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Curriculum Design - Science topic

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I am interested in meaning-making practices associated with visual language and what that means for traditional curricula in the English-speaking Caribbean.
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Just search on google scholar you will find some... and mail them, might they help you.
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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.
Rose
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الاستفادة من الدول الصناعية الكبرى في اغناء المناهج الدراسيو في المجال العملي
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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 />
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نعم سمعت عن القصة التاريجية وهي احدى اساليب طريقة الالقاء
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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.
Please!
Thank you for your precious time and suggestions in advance.
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Change the format of the CV.
and your CV is suitable for academics not for the Industrial Job.
Since most of your articles are under review you have to wait for a little bit.
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Dear all
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
- - -
* 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!
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Top 3 Chemistry Books | Personal Statement Reading
  • 1) Periodic Tales: The curious lives of the elements - Hugh Aldersey-Williams.
  • 2) Obsessive Genius: The Inner World of Marie Curie - Barbara Goldsmith.
  • 3) H2O: A biography of water - Phillip Ball.
  • Bonus: Periodic Videos.
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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?
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I think it depends on individual features of each child.
But clearly, this issue should be considered in the preschool period and be a part of the educational process of parents
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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.
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According to me, due to Curriculum in Pakistan apply Values-based Education that provides students dynamic compass at school and throughout the rest of their lives, I suggest you should comprehend by the "Values" by They/Government/Policy for Educator mean and You could track the "Political Factor". I suggest and recommend you check briefly in
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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?
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In my view, agroecology should bridge knowledge of natural sciences and social and political dynamics. Therefore, I would say that young researchers in agroecology should have a strong background in agricultural sciences and a specialization in either ecology, evolutionary biology and/or anthropology, sociology, political sciences. There are maybe several complementary profiles of agroecologists!
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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.
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Yes. It is possible. Good luck!!
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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?
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Robotics-Inter Disciplinary Area
1.Basic configuration of Robotics and its terminologies
2.Sensors and actuators
3.Mechanical transmission
4.Intro about kinematics
5.Industrial applications
6.Open source simulator tools for online teaching
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I actually need some idea (a project) to cover a vast area of educational theories and curriculum.
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David Gillespie Actually, what I meant by this question was the publications in the literature always focused on one approach to handle learning activities individually and the researchers were usually obsessed with making sure that the one relevant approach they were taking was working well and in another study the one relevant approach was working well. The efforts were somehow in vain, which in the end makes Douglas R. Daugherty right, unfortunately. I actually think not taking a whole approach to all the methods and techniques in education of any kind cripples the science of education and creates losses more than it creates contributing individuals. Kind Regards and thank you for your answers.
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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? 
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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?
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Good Answer Willow Brown
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(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.
Thank YOU!
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Following
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Update: Data collection is closed and our manuscript has been published. Thank you to everyone who participated.
-------Original post below---------
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.)
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Hi Michael, Done! Good luck
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everyone knows importance of theory of mind in child development. but I'm not sure that we can pay attention to it in curriculum design or not.
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Sure, we shall use theory of mind in any curriculum designing attempts. I think some of the emphases of constructivism is all about theory of mind.
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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,
Best regards,
Eleftherios
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My view is that although the curricula are hectic there should contained more research opportunities. The other barrier I think is the individual and their willingness to be involved which not also the case especially for students perhaps because they don't have time.
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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.
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As per my level of understanding, their statistical knowledge should be able to cover up following concerns:
a) Apply the various statistical and qualitative tools used in business research.
b) Perform hypotheses testing, direct and indirect, using SPSS/PLS SEM.
c) Conduct the analysis and interpret the results correctly using appropriate software.
c) Critically review published research articles which made use of the techniques covered.
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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
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The best curriculum is the curriculum that addresses the local needs of each country i.e contextual, and should also satisfy the professional needs and the learners' needs.
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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
  1. Is renewable energy course an element Effective learning
  2. Is renewable energy awareness needed from childhood
  3. Is renewable energy course should be sustained for energy Scenario issues
  4. Is renewable energy paves way for effective teaching learning process
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Dear Gurjit Singh,
Yes, I fully agree, teaching the role and importance of renewable energy development should be at the earliest stages of education. In addition, teaching the role and significance of the development of energy based on renewable energy should also explain the following key problems and issues related to ecology, sustainable pro-ecological development such as: eco-friendly innovation in energy, zero-energy construction, saving natural resources, reduction of environmental pollution, reduction of greenhouse gas emissions, replacement of classical energy based on mineral combustion based on renewable energy sources, the need to improve the technology of automatic waste segregation, improvement of recycling, elimination of plastic from packaging, development of biodegradable materials, development of electromobility, including efficient, fast-charging batteries , etc. In the teaching of ecological issues, proecological awareness should be shaped, including pointing out to pupils the necessity of a sustainable implementation successful, proecological economic development carried out according to the green economy concept.
