Effectiveness of a Curricular and Professional Development Intervention at Improving Elementary Teachers' Science Content Knowledge and Student Achievement Outcomes: Year 1 Results

ERIC Educational Resources Information Center

Diamond, Brandon S.; Maerten-Rivera, Jaime; Rohrer, Rose Elizabeth; Lee, Okhee

2014-01-01

Teacher knowledge of science content is an important but under-studied construct. A curricular and professional development intervention consisting of a fifth grade science curriculum, teacher workshops, and school site support was studied to determine its effect on teachers' science content knowledge as measured by a science knowledge test,…

Effects of Learning Design Patterns in Service Learning Courses

ERIC Educational Resources Information Center

Gerholz, Karl-Heinz; Liszt, Verena; Klingsieck, Katrin B.

2018-01-01

Students participate during service learning courses in a service project, which fits to a community need and has a link to curricular content. Students have a chance while engaged in the service project to apply curricular content in community practice, where they gain insights into civic engagement activities. Empirical studies revealed the…

Team-Based Learning in Anatomy: An Efficient, Effective, and Economical Strategy

ERIC Educational Resources Information Center

Vasan, Nagaswami S.; DeFouw, David O.; Compton, Scott

2011-01-01

Team-based learning (TBL) strategy is being adopted in medical education to implement interactive small group learning. We have modified classical TBL to fit our curricular needs and approach. Anatomy lectures were replaced with TBL that required preparation of assigned content specific discussion topics (in the text referred as "discussion…

Integrating Comparative Research on Global Instructional Practices in Pre-Service Early Childhood Education Science Course Instruction

ERIC Educational Resources Information Center

Medlin, Dorene

2017-01-01

The purpose of this study was to determine the impact of internationalizing a curricular component of the class on preservice teachers. By realigning course objectives and including a content specific Albany State University internationalization initiative framework, the project evaluated the impact on preservice teacher knowledge of culturally…

Dancing Literacy: Expanding Children's and Teachers' Literacy Repertoires through Embodied Knowing

ERIC Educational Resources Information Center

Leonard, Alison E.; Hall, Anna H.; Herro, Danielle

2016-01-01

This paper explores dance as literacy. Specifically, it examines qualitative case study research findings and student examples from a dance artist-in-residence that explored curricular content using dance as its primary mode of enquiry and expression. Throughout the residency, students constructed meaning through their dance experiences in dynamic…

Vertical Integration of System-on-Chip Concepts in the Digital Design Curriculum

ERIC Educational Resources Information Center

Tang, Ying; Head, L. M.; Ramachandran, R. P.; Chatman, L. M.

2011-01-01

The rapid evolution of System-on-Chip (SoC) challenges academic curricula to keep pace with multidisciplinary/interdisciplinary system thinking. This paper presents a curricular prototype that cuts across artificial course boundaries and provides a meaningful exploration of diverse facets of SoC design. Specifically, experimental contents of a…

Influence of Teachers and Schools on Students' Civic Outcomes in Latin America

ERIC Educational Resources Information Center

Treviño, Ernesto; Béjares, Consuelo; Villalobos, Cristóbal; Naranjo, Eloísa

2017-01-01

The authors investigated to what extent teachers' practices and school characteristics can influence students' civic knowledge, civic attitudes, and future participation in Chile, Colombia, and Mexico and how this can be related to their specific curricular structures and educational content. It uses data from the International Civic and…

The Influence of Student Teacher Self-Regulation of Learning on Their Curricular Content-Knowledge and Course-Design Skills

ERIC Educational Resources Information Center

Shawer, Saad

2010-01-01

This investigation examined the influence of EFL student teacher self-regulation of learning (SRL) on their curricular content-knowledge and course-design skills. Positivism guided this study at the levels of: ontology (one form of reality); epistemology (detachment from the subjects); and methodology, using nomothetic research strategy (causal…

Student Perceptions Concerning Their Experience in a Flipped Undergraduate Capstone Course

ERIC Educational Resources Information Center

McCubbins, O. P.; Paulsen, Thomas H.; Anderson, Ryan G.

2016-01-01

Flipped learning is an innovative approach to teaching at the post-secondary level. Traditional methods of initial delivery of curricular content occur before a face-to-face class session. Students must prepare before attending class, as the majority of face-to-face class sessions are utilized for applying curricular content to complex problems. A…

Hamline/3M Project: Liaison for Curricular Change

NASA Astrophysics Data System (ADS)

Rundquist, Andy

2002-03-01

This project was designed to catalyze curricular changes to better prepare students for the workplace. Industrial managers provided a list of 16 characteristics valued in the workplace: most were NOT related to science course content. The project formed 5 teams each including 3M professionals and students. Each team developed curricular changes in one of the 16 areas. Team goals were to improve skills in communication, data analysis, business/economics, team problem solving, and culture competency. Curricular changes realized include communication skill activities embodied in science courses and faculty communication teaching skill seminars, self learning tools in data analysis, statistics and model building, a new course developed with assistance from 3M personnel focussing on topics directly related to technological industries, high performance team problem solving training/coaching for faculty and workshops for students and faculty relative to importance of cultural competencies in the workplace, and a new course focusing on culture, team problem solving and conflict resolution in the technical workplace. Process for developing and content of curricular changes will be reported.

Conceptualizing and Measuring Fidelity of Implementation of Secondary Mathematics Textbooks: Results of a Three-Year Study

ERIC Educational Resources Information Center

McNaught, Melissa D.; Tarr, James E.; Sears, Ruthmae

2010-01-01

The purpose of this study was to examine the extent and manner in which teachers use mathematics textbooks in their daily teaching. Specific attention was given to textbook implementation differences related to two types of mathematics textbooks where the mathematical content is organized differently. Only schools where a dual curricular option…

Students' and Instructors' Perceived Value of Language and Content Curricular Goals

ERIC Educational Resources Information Center

Mills, Nicole; Moulton, Samuel T.

2017-01-01

Universities across the country are experiencing a decline in the number of undergraduates choosing to major in the humanities in general, and similar trends have been observed specifically in the study of foreign languages (FLs), cultures, and literatures. The educational and social psychological literature has explored uptake, or a student's…

Shufflegolf: Teaching Golf Strategies and Etiquette to Young Children and Learners with Intellectual Disabilities

ERIC Educational Resources Information Center

Kozub, Francis M.

2010-01-01

The purpose of this article is to share a unique curricular idea with physical educators interested about adding golf concepts to their curriculum. The focus is on a modified golf game that helps teach tactics, strategies, rules, and etiquette to young learners and those with intellectual disabilities. The specific content for this unit focuses on…

Hamline/3M Corp. Project: Liason for Curricular Change*

NASA Astrophysics Data System (ADS)

Artz, Jerry L.

2002-04-01

This project was designed to catalyze curricular changes to better prepare students for the workplace. Industrial managers provided a list of 16 characteristics valued in the workplace; most were NOT related to science course content. The project formed 5 teams each including 3M professionals and students. Each team developed curricular changes in one of the 16 areas. Team goals were to improve skills in communication, data analysis, business/economics, team problem solving, and cultural competency. Curricular changes realized include communication skill activities embodied in science courses and faculty communication teaching skill seminars; self learning tools in data analysis, statistics and model building; a new course developed with assistance from 3M personnel focusing on topics directly related to technological industries; high performance team problem solving training/coaching for faculty; workshops for students and faculty relative to importance of cultural competencies in the workplace; and a new course focusing on culture, team problem solving and conflict resolution in the technical workplace. Process for developing and content of curricular changes will be reported. *Thanks to: NSF GOALI CHE-99010782

Curricular Guidelines for Neuroanatomy.

ERIC Educational Resources Information Center

Journal of Dental Education, 1981

1981-01-01

Presented are the curricular guidelines for Neuroanatomy developed by the Section on Anatomical Sciences of the American Association of Dental Schools for use by individual educational institutions as curriculum development aids. Included are recommendations for primary educational goals, prerequisites, scope, content, behavioral objectives,…

A Case Study about the Use of E-Portfolio Assessment for Secondary Students with and without Disabilities in an Inclusive Classroom

ERIC Educational Resources Information Center

Ferrer-Montes, Janette

2013-01-01

This single case study examined how one inner city high school math teacher used e-portfolio assessment in an inclusive classroom setting. Specifically, it describes the teacher's perceptions and use of e-portfolio assessment, and its relationships to curricular content, as well as how the relationships among e-portfolio assessment,…

Survey of Pharmacy Schools' Approaches and Attitudes toward Curricular Integration.

