually need some idea (a project) to cover a vast area of educational theories and curriculum.
We found significantly improved research outcomes subsequent to a curricular change at the Mayo Medical School that permitted pre-clinical flexible time for students.
Can someone help regarding the correct test to be conducted for 5 point rating scale from two stakeholders- Academicians and industry experts, on same set of variables. Till now I have conducted t-test and logistic regression. But test of normality shows skewed distribution. I am confused as to if t-test is not correct then what test should be performed?
I am pursuing PhD and studying skill gaps in apparel sector for three job roles- designer, pattern maker and sewing machine operator. Since my topic deals with analysis of skill gaps for transformation in curriculum, my sample consists of academicians, industry experts and student trainees' (who have just completed their internship).
The perceptions with respect to various skills have been asked on 5 point rating scale from academicians and industry experts. The difference in perceptions is what I am looking at that leads to gap in curriculum design, development and delivery.
Till date I have conducted t-test. Later I performed test of normality and found that my skill variables show skewness- One of the skill variables shows Skewness (6.066) and kurtosis (7.898). Even histogram for each skill variable in rating scale shows skewness with higher mean scores for academicians than industry experts.
I also performed Logistic regression as I had two groups- academicians and industry experts rating same set of variables. I am highly confused if I am on right track.
If t-test is to be performed only for normal distribution, then should I go for Mann whitney U test?
I am working with an Education Organization that serves nine First Nations in northern Saskatchewan. We are interested in making indigenous language revitalization a cornerstone of our academic programs. Where should we begin reading, to access the best and most recent thinking in this area?
(3 way "parent-teacher-students" conferences regarding progress, effort and attainment - with Primary Students)
Or student led porfolio conferences?
Happy to hear reasons for involving students and the negative and positive sides of either decision.
Update: Data collection is closed and our manuscript has been published. Thank you to everyone who participated.
You can find it at:
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If you have converted any courses to distance learning because of the coronavirus pandemic, please take a few minutes to complete this survey. The researchers are asking higher education faculty of all disciplines around the world to address their experiences in changing their classes from face-to-face instruction to online or other kinds of distance learning.
Please complete the survey now, so you don't forget. The survey is 18 questions (most are Likert scales), plus demographics.
The link to the survey is: https://forms.gle/qX522tiJsPNbgsGF9
This survey is completely anonymous and will not collect any information that can identify you. All categories of higher education faculty are welcome to participate, including all full-time and adjunct faculty.
Most scholarly literature published so far about teaching during COVID-19 has been conceptual in nature, or case studies at a specific school or geographic region. The Researchers hope that this study will provide a broader context.
Please feel free to share this invitation with anyone you think may be interested in participating.
Thank you for your participation in this study.
(Time is of the essence because the journal we are submitting to needs our manuscript by the end of May 2020.)
Although it is widely accepted that early involvement in research has many advantages for medical students, there is a controversy regarding whether students are actually getting enough research opportunities. Which are the main barriers towards conducting research for an undergraduate student and how could the involvement rates be improved?
I would like to open this discussion and kindly invite you to make comments reflecting your opinion on this topic.
Thank you for your consideration,
I ask this in regards to curriculum design as might be implemented in an Introductory statistics class at the MSc level in the social sciences.
Problem-based learning (PBL) is the most significant innovation in education for the profession for many years . Some argue that it is the most important development since the move of professional training into educational institutions
A lot of today's world vices can be eliminated if certain targeted modules and adapted curricula are introduced in the schooling system. One of these vices is energy squandering with all its negative consequences for the planet (e.g. depletion of finite energy sources and the subsequent climate change).The routine energy-related behavior and proves that this behavior changes to a more energy efficient one, after the dissemination of relevant information and the participation into the energy education projects. Namely, response percentages indicating the energy-efficient behavior increased after project participation while the ones indicating an energy-squandering behavior decreased.
Need for renewable energy education and training at all levels is globally recognized. During the last three decades a large number of countries across the globe have initiated academic programmes on renewable energy technologies and related aspects. A review of published literature on renewable energy education initiatives across the globe, challenges faced, and potential approaches towards efficient and effective solutions is needed.