Best wishes
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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.
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They are improving students' map reading skills. A combination of both the digital map reading tools and the traditional method will definitely be more effective.
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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.
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This is a very interesting point you're making. Regarding CEFR, as it is stated in the name, is a reference and not concrete. Hence, some overlap between bands. I would be more willing to give students a copy of the CEFR chart for them to refer to throughout the course to see what they are doing. As mentioned by Sandy Arief, this would be a great place to start. Good luck. https://www.cambridgeenglish.org/Images/126011-using-cefr-principles-of-good-practice.pdf
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Look at this initiative: They ask that the scientific divulgation compute in the curriculum in the university teaching staff
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Absolutly!!!! You must communicate your results to the comunity... AND THEY HAVE TO UNDERSTAND. It is very important do it right
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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.
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There are many strategies such as brainstorming strategy, brain-based learning strategies, and others.
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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?
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Irrespective of the university requirements for a PhD, in my opinion, every PhD candidate should aim at producing at least 3 publications from their work before graduation. This is good for their future academic career rating in sourcing for research grants. It is also a proof that someone has attained the international basics of academic competence (knowledge generation, packaging and dissemination) in their field of expertise. As for the percentage of those who attain this, i have no idea.
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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.
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The impact of leadership on student outcomes: An analysis of the differential effects of leadership types
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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.
Thank you.
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From the perspective of our University, very little. The focus remains on the traditional academic areas and within that focus comes areas such as Southern Studies. Excellent academic areas but many graduates struggle to find productive employment in their fields of study.
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This is to help build the teaching methods of creative Arts in school
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The Creative Arts tab above has similar questions and answers that can be helpful for you: https://www.researchgate.net/topic/Creative-Arts?ev=tp_pst_dtl_xkey
Best regards,
Debra
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All the stakeholders effectively attribute towards curriculum designing, integration and problem based learning methodology.
What effectively students can contribute as stakeholders?
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Dear Faraz,
in my experience one important contribution from students comes from their feedback on the PBL experience - see for example this article:
Scholkmann, A. (2017). “What I learn is what I like.” How do students in ICT-supported problem-based learning rate the quality of the learning experience, and how does it relate to the acquisition of competences? Education and Information Technologies. https://doi.org/10.1007/s10639-017-9629-7.
I have alsohad very good experiences with integrationg students' views on PBL by integrating more senior students as PBL--tutors for younger studtends, and discussing their observations and experiences with them.
I've not heard about procedures for students more actively contributing to the PBL-curriculum, for example through submission of PBL-cases. However, I would be thrilled to read about such examples, if there are any!
Kind regards,
Antonia
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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?
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Dear Sofia,
Very useful article. Thanks a lot.
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To do a publishable research on top topic I need valid and reliable questionnaire on designing curriculum for businessmen who trade abroad.
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I agree with Rainer's observations.  Develop your questionnaire based first on what you want to research, then what form to do want the questionnaire to have, and finally, what do you want to do with the results.  Reliability to me means that the questionnaire can be administered in different settings, with similar results.  Take part of the questionnaire, have others administer it, and then compare the results.  Validity is a little more complex.  You will be the best judge of validity.  Did it measure what you intended it to measure?  Was it similar to other questionnaires that have been used in other studies?  In the end, did the questionnaire measure what you wanted it to measure?  All of this can be done in a pilot study format.  Once you have that information, then revise the questionnaire, as needed. 
Best wishes for your project,
Jeff Knox
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Which are not included, but, from your point of view, would it be worthwhile to introduce students to them?
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I have managed many library projects over the past 20 years, including first time library automation, moving a library, retrospective conversion of manual records, merging two independent college libraries, and library management system migration . Even though I have a formal PM qualification, it is IT heavy and not slanted to academic library applications. However, I have a strong interest is introducing PM principles, theories  and practice in library schools. My reason is that PM is applicable to all areas of academic study, businesses, services and industries.
Perhaps, a generic course could be introduced at the undergraduate level, and an application focused area taught at the graduate level.
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I will be very thankful to recieve any article, books or researchers names to continue my research. Thanks a lot!
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Thank you both for your support.
The idea of Curriculum Sequencing Algorithm is more popular than I expected, I have found, mainly in the medical field. Currently, I am categorising my areas of research in the clearest posible way while at the same time archiving foundation data on the topic. Essentially, I will be researching the educational elements that inspired this research, the content the curriculum could cover and algorithm designs and applications in an educational context. Again thank for your contribution, I will update you next week on the progress made.