PubMed

Poirier, Therese I; Fan, Jingyang; Nieto, Marcelo J

2016-08-25

Objective. To identify ways in which curricular integration is addressed in US pharmacy schools, the structure of therapeutics and foundational science courses, and perceptions of the effects current curricular integration methods have on student learning. Methods. An electronic survey was sent to academic leaders representing 131 pharmacy schools in the United States. Frequency data was tabulated and demographic analysis was performed. Results. Respondent data represents 94 schools of pharmacy. Arranging similar content from various disciplines in a course, a skills laboratory and pharmacy practice experiences were the most common methods for achieving curricular integration. More than one half of the schools indicated that foundational sciences were integrated with therapeutics. The most common reported challenge to curricular integration was logistics. Conclusion. Pharmacy education in the United States has evolved in addressing curricular integration in the curricula, which is consistent with changes in accreditation standards. Most pharmacy schools reported a variety of methods for achieving the intent of curricular integration.

Curricular Content for Pupils' Mental Health

ERIC Educational Resources Information Center

Ebadi, Seyed Hossein; Keshtiaray, Narges; Aghaei, Asghar; Yousefy, Alireza

2016-01-01

Present-day curricular designs have to take the pupils' psychological needs in account, thus becoming melodies of mental health and happiness for the next generation. Emphasizing the findings from previous investigations using the research synthesis methodology, the present study has been conducted aiming at achieving some integrative knowledge…

Reflections on Aesthetic Teaching

ERIC Educational Resources Information Center

Sotiropoulou-Zormpala, Marina

2012-01-01

This article examines how it is possible to use the aesthetic process to enrich teaching practices in preschool and elementary school education. What is under scrutiny is the aesthetic dimension of a core curricular subject, the ultimate goal being to achieve an understanding of curricular content through aesthetic learning processes. For this…

Curricular Approaches in Research Ethics Education: Reflecting on More and Less Effective Practices in Instructional Content.

PubMed

Torrence, Brett S; Watts, Logan L; Mulhearn, Tyler J; Turner, Megan R; Todd, E Michelle; Mumford, Michael D; Connelly, Shane

2017-01-01

Over the past decade, the effectiveness of ethics education programs has increased with regard to trainee outcomes, such as knowledge, awareness, and ethical decision making. However, despite the overall improvement in training effectiveness, considerable variability still exists across programs. One potential source of variability arises from the substantial range in instructional training content utilized across ethics training courses. The goal of the present effort was to clarify which approaches in ethics education result in positive training outcomes through the identification of instructional content themes. Through a qualitative review of ethics training courses, we identified key themes in instructional content curriculum associated with effective courses: domain-general, domain-specific, standard compliance, professionalism, and process-based. In addition, we identified key themes associated with less effective courses: mixed-specificity, narrow coverage, and idealized ethics. Descriptions and key characteristics of each theme along with example courses are provided. Implications of the content themes for ethics education are discussed.

Creating Spaces for International and Multi(inter)cultural Perspectives in Undergraduate Public Relations Education.

ERIC Educational Resources Information Center

Bardhan, Nilanjana

2003-01-01

Considers students' views on the need to bridge the gap between current undergraduate curricular content and the international and multi(inter)cultural complexities of today's industry. Indicates that students are far from apathetic about multicultural and international learning. Cites certain curricular and structural impediments to expanding…

Balancing Curricular and Pedagogical Needs in Computational Construction Kits: Lessons from the DeltaTick Project

ERIC Educational Resources Information Center

Wilkerson-Jerde, Michelle; Wagh, Aditi; Wilensky, Uri

2015-01-01

To successfully integrate simulation and computational methods into K-12 STEM education, learning environments should be designed to help educators maintain balance between (a) addressing curricular content and practices and (b) attending to student knowledge and interests. We describe DeltaTick, a graphical simulation construction interface for…

Integrating the Engineering Curriculum through the Synthesis and Design Studio

ERIC Educational Resources Information Center

Kellam, Nadia; Walther, Joachim; Costantino, Tracie; Cramond, Bonnie

2013-01-01

Traditional curricular approaches within engineering education tend to be fragmented, with opportunities for content- and meta-level synthesis being mostly limited to freshman and senior year design courses. In this paper, we are proposing a curricular model, the Synthesis and Design Studio, to combat the tendency towards fragmented curricula. The…

Elementary School Teachers' Uses of Mathematics Curricular Resources

ERIC Educational Resources Information Center

Polly, Drew

2017-01-01

With the adoption of new content standards, teachers are often left without adequate curriculum resources. This study examined how educators used their curricular resources to teach new mathematics standards in the USA. Analyses of open-ended survey responses from 257 teachers and teacher-leaders in Grades 3 through Grade 5 indicated that every…

Process-outcome interrelationship and standard setting in medical education: the need for a comprehensive approach.

PubMed

Christensen, Leif; Karle, Hans; Nystrup, Jørgen

2007-09-01

An outcome-based approach to medical education compared to a process/content orientation is currently being discussed intensively. In this article, the process and outcome interrelationship in medical education is discussed, with specific emphasis on the relation to the definition of standards in basic medical education. Perceptions of outcome have always been an integrated element of curricular planning. The present debate underlines the need for stronger focus on learning objectives and outcome assessment in many medical schools around the world. The need to maintain an integrated approach of process/content and outcome is underlined in this paper. A worry is expressed about the taxonomy of learning in pure outcome-based medical education, in which student assessment can be a major determinant for the learning process, leaving the control of the medical curriculum to medical examiners. Moreover, curricula which favour reductionism by stating everything in terms of instrumental outcomes or competences, do face a risk of lowering quality and do become a prey for political interference. Standards based on outcome alone rise unclarified problems in relationship to licensure requirements of medical doctors. It is argued that the alleged dichotomy between process/content and outcome seems artificial, and that formulation of standards in medical education must follow a comprehensive line in curricular planning.

Awareness, Analysis, and Action: Curricular Alignment for Student Success in General Chemistry.

PubMed

Jewett, Sarah; Sutphin, Kathy; Gierasch, Tiffany; Hamilton, Pauline; Lilly, Kathleen; Miller, Kristine; Newlin, Donald; Pires, Richard; Sherer, Maureen; LaCourse, William R

2018-02-13

This article examines the ways that a shared faculty experience across five partner institutions led to a deep awareness of the curriculum and pedagogy of general chemistry coursework, and ultimately, to a collaborative action plan for student success. The team identified key differences and similarities in course content and instructional experiences. The comparative analysis yielded many more similarities than differences, and therefore, the team shifted its focus from "gap analysis" to an exploration of common curricular challenges. To address these challenges, the team developed content for targeted instructional resources that promoted the success of all STEM students across institutions. This article contextualizes the interinstitutional collaboration and closely examines the interactive components (awareness, analysis, and action), critical tools, and productive attitudes that undergirded the curricular alignment process of the STEM Transfer Student Success Initiative (t-STEM).

Curricular Inclusion of Complementary and Alternative Medicine Content in Occupational Therapy Education in the United States.

PubMed

Bradshaw, Michelle L

2016-10-01

An exploratory, cross-sectional survey design was used to explore the extent to which CAM was included, what factors impacted its inclusion, topics and student learning outcomes covered, who taught the material, and what sources were used to prepare for delivering course content. While the vast majority of responding occupational therapy educators reported curricular inclusion of CAM, educational experiences for occupational therapy students varied widely. This overview of the curricular inclusion of CAM by faculty in occupational therapy programs in the United States indicated that many occupational therapy educators are responding to the demands of a more integrative healthcare system. Resolving ethical and pragmatic issues, providing faculty development opportunities, and standardizing student learning outcomes would align all stakeholders and mitigate ambiguities that currently exist surrounding the inclusion of CAM in occupational therapy education.