In Your Opinion
- Is renewable energy course an element Effective learning
- Is renewable energy awareness needed from childhood
- Is renewable energy course should be sustained for energy Scenario issues
- Is renewable energy paves way for effective teaching learning process
A colleague is currently drafting her thesis proposal.
The aim of the thesis would be comparing the pedagogical effectiveness of traditional map reading in the geography classroom, versus 'digital' map reading tools. Some examples of 'digital' map reading tools could be google maps, augmented reality apps, or virtual reality 'field trips'.
Ideally, she would be conducting her research in Irish secondary schools, but she is willing to consider case studies from other countries.
With a group of other teachers, I am currently writing course syllabuses for various (Common European Framework of Reference) CEFR levels. My view is that I can't include all the contents of a given CEFR level in a course but the essentials. However, other teachers disagree and say I should include everything, even when those contents will not be explicitly taught.
i want to know if there is a method or strategy that i can use to create a science lesson in school on different groups of students and that will allow me to create each time different emotions while using the same scientific content.
The importance of PhD research is to conduct original research of significance that promotes the advancement of knowledge. So, I think publication is one of the most important methods in which the conceived knowledge is disseminated for further application. Most curriculum designs for PhD studies in natural sciences literally require the publication of 2 to three on peer-review journals. However, it is not clear how much emphasis is laid down and pressure students to publish. Therefore, I am intereseted to know how much emphasis is given to the importance of publications on peer-reviewed journals by universities. I hope universities collect data on their students who published on peer-reviewed journals. My question is then, what percent of students publish 2 or more before they defend their thesis?
Our school has gathered a small group of teachers to research different areas that can be used to drive positive change within the school.
My group is looking into how can a school can cut down on the amount of content taught whilst still adhering to the set curriculum (in this case our state education authority). Our reasoning is that with a minimalist curriculum teachers and students can spend more time deeply exploring the subject matter, and doing so within real-world contexts.
So any articles or reports in this area would be much appreciated.
This question focuses on the strategies implemented on the curriculum design, and how the teaching methods and learning content help to meet the vocational goals of students.
However, if you know of specific strategies implemented outside of curriculum design, for example, a Careers Office where students can have vocaltional advice throughout the career, please contribute to the conversation.
Including the examples of institutions that implement the strategy you mention will be truly appreciated.
All the stakeholders effectively attribute towards curriculum designing, integration and problem based learning methodology.
What effectively students can contribute as stakeholders?
Standards-based education has received much attention in many education systems. Please what is your reflection on standards-based textbooks? what are some practical ideas for developing quality standard-based textbooks, particularly social studies textbooks? What are the differences between standards-based textbooks and traditional textbooks?
Which are not included, but, from your point of view, would it be worthwhile to introduce students to them?
Hi, can i use "action research" design without identification any problem situation? For example, to try new teaching method?. Can i apply action research design to new teaching method like experimental design? Thank you.
Is there a framework that could be referred to design a curriculum for children with severe disabilities?
I'm working on an Art syllabus for an international school and I'm looking for help regarding which directions to take. My aim is to focus on skills and creativity rather than art knowledge.
Laplace Transform (LT) plays a very important role in Electrical/Electronic circuit design and hence this topic is considered as a pre-requisite for the Circuit Theory (CT) course. Normally this subject (CT) is scheduled either in first year second semester or in second year first semester, so it is not easy to include LT as a separate course in the curriculum before the commencement of the CT course. This is so because the subject (LT) has a close relationship with Fourier series and therefore should come after this and hence it becomes extremely difficult to accommodate both these subjects within first year first semester or at most within first year second semester. On the other hand if we include LT in the CT curriculum then it may not be possible to give proper importance to this subject because of time constraint. Moreover CT is normally taught by teachers from Engineering Faculty and therefore such arrangement may not allow an abstract mathematical treatment of the subject LT. My question is how to combat this situation.
I am currently exploring the higher education systems in China and Taiwan. Specifically, I am interested in 1/ humanities undergraduate education and postgraduate research training; 2/ humanities research (through universities and research institutes); and 3/ international collaboration between humanities scholars in Australia and scholars based in China. I am also interested in the policy settings for humanities research in China and Taiwan. I am looking for any references which may be of interest. Your help would be appreciated. Brigid
Once a new curriculum is disseminated, a principal, academic masters and heads of the departments are required to help its interpretation for teachers to successfully implement the documented ideas.