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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.
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Erdi,
Action research can be used for many different situations.
The attached chapter may assist. It is about mixed methods - but AR is the main focus.  While it is nursing-focused - the principles are generic.
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Is there a framework that could be referred to design a curriculum for children with severe disabilities?
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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.
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 Dear Erez,
Thank you so much for your contribution. Everything you said is absolutely on par with my thoughts on school and learning, and it's from those thoughts that my question arises. If children are free and creative and if schools are institutions which condition that freedom and creativity, I find myself in a standstill when faced with the task of producing a document which is usually used as the guideline for how schools perpetuate their control over the leaning environment.
In other words, it is not so much that I don't know what should be done in the classroom, what I'm looking for is a way to translate it to paper and have it approved by the school and, ultimately, the government. A way to express the general goals for the subject, while maintaining the children's freedom to learn and guide the learning practice, a compromise between the schools "ecology" and the child's needs.
What I need is smoke and mirrors; to satisfy the bureaucratic machine and clear the way for my students to thrive. 
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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.
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Circuit analysis via Laplace transform
Laplace Transforms and s-Domain Circuit Analysis
s: Laplace Transform Analysis Example #1 (followed by #2, #3,and #4)
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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
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Dear Brigit
I do not know the Humanitie-specific context of the location you refer to. That said, the term Humanities is a derivative of Humanity. This is a universal ethical value, and thus reminds me that Humanities is not only about the Arts and also other relevant subject domains. Crucial this, it is also a perspective that stands for social justice. Paul
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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?
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At a time when educational leadership is a primary focus of education reform, schools of education have come under considerable scrutiny. Some observers have expressed serious reservations about whether these institutions are capable of reengineering their leadership leadership preparation programs to effectively educate aspiring principals and superintendents to lead high-performing schools. (1)
In recent years, however, many graduate schools of education across the country have revamped their programs in an effort to set a course for changing the field of leadership education. The innovations are rooted in five areas: 1) a reinterpretation of leadership as pivotal for improving teaching and learning; 2) new insights into how program content, pedagogy, and field-based learning experiences can be designed to be more powerful means of preparing leaders; 3) the redesign of the doctorate as an intensive midcareer professional development activity; 4) the use of partnerships for richer, more extensive program design opportunities; and 5) a commitment to continuous improvement. Unfortunately, such innovations have gone largely unnoticed, particularly outside the field's professional circles. In this article I explore these areas of innovation and consider how well they are likely to meet the current need for high-performing leaders for our schools.
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What kind of papers apply to this subject?
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Honestly Rakesh, I think it's more about consumer's psychology, effective marketing, and stuff that optimize investment on publicity and propel consumers to buy. Strategies to take advantage of automatic behaviour and decision making. Not so much the economic science itself. But then, even if you dive into it from a psychological perspective, it's a wide subject of study and it's worth a solid basis as you were saying. I think it's a sort of Pandora's box that psychology didn't mean to open, but economics took advantage of this particular scientific knowledge brought up by psychology. It's a bit like building an atomic bomb once Relativity was found...
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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?
Thank you.
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When I began a project a few years ago which required the "renewal" of curriculum across a whole institution I and my colleagues on this project found it difficult finding a useful definition of "curriculum" that suited the environment in which we were working. So we agreed on the following:
Curriculum is the documented purpose and aims of the program of study, the learning intentions (intended learning outcomes, aka student learning outcomes or course/program learning outcomes), the knowledge, skills and capabilities that will deliberately be developed, the ideal or preferred structure of the program of study (topics, courses, units, subjects, etc), the essential resources recommended to support learning, and broad statements on the range of topics, teaching modes and assessments that would support the desired learning, and the evaluation of progress and performance against the intended learning outcomes.
I prefer to use the term learning design, rather than instructional design as it shifts the emphasis away from the teacher towards the student/learner. But in either case it is the process of designing the resources and activities learners will engage with, with the intent of developing their knowledge, skills and capabilities. This includes, for me, the design of assessment tools, tasks and practices as these not only help to measure and evaluate progress towards and performance against the intended learning outcomes, but they are also part of the learning process.
Having said that, I have also come across some people that differentiate between instructional design and learning design - the former is used to indicate the documentation (e.g. training manuals, textbooks, activity booklets, online resources) and the latter is used to indicate the teacher's plans for using those resources. I prefer to capture all of this in the term learning design as I think this separation is not helpful - the one is not useful without the other.
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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.
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For conducting any medical research, basics of research methodology  must be taught to the students at undergraduate level so as to build their technical skills for better understanding and further level of education.