Awareness, Analysis, and Action: Curricular Alignment for Student Success in General Chemistry

PubMed Central

2018-01-01

This article examines the ways that a shared faculty experience across five partner institutions led to a deep awareness of the curriculum and pedagogy of general chemistry coursework, and ultimately, to a collaborative action plan for student success. The team identified key differences and similarities in course content and instructional experiences. The comparative analysis yielded many more similarities than differences, and therefore, the team shifted its focus from “gap analysis” to an exploration of common curricular challenges. To address these challenges, the team developed content for targeted instructional resources that promoted the success of all STEM students across institutions. This article contextualizes the interinstitutional collaboration and closely examines the interactive components (awareness, analysis, and action), critical tools, and productive attitudes that undergirded the curricular alignment process of the STEM Transfer Student Success Initiative (t-STEM). PMID:29657334

The Development of a Core Curriculum Outcomes Assessment Plan for Brenau Women's College.

ERIC Educational Resources Information Center

Robinson, Patricia Webster

This paper presents results and recommendations from a literature review, the purpose of which was to: (1) find the best structure and content for a core curricular assessment plan at Brenau Women's College (Georgia); and (2) determine a reasonable evaluation plan of the core curricular assessment plan once it is implemented. The literature also…

Developing Employability Skills via Extra-Curricular Activities in Vietnamese Universities: Student Engagement and Inhibitors of Their Engagement

ERIC Educational Resources Information Center

Tran, Le Huu Nghia

2017-01-01

This article reports a study that investigated student engagement and inhibitors of their engagement with developing employability skills via extra-curricular activities in Vietnamese universities. Content analysis of 18 interviews with students and statistical analysis of 423 students' responses to a paper-based survey showed that despite a…

Academic Achievement through FLES: A Case for Promoting Greater Access to Foreign Language Study among Young Learners

ERIC Educational Resources Information Center

Taylor, Carolyn; Lafayette, Robert

2010-01-01

The No Child Left Behind Act of 2001 established foreign languages as a core curricular content area; however, instructional emphasis continues to be placed on curricular areas that factor into state educational accountability programs. The present study explored whether foreign language study of first-year Grade 3 foreign language students who…

Extrapolating from an Inquiry into Curricular Issues Concerning the Adoption of English as Medium of Instruction in a Japanese University Situation

ERIC Educational Resources Information Center

Toh, Glenn

2016-01-01

Japanese universities have lately begun to teach academic content in English instead of Japanese. In this article, I examine curricular and ideological issues related to having English as a medium of instruction (EMI) at a Japanese university before examining their links to larger cultural-political forces in Japan, including neoconservative…

Factors in life science textbooks that may deter girls' interest in science

NASA Astrophysics Data System (ADS)

Potter, Ellen F.; Rosser, Sue V.

In order to examine factors that may deter girls' interest in science, five seventh-grade life science textbooks were analyzed for sexism in language, images, and curricular content, and for features of activities that have been found to be useful for motivating girls. Although overt sexism was not apparent, subtle forms of sexism in the selection of language, images, and curricular content were found. Activities had some features useful to girls, but other features were seldom included. Teachers may wish to use differences that were found among texts as one basis for text selection.

Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and Learning Opportunities

ERIC Educational Resources Information Center

Großschedl, Jörg; Mahler, Daniela; Kleickmann, Thilo; Harms, Ute

2014-01-01

Teachers' content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about…

Problem Types in Synthetic Organic Chemistry Research: Implications for the Development of Curricular Problems for Second-Year Level Organic Chemistry Instruction

ERIC Educational Resources Information Center

Raker, Jeffrey R.; Towns, Marcy H.

2012-01-01

Understanding of the nature of science is key to the development of new curricular materials that mirror the practice of science. Three problem types (project level, synthetic planning, and day-to-day) in synthetic organic chemistry emerged during a thematic content analysis of the research experiences of eight practising synthetic organic…

Exploring the emotions in Pedagogical Content Knowledge about the electric field

NASA Astrophysics Data System (ADS)

Melo, Lina; Cañada, Florentina; Mellado, Vicente

2017-05-01

The objective of this study was to characterise the changes in the Pedagogical Content Knowledge (PCK) about electric fields of two Colombian physics teachers (Isabel and Alejandro) at the high school level (pupils of ages 17-19), the emotions and their relationship with PCK. The research was conducted during two consecutive years, before and after their participation in a project of innovation on teaching electric fields. The method proposed corresponds to the descriptive type of case study. The PCK-related categories were grouped into two basic tendencies - traditional teacher-centred (TT) and pupil-centred or innovative tendency (TC) - plus an intermediate tendency (TI). The results indicated that, for Isabel, the PCK components that show the greatest progression over time are curricular knowledge and teaching strategies, evolving from a teacher-centred PCK to another which does not have a defined tendency. Alejandro, whose starting point was a PCK corresponding to an intermediate tendency in curricular knowledge, was less willing to change, especially with regard to his knowledge about teaching strategies. Finally, the causes of both the positive and the negative emotions are mostly related to the curricular knowledge and the content being taught.

Using a Curricular Vision to Define Entrustable Professional Activities for Medical Student Assessment.

PubMed

Hauer, Karen E; Boscardin, Christy; Fulton, Tracy B; Lucey, Catherine; Oza, Sandra; Teherani, Arianne

2015-09-01

The new UCSF Bridges Curriculum aims to prepare students to succeed in today's health care system while simultaneously improving it. Curriculum redesign requires assessment strategies that ensure that graduates achieve competence in enduring and emerging skills for clinical practice. To design entrustable professional activities (EPAs) for assessment in a new curriculum and gather evidence of content validity. University of California, San Francisco, School of Medicine. Nineteen medical educators participated; 14 completed both rounds of a Delphi survey. Authors describe 5 steps for defining EPAs that encompass a curricular vision including refining the vision, defining draft EPAs, developing EPAs and assessment strategies, defining competencies and milestones, and mapping milestones to EPAs. A Q-sort activity and Delphi survey involving local medical educators created consensus and prioritization for milestones for each EPA. For 4 EPAs, most milestones had content validity indices (CVIs) of at least 78 %. For 2 EPAs, 2 to 4 milestones did not achieve CVIs of 78 %. We demonstrate a stepwise procedure for developing EPAs that capture essential physician work activities defined by a curricular vision. Structured procedures for soliciting faculty feedback and mapping milestones to EPAs provide content validity.

A Glimpse into the Effectiveness of L2-Content Cross-Curricular Collaboration in Content-Based Instruction Programmes

ERIC Educational Resources Information Center

Lo, Yuen Yi

2015-01-01

In content-based instruction (CBI) programmes, students learn content subjects through a second language (L2), so that they can incidentally learn the language. To further facilitate students' L2 development, the collaboration between L2 and content subject teachers has been strongly advocated. Previous research on such kind of collaboration…

Alignment of learning objectives and assessments in therapeutics courses to foster higher-order thinking.

PubMed

FitzPatrick, Beverly; Hawboldt, John; Doyle, Daniel; Genge, Terri

2015-02-17

To determine whether national educational outcomes, course objectives, and classroom assessments for 2 therapeutics courses were aligned for curricular content and cognitive processes, and if they included higher-order thinking. Document analysis and student focus groups were used. Outcomes, objectives, and assessment tasks were matched for specific therapeutics content and cognitive processes. Anderson and Krathwohl's Taxonomy was used to define higher-order thinking. Students discussed whether assessments tested objectives and described their thinking when responding to assessments. There were 7 outcomes, 31 objectives, and 412 assessment tasks. The alignment for content and cognitive processes was not satisfactory. Twelve students participated in the focus groups. Students thought more short-answer questions than multiple choice questions matched the objectives for content and required higher-order thinking. The alignment analysis provided data that could be used to reveal and strengthen the enacted curriculum and improve student learning.

Trends in violence education in family medicine residency curricula.