How do they do it?
are there some limitations?
How do teachers receive guidance/orders from these administrators?
If anyone could please provide me a list of substantial differences between the two as they are mostly overlapped. Also is there any substantial difference between instructional and learning design?
The question of whether a research component should be an integral part of medical curriculum has been debated in the past and is still controversial.
In designing a curriculum according to Posner & Rudnitsky, instructional foci (IF) should be created based on intended learning outcomes (ILOs). My question is whether a diagnostic test taken at the beginning of a series of lessons, or units, qualifies as an IF and why.
The results of our surveys and interviews lead us to believe that there are several. Most often mentioned: economics, traditional organization of disciplines, educational jargon/the perception of integrated curriculum being a "fad," and standardized testing.
I would very much appreciate any other insight, or guidance towards specific articles, that might help us further investigate this question. Thank you in advance for your input.
I am currently writing a paper on curriculum and instruction and was thinking of a link between Neurolinguistic programming and multimodality in curriculum design. I still need to think of other more recent ideas in design curricula of ESL.
Any suggestions or terms to look for?
I am researching instructional and curriculum design strategies that impact the effectiveness of STEM education. I would like to read decisive research that demonstrates the effectiveness, or lack of effectiveness, of specific strategies. I would also like to see comparisons of strategies.
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?
Conference Paper Identifying key factors affecting program design and develop...
In teaching English as a foreign language, can we stimulate students to apply themselves to reading, writing, listening and speaking through teaching them about the culture of the target language?
What practical suggestions do you have?
Effectiveness of teaching young children requires those who have high potential with creativity. I agree that individuals have their unique creativity,but those may be creative in different thing. When it comes to selecting a preschool teacher, I am keen to look for a particular candidate who has specific creative skills in designing materials and initiating activities for children, but I am not sure about how to assess these skills. Any comments or suggests?
The combination academic and industry personnels can improve the curriculum development. How these peoples can be brought in to the single domain?
I've tried looking online, but I can't get over to the US for at least a couple of years to find the archives. Any help would be greatly appreciated.
I am looking for a good overview or review paper about psychological benefits of educational games. There are plenty of resources in the web. However, I would like to refer one or two good research papers which provides overview in order to help creating a curriculum for middle-school kids. Thanks in advance
I'm currently writing a paper and want to present the argument that educators need to understand the types of technologies at their disposal and their various features before they can make discerning technology selection and deployment decisions. However I'm struggling to find evidence for this.
Does anyone know of any research that substantiates this idea? My paper is on Web 2.0 technologies, but the evidence could stem from any domain.
Looking forward to hearing from you!
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.
Students have to study many diverse subjects in parallel. Is there a research finding
to suggest how many different subjects may be taken by a student with effective
learning outcomes? A related question is how in modern times with explosion of knowledge and need for combining cross disciplinary fields how should a course be designed to optimize depth/ breadth of coverage .
North Carolina (USA) legislators announced intentions to push out the national Common Core standards. Note, though, that these standards are different from the curricula that individual states and school districts choose to meet these standards. What are some engaging ways to make this distinction clear to people who are resistant to hearing this point?
Modernization and Postmodernization presents an interesting and quite cogent theory about the congruity of change in economic, social, political and cultural factors, and about the path of development.
How we can adapt the curriculum to this kind of needs and especially for social development?
I am working with student teachers in 3rd year of their training around English (L1) pedagogy and curriculum design in which this short program and their first practicum in schools will be their first encounter with teaching English rather than being a learner. We will use the Understanding By Design templates, International Bac Middle Years templates and the Australian Curriculum for English. I want them to interrogate what is "worth teaching" and why, rather than just what they will cover in a four week conventional unit plan for a middle years class. Science in Unis and schools here is becoming increasingly based around "Big Questions" inquiry rather than defined discipline content, but English lags behind here in challenging the established structures. Any suggestions for questions, quotations or readings/multimedia that would stimulate discussion about curriculum design for English in a more innovative way to help them approach this more holistically and critically?
I have been asked to develop an outline and a module on assessment in counselling and I would wish to have suggestions on the topics to include.