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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.
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Dear Anne,
I am not familiar with Posner & Rudnitsky but I have used both diagnostic testing and formative testing in learning design. If you use diagnostic testing it tends to split the class into those who already have the ability, and therefore do not need to study the subject again, and those who need to study. Formative testing is much more effective for encouraging engagement with learning material, from my experience, because you are able to identify the areas where someone needs to improve.
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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. 
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The problem is largely one of perception.  It is wrongly perceived by many that integrated studies are for less able students.  For example, the more capable students are often channeled  to take chemistry, physics and biology instead of combined science, or to take history, geography and economics instead of social studies.  There is of course no scientific justification for this belief, whatsoever.  What tends to happen is that the notion that integrated subjects are for the less able becomes a self-fulfilling prophesy.  This is because educators then tend to implement watered down curricula in integrated subject classes. 
Both pure and integrated subjects deserve a place in the school curriculum.  There are situations where the rigor of  a single discipline or subject is needed to explore and solve a problem, particularly at the level of theory generation.  There are, however, other situations where there is need to borrow concepts from other disciplines to fully understand the complexity of a problem. 
A glance at the articles posted on this very website shows some very innovative research that is interdisciplinary in nature. This is because real-life problems often require interdisciplinary solutions.  The idea that crossing traditional subject boundaries is progressive and not retrogressive should be cultivated among learners  at primary and secondary school and  not wait until they enter university.  
What is at the core of the matter is the need to make the curricula in both pure and integrated subjects challenging but interesting and relevant to learners' and society's needs.
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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?
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Hello Mayada,
Recent theories in  curriculum and instruction development are related  to emerging postmodern educational paradigms. hermeneutics, paradigm shift,chaos theory,poststructuralism and critical theory.
Postmodern Curriculum Development , race, gender, and ethnicity in a multicultural milieu, curriculum for Interdependence and ecological sustainability , democracy, and the egalitarian Ideal, qualitative Inquiry, fine arts, time management , and knowledge management  are the fundamental topics and issues. 
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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.
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I work for a STEM education program and one thing that we do is to do tangible applied things with STEM.  We ask people to prototype working models of things that researchers or clients need.  They are randomly thrown together and they essentially learn STEM by experimentation.  That sort of approach works very well.  A paper will be coming out shortly about that with regard to one of the groups designing a productive salamander trap for vernal pool modeling.  The authors on that will be Hoffman and Ilseman.  It will certainly be worth a read.  Beyond that, we engage students in research rather than in formal learning.  Not only do they learn STEM, they practice it.  That's the key.
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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?
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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.
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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?
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Michael:
Add the cross-cultural factors to the curriculum design for your area so that you don't have to do all the work of teaching about culture in your subject. Here's an example from my own research in workforce education and development:
Best regards,
Debra
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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? 
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Dear Thida, 
There are many ways to assess a child's creativity. Here are some examples:
1. The Exercise in Divergent Feeling is a 50-item creativity assessment that provides scores for overall creativity, curiosity, imagination, complexity, and risk taking
2.  Exercise in Divergent Thinking includes a figural assessment of creativity where the examinee is asked to complete a series of 12 incomplete drawings in an original way and create a title.  The end product is assessment on originality, fluency, flexibility, and elaboration.  The title is scores based on length, complexity, creativity and humor.
3. The Williams Scale is an assessment of creativity completed by the child's parent or teacher.  It contains 48-items assessing originality, fluency, flexibility, elaboration, curiosity, imagination, complexity, and risk taking.
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The combination academic and industry personnels can improve the curriculum development. How these peoples can be brought in to the single domain?
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Sir, Following are only my personal view based on my past Experience.It is a big challenge. Before going to the solution let us find the problems, following are the problems, most of the Institutions are not giving preference to the Industrialists in selection process, and they will get less salary comparing to the persons those never seen anything other than book. The pure academic persons those in curriculum will prefer to have Only highly qualified person to set the curriculum, ego plays a major role, because highly exposed and experienced industrialist have more knowledge than the highly qualified pure academician. No industry will select an academic person for any role, because they feel that an academicians are lazy persons, and they never select highly qualified candidates also. In Research, academicians are following theory and their intention is to publish papers and no paper is converted in to paper, where as Industrialists are following the reality their intention is to invent a product, we cannot find any invention published in the journal. This is the gap between an Industry and Institution. This gap can be reduced only by proving that an Academic Institute also can invent and showing the smart and efficient work. Now Institutions are sending the students and staff to visit an Industry to gather knowledge. Institute must develop the system to attract an Industrialist to visit colleges to gather knowledge, most of the Institutions are having Equipments more than an Industry, but they are not utilizing in a smart way. For example Institutes are having costly softwares, system and highly qualified faculty members, but they are purchasing ERP package, websites from an Industry. An Institute must be in the position to supply these to an Industry, then only it is possible to reduce the gap between an Industry and Institute.