PubMed

Cronholm, Peter F; Singh, Vijay; Fogarty, Colleen T; Ambuel, Bruce

2014-09-01

Violence is a significant public health issue with far-reaching implications for the health of individuals and their communities. Our objective was to describe trends in violence-related training in family medicine residency programs since the last national survey was conducted in 1997. Surveys were sent to 337 US family medicine residency programs with the program director having active Society of Teachers of Family Medicine (STFM) membership. Measures included residency setting and characteristics, violence-related curricular content, teaching techniques and personnel, timing of content, and impact of changes in Residency Review Committee (RRC) and Accreditation Council for Graduate Medical Education (ACGME) requirements. Descriptive statistics and bivariate analyses comparing measures across time were used. A total of 201 (60%) surveys were completed. The most common violence curricula was child (83%) and elder abuse (76%), and the most common teachers of violence-related content were family physicians, psychologists, and social workers. The most common teaching methods were clinical precepting (94%), lectures (90%), case vignettes (71%), and intimate partner violence (IPV) shelter experiences (67%). ACGME and RRC changes were not reflected in self-reported measures of curricular emphasis or time. Violence curricular content and number of hours has been constant in family medicine residencies over time. An increase in the reported use of active learning strategies was identified as a trend across surveys. Next steps for violence curricula involve assessment of residents' competency to identify and intervene in violence.

Astronomy in the Curriculum Proposals of Southern Region of Brazil

NASA Astrophysics Data System (ADS)

Albrecht, Evonir; Voelzke, Marcos Rincon

2013-08-01

Astronomy is a science that has attracted attention and fascination of different people. Because it is a subject that arouses curiosity, Astronomy has been the subject of several studies related to the area of education. In this respect, this article presents partial results of an ongoing Doctoral research. The objective is to analyze and compare the contents related to Astronomy present in curricular proposals that guide the Basic Education in Southern Brazil. The methodological approach followed the assumptions of qualitative research. We used content analysis to make the comparison between the astronomical content present in the curriculum proposals from the states of Parana, Rio Grande do Sul and Santa Catarina. The reading of the proposals has possible to reorganize the content into categories. As a result the category is displayed Earth and its analysis, which shows the lack of clarity and specificity in the presentation of the contents of the curriculum proposals. This finding may be an indicator that affect the integration of astronomical content in the curriculum of schools.

Curriculum reform and evolution: Innovative content and processes at one US medical school.

PubMed

Fischel, Janet E; Olvet, Doreen M; Iuli, Richard J; Lu, Wei-Hsin; Chandran, Latha

2018-03-11

Curriculum reform in medical schools continues to be an ever-present and challenging activity in medical education. This paper describes one school's experiences with specific curricular innovations that were developed or adapted and targeted to meet a clear set of curricular goals during the curriculum reform process. Those goals included: (a) promoting active learning and learner engagement; (b) establishing early professional identity; and (c) developing physician competencies in an integrated and contextual manner while allowing for individualized learning experiences for the millennial student. Six specific innovations championed by the school are described in detail. These included Themes in Medical Education, Translational Pillars, Stony Brook Teaching Families, Transition Courses, Educational Continuous Quality Improvement Processes, and our Career Advising Program. Development of the ideas and design of the innovations were done by faculty and student teams. We discuss successes and ongoing challenges with these innovations which are currently in the fourth year of implementation. Our curriculum reform has emphasized the iterative process of curriculum building. Based on our experience, we discuss general and practical guidelines for curriculum innovation in its three phases: setting the stage, implementation, and monitoring for the achievement of intended goals.

Intelligent Learning System using cognitive science theory and artificial intelligence methods

DOE Office of Scientific and Technical Information (OSTI.GOV)

Cristensen, D.L.

1986-01-01

This dissertation is a presentation of a theoretical model of an intelligent Learning System (ILS). The approach view intelligent computer-based instruction on a curricular-level and educational-theory base, instead of the conventional instructional-only level. The ILS is divided into two components: (1) macro-level, curricular; and (2) micro-level (MAIS), instructional. The primary purpose of the ILS macro level is to establish the initial conditions of learning by considering individual difference variables within specification of the curriculum content domain. Second, the ILS macro-level will iteratively update the conditions of learning as the individual student progresses through the given curriculum. The term dynamic ismore » used to describe the expert tutor that establishes and monitors the conditions of instruction between the ILS macro level and the micro level. As the student progresses through the instruction, appropriate information is sent back continuously to the macro level to constantly improve decision making for succeeding conditions of instruction.« less

[Pedagogical Professional Development of Medical Teachers: The Experience of NOVA Medical School / Universidade Nova de Lisboa].

PubMed

Marques, Joana; Rosado-Pinto, Patrícia

2017-03-31

To be a college teacher requires a permanent effort in developing specific competencies, namely in the pedagogical domain. This paper aims both to describe the pedagogical professional development program offered by the Medical Education Office of NOVA Medical School of Universidade Nova de Lisboa and to analyse its role in the enhancement of reflection around curriculum and teaching practice. Description of the pedagogical programme offered between 2010 and 2016. We focused the analysis on different kinds of data - opinions of the participants in the training programme (questionnaire before and after the training); pedagogical products elaborated by the participants in the programme - design of lessons, modules or curricular units; questionnaire sent in 2016 to NOVA Medical School teachers responsible for the curricular units, about the contribution of their disciplines to the accomplishment of the core learning outcomes of the NOVA Medical School medical graduates. The pedagogical training needs identified by the teachers focused mainly on improving practice, critically analysing the curriculum and sharing experiences. Globally the training programme was deeply appreciated and considered very good by 97% of the participants. The lesson plans delivered showed that the teachers were able to integrate and apply the concepts developed during the training. The answers from the 46 faculty responsible for the curricular units (the majority of them had attended the Medical Education Office training programme) highlighted their capacity to critically approach content and pedagogical strategies within their disciplines as well as their contribution to the main goals of the medical curriculum. The results underlined the importance of a pedagogical training focused on the critical analysis of curriculum and pedagogical practice. On the other hand, the pedagogical products analyzed revealed great mastery by teachers of the content and pedagogical strategies present in the curricula of their respective curricular units, as well as their alignment with the general objectives of the Mestrado Integrado em Medicina. In line with the literature of the specialty, pedagogical training in Higher Education, rather than aiming at the mere acquisition of techniques, should, above all, give priority to spaces for joint reflection on the curriculum and on the pedagogical options of teachers.

Reversing the Downward Spiral of Science Instruction in K-2 Classrooms

NASA Astrophysics Data System (ADS)

Sandholtz, Judith Haymore; Ringstaff, Cathy

2011-10-01

This study investigated the extent to which teacher professional development led to changes in science instruction in K-2 classrooms in rural school districts. The research specifically examined changes in (a) teachers' content knowledge in science; (b) teachers' self-efficacy related to teaching science; (c) classroom instructional time allotted to science; and (d) instructional strategies used in science. The study also investigated contextual factors contributing to or hindering changes in science instruction. Data sources included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and classroom observations. After one year in the program, teachers showed increased content knowledge and self-efficacy in teaching science; they spent more instructional time on science and began using different instructional strategies. Key contextual factors included curricular demands, resources, administrative support, and support from other teachers.

New tools for investigating student learning in upper-division electrostatics

NASA Astrophysics Data System (ADS)

Wilcox, Bethany R.

Student learning in upper-division physics courses is a growing area of research in the field of Physics Education. Developing effective new curricular materials and pedagogical techniques to improve student learning in upper-division courses requires knowledge of both what material students struggle with and what curricular approaches help to overcome these struggles. To facilitate the course transformation process for one specific content area --- upper-division electrostatics --- this thesis presents two new methodological tools: (1) an analytical framework designed to investigate students' struggles with the advanced physics content and mathematically sophisticated tools/techniques required at the junior and senior level, and (2) a new multiple-response conceptual assessment designed to measure student learning and assess the effectiveness of different curricular approaches. We first describe the development and theoretical grounding of a new analytical framework designed to characterize how students use mathematical tools and techniques during physics problem solving. We apply this framework to investigate student difficulties with three specific mathematical tools used in upper-division electrostatics: multivariable integration in the context of Coulomb's law, the Dirac delta function in the context of expressing volume charge densities, and separation of variables as a technique to solve Laplace's equation. We find a number of common themes in students' difficulties around these mathematical tools including: recognizing when a particular mathematical tool is appropriate for a given physics problem, mapping between the specific physical context and the formal mathematical structures, and reflecting spontaneously on the solution to a physics problem to gain physical insight or ensure consistency with expected results. We then describe the development of a novel, multiple-response version of an existing conceptual assessment in upper-division electrostatics courses. The goal of this new version is to provide an easily-graded electrostatics assessment that can potentially be implemented to investigate student learning on a large scale. We show that student performance on the new multiple-response version exhibits a significant degree of consistency with performance on the free-response version, and that it continues to provide significant insight into student reasoning and student difficulties. Moreover, we demonstrate that the new assessment is both valid and reliable using data from upper-division physics students at multiple institutions. Overall, the work described in this thesis represents a significant contribution to the methodological tools available to researchers and instructors interested in improving student learning at the upper-division level.