I'm studying how group and individual differences in oral language might interact with the success — or otherwise — of the now dominant 'synthetic phonics' approach to beginning reading instruction, which now starts with three- and four-year-olds in England. In my experience — after 40 years in educational research and development — this issue is woefully neglected in the design of the literacy curriculum.
This forms part of a wider debate on using youth popular texts in educational contexts. We need to know more about the ways in which using these texts builds on and extends students' literacies.
Curriculum change in higher education involves a broad range of behaviors between (1) accepting or allowing what happens or what others do without active response or resistance to (2) creating or controlling actively a situation rather than just reacting to it after the change has started; actions of academics lies at the various points along “the continuum between passivity and pro-activity”(Louvel, 2013, p. 669). THIS QUESTION SEEKS TO IDENTIFY AT WHAT POINT YOUR ACTIONS ARE IN THE CONTINUUM, YOUR BEHAVIORS, AND YOUR STRATEGY TO THE CURRICULUM CHANGE.
Reference: Louvel, S. (2013). Understanding change in higher education as bricolage: how academics engage in curriculum change. Higher Education, 66(6), 669-691.
Edinburgh Napier University already has a final year compulsory module on "Business Strategy and Sustainability" where we focus on embedding sustainability into strategy and business operations (including supply chain design). We also have a programme that students can apply for called 'get on board' which offers training in governance, strategy and civil society leadership. Students are encouraged to make a positive difference in the capacity as a Trustee of a charity, voluntary sector or public body.
How can we develop themes on 'responsible leadership' and 'good governance' into programme identity in a Business School Context?
What are the attributes we should instill in our students?
What opportunities can we provide to develop knowledge and skills in the above?
How can the above be incorporated into the curriculum and at which levels?
See the following article for my thoughts on this topic:
There are concerns about lack of awareness of local cultural content such as cooperation, respect and the traditional way of preserving nature. Culture is a nation identity that build upon local content wisdom. Children and adults now have less concern for their own culture due to the contemporary culture of materialism and hedonism. An example in my country is the culture of gotong royong, or cooperation on building houses, where materials are provided and everyone in the village helps with building without being paid. Higher education used to have a subject on cultural content but nowadays it's been erased by MOE.
How is it in your country? Can you give opinions or suggestions on this problem?
Since nobody answered this I am editing the question... from asking if anyone teaches courses on indigenous agriculture, to why are we not teaching anything about indigenous agriculture. In many cases in the world high yields have been sustained for thousands of years, and the amount of knowledge and technology that has been acquired in these systems in enormous. And yet we engage these concepts almost not at all within academic settings, and focus instead on an entirely new concept of agriculture that has emerged only within the last few hundred years. Why, and how can we overcome this?
Today's hardware is powerful enough to let us create realistic and instructive animations of a wide area of topics. The saying 'a picture is worth a thousand words' could be extended to 'an animation is worth a thousand pictures'. But is this true?
In which areas of teaching do you avoid animations?
There is a new curriculum derived from Indonesian Ministry of education called 2013 Curriculum. On that curriculum ICT subject are being removed for Primary and middle school. The problem came up from the curriculum and readiness of the teacher, where in that curriculum the removal was replaced by integrating it into another subject, where skills of the teacher is not yet match to the curriculum and the tools are not ready yet. For some teachers and experts on education in the area of digital era it would a step backward, because when the children born in digital era and have curiosity for it, the school removed the subject.
What do you think about it? Do students need to have ICT subject in primary and middle school or not ?
There are varied steps and principles in creating a training curriculum for a company's staff development and training module. Should the company hire the services of a curriculum planner or one that has knowledge about it? Or should they just assign someone from the training department, whether or not he or she has such background?
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?
Barr and Tagg, 1995 provided an informative comparison between 'The Instruction Paradigm' and 'The Learning Paradigm' in relation to mission and purposes of each (e.g. provide/deliver instruction for instruction, and produce learning for learning paradigm) - then moves to criteria for success which moves from inputs, resources in instruction paradigm, to learning and student-success outcomes in learning paradigm - then move to teaching and learning structures, learning theory, and nature of roles - where faculty are moving from primarily lecturers into primarily designers of learning methods and environments.