These are all only my personal view based on past experience
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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.
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Hi Sam,
Is this something that could help (you further)?
Best
Heiner
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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
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Take a look at these:
  • Granic, I., Lobel, A., & Engels, R. C. (2014). The benefits of playing video games. American Psychologist, 2014, 66–78.
  • Tobias, S., Fletcher, J. D., Dai, D. Y., & Wind, A. P. (2011). Review of Research on Computer Games. In S. Tobias & J. D. Fletcher (Eds.), Computer Games and Instruction (pp. 127–222). Information Age Publishing.
  • Wouters, P., Nimwegen, C. van, Oostendorp, H. van, & Spek, E. D. van der. (2013). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology, 105, 249–265. doi:10.1037/a0031311
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I want to find a book a bout new curriculum design models.
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Try browsing "Curriculum Models for the 21st Century: Using Learning Technologies in Higher Education "Aug 29, 2013
by Maree Gosper and Dirk Ifenthaler
latest edition...really helpful!!
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Hi , I want research about effectiveness hidden curriculum on learning students in the high school .
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Dear Reza,
Gimeno Sacristan (Curriculum: a reflection on the practice) defined the hidden curriculum as all that contributes to the acquisition of knowledge, skills, values, feelings, but is not on the previously and explicitly designed programs.
I think a first observation about the hidden curriculum is that space also educates.
So try to understand what a given space (school, for example) has as implicit messages in your organization, rituals, ways of living together, relationship between people, the values that are implicit, the words used, the concepts present in everyday actions , trying to understand the "hidden pedagogy" in relations and actions of people in day-to-day of school.
My suggestion is a work of observation (qualitative methodology). But you gave few details about what you really want to do. If it is, for example, a comparative study between what is explicit and what actually happens (it's a good choice for a research design). The school also has many dimensions: teaching, politics, teaching, scientific, assumed conceptions, etc .. You will focus some dimension in particular?
Anyway to this topic suggest even a qualitative work and observation.
Paulo Freire, a Brazilian educator, said that reading the world precedes reading the word. He spoke of the hidden curriculum that is embedded in our actions and what we assume explicitly. Our ways of living and doing things alone, already teach us, already conveys a certain "knowledge."
My suggestion is that from an observation work you try to find what is hidden (occult pedagogy) behind the procedural contents (ordered and an end actions, rules, techniques, methods, skills, strategies and procedures, verified by carrying out actions that become conscious by reflection on the activity itself); atitudinas of contents ((values, attitudes and norms, checked by its internalization and acceptance, which implies knowledge, evaluation, analysis and preparation) and the conceptual content with too subjective essence (facts, objects or symbols) and principles (laws and rules that is produced in fact, object or situation); learn concepts enables design and construction personnel, the interpretations and transfers to new situations.
To see this categorization Zabala, Antoni (Educational practice: how to teach).
What each of these content teaches implicitly? To what extent they are in agreement (or disagreement) with what is assumed explicitly? What values carries each of the things taught in these categories? That ethics is present (or hidden l0l) on ways to teach, relate, behave, etc ... present in the school environment? What ideologies are hidden and subliminal in all this at school?
I'll end the post here but the conversation can continue. I hope I have at least a small contribution (or tracks) how to draw your search.
See you later,
S.
PS: The title of the books of Zabala and Sacristan were translated from Portuguese title. Perhaps the title, then, may be a little different.
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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!
Matt
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Hi Matt - until now I would have suggested that educators need to understand and clearly develop i) the goals of their courses and ii) the needs of their students - before they can consider the possible uses of technology.
However, with the advent of the Cloud and the many possibilities of 'personalising learning, it is clear we have entered a new paradigm for education and technology. The learners should be much more in control of their own learning and thus using 'specific'educational approaches - including technologies - may restrict their development.The role of the educator thus should be changing - understanding the possibilities rather than limitations is probably more appropriate.
We have an interesting EU project exploring this called 'School on the Cloud" http://www.schoolonthecloud.eu - you will find there our state of the art report and new paradigm paper
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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.