Curricular Guidelines for Pharmacy Education: Substance Abuse and Addictive Disease.

ERIC Educational Resources Information Center

Baldwin, Jeffrey N.; And Others

1991-01-01

American Association of Colleges of Pharmacy guidelines for required and elective instructional content concerning substance abuse for pharmacy students is presented. Recommended required content includes psychosocial aspects of drug use; pharmacology and toxicology; identification, intervention, and treatment of addiction; and legal issues.…

What Are We Teaching in Diversity and Social Justice Courses? A Qualitative Content Analysis of MSW Syllabi

ERIC Educational Resources Information Center

Mehrotra, Gita R.; Hudson, Kimberly D.; Self, Jen M.

2017-01-01

Diversity and social justice are central to social work and related curricular content is mandated by accreditation standards. However, research regarding diversity and social justice courses remains limited. This study aimed to better understand how these courses are conceptualized through a qualitative content analysis of course descriptions and…

Supporting students' construction of scientific explanation through curricular scaffolds and teacher instructional practices

NASA Astrophysics Data System (ADS)

McNeill, Katherine Lynch

An essential goal of classroom science is to help all students become scientifically literate to encourage greater public understanding in a science infused world. This type of literacy requires that students participate in scientific inquiry practices such as construction of arguments or scientific explanations in which they justify their claims with appropriate evidence and reasoning. Although scientific explanations are an important learning goal, this complex inquiry practice is frequently omitted from k-12 science classrooms and students have difficulty creating them. I investigated how two different curricular scaffolds (context-specific vs. generic), teacher instructional practices, and the interaction between these two types of support influence student learning of scientific explanations. This study focuses on an eight-week middle school chemistry curriculum, How can I make new stuff from old stuff?, which was enacted by six teachers with 578 students during the 2004-2005 school year. Overall, students' written scientific explanations improved during the unit in which they were provided with multiple forms of teacher and curricular support. A growth curve model of student learning showed that there was a significant difference in the effect of the two curricular scaffolds towards the end of the unit and on the posttest. The context-specific scaffolds resulted in greater student learning of how to write scientific explanations, but only for three of the six teachers. The case studies created from the videotapes of classroom enactments revealed that teachers varied in which instructional practices they engaged in and the quality of those practices. Analyses suggested that the curricular scaffolds and teacher instructional practices were synergistic in that the supports interacted and the effect of the written curricular scaffolds depended on the teacher's enactment of the curriculum. The context-specific curricular scaffolds were more successful in supporting students in this complex task only when teachers' enactments provided generic support for scientific explanation through instructional practices. For teachers who did not provide their students with generic support, neither curricular scaffold was more effective. Classrooms are complex systems in which multiple factors and the interactions between those factors influence student learning.

Strategic Curricular Decisions in Butler University's Actuarial Science Major

ERIC Educational Resources Information Center

Wilson, Christopher James

2014-01-01

We describe specific curricular decisions employed at Butler University that have resulted in student achievement in the actuarial science major. The paper includes a discussion of how these decisions might be applied in the context of a new actuarial program.

Risky Forms of Knowledge: Configuring Pedagogical Practices and Their Excesses in a Sexuality Education Programme in South Africa

ERIC Educational Resources Information Center

Gacoin, Andrée

2016-01-01

Within the context of sexuality education as an HIV prevention strategy, much attention has been given to "what" content should be taught and the effectiveness of that content in achieving desired goals. While some research has problematised how curricular content is understood or taken-up, what remains largely unquestioned is a…

Constructions of Literacy: A Study of Reading Instruction in Middle School Content Areas

ERIC Educational Resources Information Center

Thomson, Louise Elizabeth

2011-01-01

Today's adolescents are expected to read and write well at highly competent levels and the content area literacy skills they will acquire in adolescence are necessary for academic achievement as well as life-long learning. In the middle grades, content area literacy skills are perfected through work in various curricular areas, which are housed in…

Content Selection in Undergraduate LIS Education

ERIC Educational Resources Information Center

Zins, Chaim; Santos, Placida L. V. A. C.

2017-01-01

The study presented in this article is aimed to improve the academic education in the field of library and information science by structuring the curricular and pedagogical reasoning that shapes the contents of undergraduate academic programs. It was composed of two methodological phases. The first phase was a systematic Critical Delphi study with…

Teaching a Human Sexuality Course: What Are Counseling Students Thinking?

ERIC Educational Resources Information Center

Diambra, Joel F.; Pollard, Brittany L.; Gamble, R. M.; Banks, Breanna P.

2016-01-01

The pervasiveness of sexual issues in counseling suggests the necessity of educating counseling students about relevant topics. Students enrolled in a human sexuality course anonymously submitted topical questions and secrets/fantasies. Following a content analysis, findings depicted themes of content and tone that provided curricular implications…

Rock-Solid Support: Florida District Weighs Effectiveness of Science Professional Learning

ERIC Educational Resources Information Center

Shear, Linda; Penuel, William R.

2010-01-01

The best science teachers are not only experts in teaching and knowledgeable about science content, but they are also great at teaching science. They have specialized teaching knowledge, including knowledge of effective pedagogical practices in science, student difficulties with understanding content, and curricular purposes. As a result,…

A Study of Teacher Candidates' Experiences Investigating Global Climate Change Within an Elementary Science Methods Course

NASA Astrophysics Data System (ADS)

Hestness, Emily; Randy McGinnis, J.; Riedinger, Kelly; Marbach-Ad, Gili

2011-06-01

We investigated the inclusion of a curricular module on global climate change in an Elementary Science Methods course. Using complementary research methods, we analyzed findings from 63 teacher candidates' drawings, questionnaires, and journal entries collected throughout their participation in the module. We highlighted three focal cases to illustrate the diversity of participants' experiences. Findings suggest potential positive impacts on teacher candidates' content understanding related to global climate change, confidence to teach, and awareness of resources to support their future science instruction. Recommendations for science teacher education underscore the importance of providing opportunities for teacher candidates to increase their relevant content understanding, helping teacher candidates become familiar with appropriate curricular resources, and engaging in ongoing conversation and evaluation of developing views and understandings related to global climate change.

Cross-Curricular Science and History

ERIC Educational Resources Information Center

Byrne, Eleanor

2011-01-01

Cross-curricular teaching and learning can be an approach that not only looks to amalgamate subjects together for the sake of greater understanding of each individual subject, but also to make meaningful connections between subjects based on disciplinary similarities. This involves a deeper understanding of each subject's specific characteristics…

CTE Teachers' Perspectives on the Process of CTE and Science Content Integration: A Grounded Theory

NASA Astrophysics Data System (ADS)

Spindler, Matthew Kenneth

The integration of career and technical education (CTE) and academic curricular content that capitalizes on natural and inherent connections represents a challenge for CTE professionals. The research question that was used to guide the current study was: What are CTE teachers' perspectives of and experiences with the process of CTE and science content integration? And more specifically, to generate a grounded theory which explicates the process of CTE and science content integration from the perspective of CTE teachers. The CTE teachers expressed that the process of CTE and science content integration was a process of evolutionizing. From the perspective of the CTE teachers involved integrating CTE and science content resulted in their programs of study being adapted into something different than they were before the process of integration was begun. The CTE teachers revealed that the evolutions in their programs of study and themselves were associated with three other categories within the grounded theory: (a) connecting; (b) enacting; and (c) futuring. The process of CTE and science content integration represents a deep and complex episode for CTE teachers. The process of CTE and science content integration requires connecting to others, putting ideas into action, and an orienting towards the future.