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Hello Steve,
In thinking about your research after reading your last posts containing the phrase "paradigm shift" I began to conceptualizing your research as I would if I were the researcher into the framework of Critical Social Theory (CST). CST makes its position as a transformative social science quite clear and the issue of  power is the central focus. The socially created social world is a world created out of colonization and governed under the  power of conquest thus social relations are based in unequal distrobution of power. Three concepts CST uses tha I believe have relevance to your research are, reification (Lakatos), reproduction (Marx, Gramsci, & Bourdieu), and agency (Descartes, Kant, Hume, Marx, & Hegel). From a CST perspective viewing school as a socially constructed institution intent on reifying power, reproducing that power, and having its desired effect on student agency for me helped me gain a sense of clarity and I hope for you to.. Coming out of my conceptualization of the research I have two conceptual suggestions.
First, use Gidden's (1986) structuration theory as a conceptual viewpoint in seeing schooling not as a structure in classic dualism but as a duality having structural agency. As a duality the structure of schooling acts (structural agency) upon the students while at the same time students activities are acting (human agency) on the structure of schooling. From thisconceptual perspective schooling seen as a duality its expression of agency is attempting student socialization into conformity (Freire, 2009). However, at the same time students expression of their agency as resistance acts as a counter force to their socialization. Then your hypothesis of "students resistance to curriculum" is due to the dualistic relationship between structural agency as conformity and students agency as resistance to the dualistic nature of curriculum.
A second path is to conceptualize student resistance as a reaction to the dominant groups agency expressed in marginalization, oppression, and domination. Students reaction to being marginalized, oppressed, and dominated is by expresses their agency as resistance to school's curriculum as an avenue to the dominate group.
In sum two conceptually frame works of the research leading to two very different methods of interpreting your data, with two very different conclusions to be drawn.
I hope this helps formulate that thought and articulated it. I for one would really like to know what it is! 
Douglas
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Preferably Scottish CfE curriculum at BGE level.  English preferred.
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Please see the link below which contains rich interesting information & data.
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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 . 
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Check out Maharishi University of Management (MUM) www.mum.edu and Colorado College https://www.coloradocollege.edu
Both offer the 'Block System' where students take one class at a time for one month to go deeply into one subject at a time. I have worked and taught at MUM and this format has worked very successfully. It is an interesting innovation.
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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?
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Hi Barbara, there is an issue with the meaning of stndards in a lot of systems that i believe is problematic. to me these aren' standards, they are content and the curriculum is the vehicle for teaching this content in the most effective way. Standards to me describe how well the content/concept is understood/performed. I realise that you con't control what the standards are or what they re called, but perhaps, reframing the descriptors/language may aid the understanding you seek.
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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?
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I think that besides criticising the traditional curriculum, post-modernism and post-colonialism helps little with the question of what content ought to be taught to the next generation...they give more on pedagogy - like 'border-crossing'pedagogy -  the curriculum could make known what is relevant in local contexts but what about decontextualised/objective/conceptual forms of knowledge?  
I think the curriculum ought to make students aware of other realities and contexts as well as their own...the knowledge society requires them to know more... globalization  has disrupted local and antional boundaries. 
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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?
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Gr8
Your thinking is worthily founded:
" I want them to interrogate what is "worth teaching" and why,"
Realising this what is "worth teaching"  is vital.
I would refer it as a triangular concept:  English (language) at one apex, Values at another, and concepts of Pedagogy, or right usage at third.  It should develop a holistic graduate in education
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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. 
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Hi Anthony,
I do not provide counselling training, however as a counsellor of 16 years+ with 12 years online counselling experience, I would suggest the following in the first instance - irrespective of the client group.
Firstly, from my perspective, I consider that assessment is not a single event, more an initial event with ongoing monitoring.
These are listed in no specific order (done quickly, so is not a complete/exhaustive list):
1. History of presenting problem and any previous support for addressing this issue(s) (including what works for the client). How long has this difficulty been experienced, any triggers etc. (E.g. May be appropriate reaction to say loss or it may be complicated grief)
2. Risk assessment - risk of harm to self or others, does additional support need to be put into place to address risk levels? Is anyone else aware of any risk e.g. family members, GP etc. (Useful to have a measurement tool for monitoring presenting, ongoing or emerging risk) Includes information about family/friends of client who may engage in self harm or suicidal ideation or completion of suicide.
3. Support network, may include family, friends other professionals.
4. Genogram, to gain a greater sense of client context, history, family make-up, relational issues.
5. Practical/demographic info e.g. GP name & contact, client address & contact, age, gender, sexuality etc.
6. Clarity of boundaries, contracting & confidentiality and the limits to confidentiality -  agreed with client prior to inviting client to disclose above info. This facilitates informed consent, which especially if working with children/young people is vital (UK - Gillick competence/Fraser guidelines). It can also assist with considering psychological availability to engage in counselling.
7. Any disability or health condition which may impact the ability to engage or access the counselling (e.g. contra-indicated medication or physical/psychological limitations to accessing a building, written materials or meeting in person)
8. Any current/past medication what it is for, if it is working for the client, when monitored, how often and by whom.
9. Lifestyle questions  e.g. any eating/sleeping difficulties, recreational drug use etc.
10. Social networks, f2f or online, isolated or with support but unable to ask for help?
11. Any religious or faith beliefs or life experiences which may assist in gaining a greater insight into the clients world thereby providing the therapist with context.
12. What does the client want? This is really important as they may be asking for something which is not provided by the service and may assist the counsellor/therapist in helping the client set realistic expectations of what counselling can offer.  
There may also be variables depending on the therapeutic orientation of the counselling students, e.g. psychodynamic students may be wanting to focus more on early childhood experiences, whereas person centred students may want to focus more on the 'here and now' experience.
Even if a prospective client completes an intake questionnaire, it is useful, as part of the contracting, to clarify they have an understanding of the counselling process and that the assessment is a two way street, the client is also assessing the counsellor and the service for suitability for their needs.
Best wishes with the work, Jo 
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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.
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Dear Hans Grundin:Thank you for elaborating on what you are looking for! I'm not sure if Todd Risley's research is helpful but it might give you the extensive database you are searching for.
Risley, T., & Hart, B. (1995). Meaningful Differences in the Everyday Experience of Young American Children. ISBN-10: 1557661979 | ISBN-13: 978-1557661975 " In collaboration with Dr. Betty Hart, he led the most comprehensive research project ever conducted on the home language learning experiences of young children. "
More about Dr. Risley and his research can be found at this URL: http://www.childrenofthecode.org/interviews/risley.htm
Happy researching.
Cordially,
Ann Nevin
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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.
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Dear Resa, I hope some of the following links are useful (they typically focus on the use of comics in general).
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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.
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I know, academics in India in universities have not done well in the area of  curriculum change. In many departments, the old syllabus goes on for more than two decades. Teachers do not want to update themselves as that would involve more work on their part. Fortunately, my institute is outside the university system, and we have our own autonomy.
I partly change my course contents almost every year at least in case of one of the three subjects that I teach, by adding and subtracting new readings and cases. In case of labour law, the syllabi can not be changed unless a law is repealed or replaced or amended, which does not happen too often.
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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:
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There were some good discussions related to this theme at a recent HEA Social Sciences learning and teaching summit: "Teaching ethics: The ethics of teaching". Presentation materials and other links are on the HEA Social Sciences blog (link provided below).
I don't think we reached any overall conclusions, but in relation to your focus the general feeling might be summed up in three points:
1) We seemed to agree that responsibility / ethical behaviour have to be part of the underlying principles in place across the curriculum, rather than add-ons in standalone courses. Achieving this requires a thought for all aspects of pedagogy, including the use of educational technologies.
2) There was no agreement about a clear normative ethical framework that could be applied, or indeed whether that is appropriate (there was some concern for avoiding being 'moral dictators' and there were also issues with different cultural frames). In practice though, there seems to be a focus (especially in business schools?) on consequentialism.
3)  It was felt that responsibility / ethical behaviour have to be addressed through students encounter with difficulties in a challenging way. For example, we  considered themes and issues through which students might perhaps encounter shocking situations and ethical dilemmas. Actually 'feeling it' seems to be important.
Overall, an Interesting topic - I think that there is room for a lot more discussion.
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Some universities require field training courses for all majors. While companies do take trainees, they do not always have the time or resources to train them well. Is field training needed in all majors? What can be done to improve student training?
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@Nasser, field training courses are very useful and they are obligation for majors due to Bologna system of education in my country! Very often, the programs for field training courses have been done and often changed jointly, by companies as well as by Universities. The impact of companies is high, we do create people to work in these companies! The most of demands that comes from Companies are built in training programs! "Most European countries now face the common challenge of
providing all future employees with the knowledge and skills they will need in a knowledge-based economy, with its emphasis on flexibility, adaptability and competence." Fine article is attached!
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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?
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An interesting and important question....
I believe the best way is by collecting high-level people to socialize with students. People need to learn to let a few small offal of everyday life behind and begin to think of higher order.
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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?
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I think you might do well look to programs in Anthropology (lots on 'farming / food production!), Human Ecology, Permaculture, and, surprisingly, Historical Archaeology. I can provide you with a couple of references that deal with indigenous agriculture, just to get you going: Buffalo Bird Woman's Garden http://digital.library.upenn.edu/women/buffalo/garden/garden.html ;
Bruce Trigger's book The Huron: Farmers of the North: http://www.goodreads.com/book/show/1091163.The_Huron ;
Paul Richards worte a lot about agricultural systems, ie: Richards, P. 1985. Indigenous Agricultural Revolution. Ecology and Food Crops in West Africa. Methuen.