Implementation of an Integrated Longitudinal Curricular Activity for Graduating Pharmacy Students

PubMed Central

Meyer, Doug; Fujisaki, Brad; Stein, Susan

2014-01-01

Objectives. To evaluate whether a novel integrated longitudinal curricular activity to prepare graduating doctor of pharmacy (PharmD) students for 2 comprehensive examinations was successful, and to assess whether it engaged other pharmacy students in curricular discussion and learning. Design. Thirty-eight of 91graduating third-year (P3) students in a PharmD program formed 11 teams to create and present pharmacotherapeutic posters to their peers. The impact of the novel activity on graduating students’ performance on the North American Pharmacist Licensure Examination (NAPLEX) and a comprehensive commercial examination was assessed. All first-year (P1), second-year (P2), and P3 students reviewed and discussed the content of each poster. Assessment. Participants in the integrated longitudinal curricular activity performed better than nonparticipants on the commercial examination (p=0.023) and NAPLEX (p=0.033). However, regardless of participation, commercial examination scores predicted a significant amount of variance (ie, 34%) in NAPLEX scores. The P3 participants (83%) believed the curricular activity assisted them in their NAPLEX preparation, while 75% of P1 students, 79% of P2 students, and 80% of P3 students agreed that poster review provided an effective summary of different disease states. Ninety percent of faculty poster evaluators reported that the posters were professional, and all evaluators agreed that participants effectively conveyed their message to the intended audience. Conclusion. The integrated longitudinal curricular activity provided a positive learning environment for all pharmacy students and may have better prepared graduating students’ for the NAPLEX. PMID:25147396

A Comparison of Web-based and Small-Group Palliative and End-of-Life Care Curricula: A Quasi-Randomized Controlled Study at One Institution

PubMed Central

Day, Frank C.; Srinivasan, Malathi; Der-Martirosian, Claudia; Griffin, Erin; Hoffman, Jerome R.; Wilkes, Michael S.

2014-01-01

Purpose Few studies have compared the effect of web-based eLearning versus small-group learning on medical student outcomes. Palliative and end-of-life (PEOL) education is ideal for this comparison, given uneven access to PEOL experts and content nationally. Method In 2010, the authors enrolled all third-year medical students at the University of California, Davis School of Medicine into a quasi-randomized controlled trial of web-based interactive education (eDoctoring) compared to small-group education (Doctoring) on PEOL clinical content over two months. All students participated in three 3-hour PEOL sessions with similar content. Outcomes included a 24-item PEOL-specific self-efficacy scale with three domains (diagnosis/treatment [Cronbach’s alpha = 0.92, CI: 0.91–0.93], communication/prognosis [alpha = 0.95; CI: 0.93–0.96], and social impact/self-care [alpha = 0.91; CI: 0.88–0.92]); eight knowledge items; ten curricular advantage/disadvantages, and curricular satisfaction (both students and faculty). Results Students were randomly assigned to web-based eDoctoring (n = 48) or small-group Doctoring (n = 71) curricula. Self-efficacy and knowledge improved equivalently between groups: e.g., prognosis self-efficacy, 19%; knowledge, 10–42%. Student and faculty ratings of the web-based eDoctoring curriculum and the small group Doctoring curriculum were equivalent for most goals, and overall satisfaction was equivalent for each, with a trend towards decreased eDoctoring student satisfaction. Conclusions Findings showed equivalent gains in self-efficacy and knowledge between students participating in a web-based PEOL curriculum, in comparison to students learning similar content in a small-group format. Web-based curricula can standardize content presentation when local teaching expertise is limited, but may lead to decreased user satisfaction. PMID:25539518

SPORTS PHYSICAL THERAPY CURRICULA IN PHYSICAL THERAPIST PROFESSIONAL DEGREE PROGRAMS.

PubMed

Mulligan, Edward P; DeVahl, Julie

2017-10-01

The specialty niche of sports physical therapy has grown at a significant rate over the past 40 years. Despite this growth there is little information or direction from the physical therapy education accreditation body or professional association to guide academic programs on the interest or necessity of this type of practice content in physical therapy professional degree programs. The purpose of this survey study is to report on the prevalence, attitudes, barriers, resources, and faculty expertise in providing required or elective sports physical therapy course work. Cross-sectional descriptive survey. A 57-item questionnaire with branching logic was distributed via a web-based electronic data capture tool to survey all Commission on Accreditation for Physical Therapy Education (CAPTE) accredited and candidate schools in the United States. Response data was analyzed to describe typical educational program profiles, faculty demographics, and correlational factors consistent with the presence or absence of specific sports physical therapy curricular content. Thirty one percent of the schools responded to the survey and the program demographics were consistent with all currently accredited schools in regards to their geography, Carnegie classification, and faculty and student size. Forty three percent of programs offered a required or elective course distinct to the practice of sports physical therapy. Descriptive information regarding the sequencing, curricular make-up, resources, and assessment of content competence is reported. The odds of providing this content nearly doubles for programs that have faculty with sports clinical specialist credentials, accredited sports residency curriculums, or state practice acts that allow sports venue coverage. This survey provides an initial overview of sports physical therapy educational efforts in professional physical therapy degree programs. The data can used to spur further discussion on the necessity, structure, and implementation of education content that is inherent to a growing specialty practice in the physical therapy profession. 4, Cross-sectional descriptive survey design.

Cross-Curricular Skills Development in Final-Year Dissertation by Active and Collaborative Methodologies

ERIC Educational Resources Information Center

Etaio, Iñaki; Churruca, Itziar; Rada, Diego; Miranda, Jonatan; Saracibar, Amaia; Sarrionandia, Fernando; Lasa, Arrate; Simón, Edurne; Labayen, Idoia; Martinez, Olaia

2018-01-01

European Frame for Higher Education has led universities to adapt their teaching schemes. Degrees must train students in competences including specific and cross-curricular skills. Nevertheless, there are important limitations to follow skill improvement through the consecutive academic years. Final-year dissertation (FYD) offers the opportunity…

The Content of Educational Technology Curricula: A Cross-Curricular State of the Art

ERIC Educational Resources Information Center

Aesaert, Koen; Vanderlinde, Ruben; Tondeur, Jo; van Braak, Johan

2013-01-01

The purpose of this study is to analyze the content features of educational technology curricula for primary education developed by national governments. A qualitative cross-case document analysis of the national educational technology curriculum of Norway, Flanders and England was conducted. The analysis focuses on the underlying visions,…

Does Blueprint Publication Affect Students' Perception of Validity of the Evaluation Process?

ERIC Educational Resources Information Center

McLaughlin, Kevin; Coderre, Sylvain; Woloschuk, Wayne; Mandin, Henry

2005-01-01

Context: A major goal of any evaluation is to demonstrate content validity, which considers both curricular content as well as the ability expected of learners. Whether evaluation blueprints should be published and the degree of blueprint transparency is controversial. Objectives: To examine the effect of blueprint publication on students'…

Promoting Teacher Learning through Learning Study Discourse: The Case of Science Teachers in Singapore

ERIC Educational Resources Information Center

Tan, Yuen Sze Michelle; Nashon, Samson Madera

2013-01-01

The potential of a theory of variation-framed learning study, a teacher professional development approach, to help teachers overcome curricular and pedagogical challenges associated with teaching new science curricula content was explored. With a group of Singapore teachers collaboratively planning and teaching new genetics content,…

Curriculum Mapping in Higher Education: A Case Study and Proposed Content Scope and Sequence Mapping Tool

ERIC Educational Resources Information Center

Arafeh, Sousan

2016-01-01

Best practice in curriculum development and implementation requires that discipline-based standards or requirements embody both curricular and programme scopes and sequences. Ensuring these are present and aligned in course/programme content, activities and assessments to support student success requires formalised and systematised review and…

The Byrne Guide for Inclusionary Cultural Content.

PubMed

Byrne, Michelle M; Weddle, Carriette; Davis, Ernestine; McGinnis, Patricia

2003-06-01

This article describes the background for development of The Byrne Guide for Inclusionary Cultural Content, which may help nurse educators evaluate and create instructional materials that include diverse groups. Curricular implications of diversity, as well as six categories of instructional bias are included in the background of information that contributed to the development of this Guide.

The Role of Students and Content in Teacher Effectiveness

ERIC Educational Resources Information Center

Ennis, Catherine D.