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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?
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Michael,
I think Clark and Mayer (2011) offer some useful guidance:
"It appears that static visuals might be most effective to promote understanding of processes, whereas animated visuals may be more effective to teach hands-on procedures. Additionally, animations can serve an interpretive function when designed with special effects that reveal relationships not otherwise visible" (p. 86).
A little delayed, though I think quite helpful!
Barb
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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 ?
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@Dony,
Your question is highly relevant and I am in favour of the ICT at Primary and Middle level of education by trained teachers..
In a report to the United Kingdom government by Dennis Stevenson used the phrase or term ICT (Information and Communication Technologies) in 1997 and in the revised National Curriculum for England, Wales and Northern Ireland in 2000. In the past few decades, information and communication technologies have provided society with a vast array of new communication capabilities. For example, people can communicate in real-time with others in different countries using these technologies. Information and communication technologies have created a "global village," in which people can communicate with others across the world as if they were living next door. For this reason, ICT is often studied in the context of how modern communication technologies affect society.
Young people today live in a world characterised by dramatic cultural, economic, social and educational differences; individual circumstances depend largely on where a person is born and raised. However, the ICT empowerment is very low. More than 800 million adults (two-thirds of them women) still lack basic literacy skills; at the other end of the spectrum, the use of information and communication technologies (ICT) is skyrocketing in every walk of life.
Notwithstanding the immense diversity in living environments, ICT are playing a central role in young people’s lives and in society at large. These technologies are giving directions and meaning to the lives of young people who are struggling to improve their living conditions, and to develop their identities.
In such a situation to empower people in general and generation Y in particular, the ICT must be part of the national curricula from the primary standard.
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We are trying to help teachers to actualize their program courses.
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I will share the model I use as an academic adviser and consultant which, I have been told, helps faculty develop and visualize course (or program) competencies. As a Six Sigma I have a fairly straight forward and directed method for this. I hope this helps.
1. I ascertain the deliverable for the course from outside evaluators and subsequent courses. An example here might help: If I am developing a Math I course I would have the Math II teacher and professors of other courses state what deliverables are need for their courses from the Math I course.
2. Those deliverables become the Learning Objectives (LO) along with the "normal" Learning Objectives usually associated with a course.
3. We then ascertain the level of competency needed for each of those LOs. This would be: a basic introduction, application in simple one-dimensional problems, mastery in complex problems, etc.,
4. The next step is to develop assessments for each LO that fully measure the level of competency required in the course of each LO.
5. Those LOs and assessments is then run by each of the outside evaluators for their examples of how they use an LO in their course.
6. A time schedule to teach the LOs is then developed, followed by an outline with dates and assessments.
7. Resources for each LO is amassed.
8. A syllabus is developed.
9. A final evaluation by the evaluators and the course professors, as well as other interested parties.
By going through these steps, especially incorporating outside evaluators and users of the course subject, a course instructor can visualize how his or her course material will be used. This helps to break down the silo effect of having separate courses developed and taught only by subject matter experts.
Needless to say this process can take a long time especially when it is applied to an entire program.
John
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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?
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For U.S. Army TRADOC, there are education specialists with master's degrees involved in instructor development, essentially helping trainers become facilitators. Yet it is the instructors with the background, experience, and expertise that actually teach the students. It certainly does not hurt the instructor to have a master's degree in education of their own.
These specialists work at higher echelons and help relay the change initiated by TRADOC, for there has been a new initiative, ALM 2015, by which all Army TRADOC units must comply by 2015.
If your organization cannot support such a design, or cannot support the outside hiring of a curriculum developer, it does not mean that the training department cannot implement new initiatives from leadership using an effective teaching methodology. Nageswara has provided ample resources, and the bulk of Markus' reference to Kern can be found here:http://books.google.com/books?hl=en&lr=&id=yEd7XsJbYwwC&oi=fnd&pg=PR7&dq=Kern,+2009&ots=hGSesiKHFx&sig=bqIzQkZflh3Q5W9W6SRPbMfUQhs#v=onepage&q=Kern%2C%202009&f=false
It is a google book, so some pages will be missing.
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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?
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There are many models of curriculum integration, but the key is always how well teachers are trained and prepared to integrate. I have had the good fortune of working with and observing many teachers (elementary mainly) who integrate very effectively. I have also seen far too many poor examples as well. Unfortunately, many school districts require teachers to integrate without truly understanding what it entails. Integration seems simple (which is why they require it), although it requires expertise to do it well.
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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.