2014-01-01

The process of effective teaching--teaching that directly leads to student learning of standards-based content--is tenuous at best and easily disrupted by contextual and behavioral factors. In this commentary, I discuss the role of student support and mediation in teacher effectiveness and curricular reform. The most vocal students in physical…

Learning to Critique and Adapt Science Curriculum Materials: Examining the Development of Preservice Elementary Teachers' Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Beyer, Carrie J.; Davis, Elizabeth A.

2012-01-01

Teachers often engage in curricular planning by critiquing and adapting existing curriculum materials to contextualize lessons and compensate for their deficiencies. Designing instruction for students is shaped by teachers' ability to apply a variety of personal resources, including their pedagogical content knowledge (PCK). This study…

Topic-Specific Pedagogical Content Knowledge (TSPCK) in Redox and Electrochemistry of Experienced Teachers

NASA Astrophysics Data System (ADS)

O'Brien, Stephanie

Topic specific pedagogical content knowledge (TSPCK) is the basis by which knowledge of subject matter of a particular topic is conveyed to students. This includes students' prior knowledge, curricular saliency, what makes a topic easy or difficult to teach, representations, and teaching strategies. The goal of this study is to assess the pedagogical content knowledge of chemistry teachers in a professional learning community in the areas of redox and electrochemistry, as this has been regarded in previous literature as conceptually challenging for students to learn. By acquiring information regarding the PCK development of experienced chemistry teachers, the education and practice of all science teachers can be advanced. This study builds upon previous research that developed validated instruments to evaluate TSPCK. The research questions sought to determine which components of TSPCK were evidenced by the instructional design decisions teachers made, what shared patterns and trends were evident, and how TSPCK related to student learning outcomes. To answer the research questions subjects completed a background questionnaire, a TSPCK assessment, and interview tasks to elicit information about pedagogical decision making and processes that influenced student learning in their classrooms. The TSPCK exam and interview responses were coded to align with thematic constructs. To determine the effect of TSPCK on student learning gains, pre/post-assessment data on redox and electrochemistry were compared to teachers' TSPCK. The chemistry teachers displayed varying levels of TSPCK in redox and electrochemistry, as evidenced by their knowledge of student learning obstacles, curricular saliency, and teaching methodologies. There was evidence of experienced teachers lacking in certain areas of TSPCK, such as the ability to identify student misconceptions, suggesting the need for programmatic improvements in pre-service and in-service training to address the needs of current and future chemistry teachers. While the current educational system requires teachers to complete separate exams in pedagogy and content, this research provides a rationale for changing the means by which teachers are evaluated through the completion of TSPCK assessments. In-service teacher TSPCK training is limited yet desired by the teachers. To facilitate TSPCK development, new methods need to be explored to connect chemistry education research to practice.

Achievement goal orientation and situational motivation for a low-stakes test of content knowledge.

PubMed

Waskiewicz, Rhonda A

2012-05-10

To determine the extent of the relationship between students' inherent motivation to achieve in a doctor of pharmacy program and their motivation to achieve on a single low-stakes test of content knowledge. The Attitude Toward Learning Questionnaire (ATL) was administered to 66 third-year pharmacy students at the beginning of the spring 2011 semester, and the Student Opinion Scale (SOS) was administered to the same group immediately following completion of the Pharmacy Curricular Outcomes Assessment (PCOA). Significant differences were found in performance approach and work avoidance based on situational motivation scores. Situational motivation was also found to be directly correlated with performance and mastery approaches and inversely correlated with work avoidance. Criteria were met for predicting importance and effort from performance and mastery approaches and work avoidance scores of pharmacy students. The ability to predict pharmacy students' motivation to perform on a low-stakes standardized test of content knowledge increases the test's usefulness as a measure of curricular effectiveness.

Achievement Goal Orientation and Situational Motivation for a Low-Stakes Test of Content Knowledge

PubMed Central

2012-01-01

Objective. To determine the extent of the relationship between students’ inherent motivation to achieve in a doctor of pharmacy program and their motivation to achieve on a single low-stakes test of content knowledge. Method. The Attitude Toward Learning Questionnaire (ATL) was administered to 66 third-year pharmacy students at the beginning of the spring 2011 semester, and the Student Opinion Scale (SOS) was administered to the same group immediately following completion of the Pharmacy Curricular Outcomes Assessment (PCOA). Results. Significant differences were found in performance approach and work avoidance based on situational motivation scores. Situational motivation was also found to be directly correlated with performance and mastery approaches and inversely correlated with work avoidance. Criteria were met for predicting importance and effort from performance and mastery approaches and work avoidance scores of pharmacy students. Conclusions. The ability to predict pharmacy students’ motivation to perform on a low-stakes standardized test of content knowledge increases the test’s usefulness as a measure of curricular effectiveness. PMID:22611274

Curricular Changes for Spanish and Portuguese in a New Era: The College and University

ERIC Educational Resources Information Center

Nuessel, Frank

2010-01-01

In the past two years, the Modern Language Association (MLA) has produced two significant proposals for curricular change in foreign languages. The first, "Foreign Languages and Higher Education: New Structures for a Changing World," addressed the foreign language curriculum with specific suggestions for programmatic transformation. The second,…

Exploring the Role of Alternative Break Programs in Students' Career Development

ERIC Educational Resources Information Center

Niehaus, Elizabeth; Kurotsuchi Inkelas, Karen

2015-01-01

Higher education institutions play a key role in helping to shape students' interests and career plans; as such, student affairs practitioners should understand how the co-curricular environments in their domain contribute to students' career development. The purpose of this study is to explore how one specific co-curricular experience,…

An anticipatory quality improvement process for curricular reform.

PubMed

Hollander, Harry; Loeser, Helen; Irby, David

2002-09-01

Over half of American medical schools are currently engaged in significant curricular reform. Traditionally, evaluation of the efficacy of educational changes has occurred well after the implementation of curricular reform, resulting in significant time elapsed before modification of goals and content can be accomplished. We were interested in establishing a process by which a new curriculum could be reviewed and refined before its actual introduction. The University of California, San Francisco (UCSF) School of Medicine embarked upon a new curriculum for the class entering in September 2001. Two separate committees coordinated plans for curricular change. The Essential Core Steering Committee was responsible for the first two years of training, and the Integrated Clinical Steering Committee guided the development of the third-and fourth-year curriculum. Both groups operated under guidelines of curricular reform, established by the School's Committee on Curriculum and Educational Policy, that emphasized integration of basic, clinical, and social sciences; longitudinal inclusion of themes such as behavior, culture, and ethics; use of clinical cases in teaching; and inclusion of small-group and problem-based learning. In early 2001, the deans of education and curricular affairs appointed an ad hoc committee to examine the status of the first-year curriculum, which had been entirely reformulated into a series of new multidisciplinary block courses. This ad hoc committee was composed of students and clinical faculty members who had not been substantially involved in the detailed planning of the blocks. The charge to the committee was to critique the progress of individual courses, and the first year as a whole, in meeting the goals outlined above, and to make recommendations for improving the preparation of students for the clinical years. To accomplish these goals, the committee reviewed background planning documents; interviewed each course director using a standardized set of questions; and examined course schedules, cases, and detailed learning objectives for particular sessions. In July 2001, the committee reported back to the deans with specific recommendations for coordinating the block courses, and about the success in creating integration and the overall balance of topics students would learn. Specific recommendations included increasing the use of pediatric and geriatric cases across courses, creating a case database, developing explicit plans to relocate uncovered material in the four-year curriculum, and bolstering participation of clinical faculty during the first-year blocks. These recommendations were then presented to and endorsed by the Essential Core Steering Committee, which implemented an action plan prior to the September 2001 start date. This proactive approach to quality improvement added an evaluation point before the new curriculum was actually unveiled. The anticipatory planning process substantially aided the interdisciplinary developmental process, increased input into the first-year curriculum by clerkship directors, and identified problems that would have otherwise become apparent after implementation. We believe this model adds value to the curriculum planning process.

CLIL and Motivation: The Effect of Individual and Contextual Variables

ERIC Educational Resources Information Center

Doiz, Aintzane; Lasagabaster, David; Sierra, Juan Manuel

2014-01-01

Content and language integrated learning (CLIL) is burgeoning all over Europe and this is particularly so in Spain. During the last 10 years, content language instruction through a foreign language (FL) (mainly English) has become a key area of curricular innovation. One of the main reasons put forward by the advocates of this approach is that…

Using Doubly Latent Multilevel Analysis to Elucidate Relationships between Science Teachers' Professional Knowledge and Students' Performance

ERIC Educational Resources Information Center

Mahler, Daniela; Großschedl, Jörg; Harms, Ute

2017-01-01

Teachers make a difference for the outcome of their students in science classrooms. One focus in this context lies on teachers' professional knowledge. We describe this knowledge according to three domains, namely (1) content knowledge (CK), (2) pedagogical content knowledge (PCK), and (3) curricular knowledge (CuK). We hypothesise a positive…

A longitudinal interprofessional simulation curriculum for critical care teams: Exploring successes and challenges.

PubMed

Leclair, Laurie W; Dawson, Mary; Howe, Alison; Hale, Sue; Zelman, Eric; Clouser, Ryan; Garrison, Garth; Allen, Gilman

2018-05-01

Interprofessional care teams are the backbone of intensive care units (ICUs) where severity of illness is high and care requires varied skills and experience. Despite this care model, longitudinal educational programmes for such workplace teams rarely include all professions. In this article, we report findings on the initial assessment and evaluation of an ongoing, longitudinal simulation-based curriculum for interprofessional workplace critical care teams. The study had two independent components, quantitative learner assessment and qualitative curricular evaluation. To assess curriculum effectiveness at meeting learning objectives, participant-reported key learning points identified using a self-assessment tool administered immediately following curricular participation were mapped to session learning objectives. To evaluate the curriculum, we conducted a qualitative study using a phenomenology approach involving purposeful sampling of nine curricular participants undergoing recorded semi-structured interviews. Verbatim transcripts were reviewed by two independent readers to derive themes further subdivided into successes and barriers. Learner self-assessment demonstrated that the majority of learners, across all professions, achieved at least one intended learning objective with senior learners more likely to report team-based objectives and junior learners more likely to report knowledge/practice objectives. Successes identified by curricular evaluation included authentic critical care curricular content, safe learning environment, and team comradery from shared experience. Barriers included unfamiliarity with the simulation environment and clinical coverage for curricular participation. This study suggests that a sustainable interprofessional curriculum for workplace ICU critical care teams can achieve the desired educational impact and effectively deliver authentic simulated work experiences if barriers to educational engagement and participation can be overcome.

The relationship of burnout, use of coping strategies and curricular program of registered nurses.

PubMed

Ceslowitz, S B

1990-03-01

This study examined the relationships of nursing curricular program, burnout, and use of coping strategies among 150 randomly selected staff nurses from four hospitals. The instruments used were the frequency dimension of the Maslach Burnout Inventory (Maslach & Jackson, 1981) and the Ways of Coping (Revised) (Folkman & Lazarus, 1985). Discriminant analysis demonstrated that (a) diploma graduates differed from associate-degree graduates in their greater experience of Emotional Exhaustion (p less than .05) and (b) baccalaureate-degree graduates differed from associate-degree graduates in their greater use of Planful Problem Solving and Confronting Coping (p less than .05). Recommendations include additional research to discover relevant factors for the greater experience of Emotional Exhaustion among diploma graduates. If related to perceptions of limited career mobility due to the lack of a baccalaureate degree, expansion of educational opportunities is indicated. Another recommendation is curricular incorporation of content on burnout and coping.

Developing intra-curricular photonics educational material for secondary schools in Europe

NASA Astrophysics Data System (ADS)

Prasad, Amrita; Debaes, Nathalie; Fischer, Robert; Thienpont, Hugo

2014-07-01

There is an imminent shortage of skilled workforce facing Europe's hi-tech industries mainly due to the declining interest of young people in science and engineering careers. To avert this trend the European Union funded the development of the `Photonics Explorer' - an intra-curricular educational kit designed to engage, excite and educate students about the fascination of working with optics hands-on, in their own classrooms! Each kit equips teachers with class sets of experimental components provided within a supporting didactic framework based on guided inquiry based learning techniques. The material has been specifically designed to integrate into the curriculum and enhance and complement the teaching and learning of science in the classroom. The kits are provided free of charge to teachers, in conjunction with teacher training courses. The main challenge of this program was the development of educational material that seamlessly integrates into the various national curricula across Europe. To achieve this, the development process included a preparatory EU wide curricula survey and a special `Review and Revise' process bringing together the expertise of over 35 teachers and pedagogic experts. This paper reports on the results of the preparatory study which identified two specific age groups at secondary schools for photonics educational material, the didactic content of the Photonics Explorer kit resulting from a pan-European collaboration of key stakeholders, EU wide dissemination and sustainability of the program.

Sports and Child Development

PubMed Central

2016-01-01

The role of curricular activities for the formation of education, health and behavioural outcomes has been widely studied. Yet, the role of extra-curricular activities has received little attention. This study analyzes the effect of participation in sports clubs—one of the most popular extra-curricular activities among children. We use alternative datasets and flexible semi-parametric estimation methods with a specific way to use the panel dimension of the data to address selection into sports. We find positive and robust effects on children’s school performance and peer relations. Crowding out of passive leisure activities can partially explain the effects. PMID:27144474

Taking Action--Mathematics Curricular Organization for Effective Teaching and Learning

ERIC Educational Resources Information Center

Appelbaum, Peter

2009-01-01

The curricular structure of Taking Action is described and analyzed as a form of culturally responsive and culturally specific pedagogy. In this design structure, students reconsider what they have done and identify key aspects of their experience. Based on this reflection, they design a way to interact with people outside of their class in order…

Essential competencies in entry-level pediatric physical therapy education.

PubMed

Rapport, Mary Jane; Furze, Jennifer; Martin, Kathy; Schreiber, Joe; Dannemiller, Lisa A; Dibiasio, Paula A; Moerchen, Victoria A

2014-01-01

The Section on Pediatrics (SoP) convened an Education Summit in July 2012 to examine, discuss, and respond to documented inconsistencies and challenges in teaching pediatric physical therapy (PT) content in entry-level professional education programs. Despite previous attempts by the SoP to provide guidance around teaching pediatric PT, variability continued to be extensive across programs. This article presents the core competencies developed out of the Summit to inform pediatric content in the entry-level PT curriculum. In addition, the core competencies were linked to teaching strategies, learning activities, assessment outcomes, and curricular structures. Consensus was reached on 5 core competencies that represent a knowledge base essential to all graduates of PT programs. In contrast to prior SoP documents, these competencies were specifically designed to focus on knowledge and skills unique to pediatric practice but essential for all graduates of accredited entry-level PT education programs. For more insights from the authors, see Supplemental Digital Content 1, at http://links.lww.com/PPT/A50.

75 FR 77007 - Notice of Information Collection

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-10

... works with K-12 teachers to provide content and curricular support selected as the best from among the... Parker, NASA Clearance Officer. [FR Doc. 2010-31038 Filed 12-9-10; 8:45 am] BILLING CODE 7510-13-P ...

Cognitive Priming and Cognitive Training: Immediate and Far Transfer to Academic Skills in Children.

PubMed

Wexler, Bruce E; Iseli, Markus; Leon, Seth; Zaggle, William; Rush, Cynthia; Goodman, Annette; Esat Imal, A; Bo, Emily

2016-09-12

Cognitive operations are supported by dynamically reconfiguring neural systems that integrate processing components widely distributed throughout the brain. The inter-neuronal connections that constitute these systems are powerfully shaped by environmental input. We evaluated the ability of computer-presented brain training games done in school to harness this neuroplastic potential and improve learning in an overall study sample of 583 second-grade children. Doing a 5-minute brain-training game immediately before math or reading curricular content games increased performance on the curricular content games. Doing three 20-minute brain training sessions per week for four months increased gains on school-administered math and reading achievement tests compared to control classes tested at the same times without intervening brain training. These results provide evidence of cognitive priming with immediate effects on learning, and longer-term brain training with far-transfer or generalized effects on academic achievement.

An evaluation of the effect of two different lengths of inservice training on teacher attitudes

NASA Astrophysics Data System (ADS)

Lawrenz, Frances P.

This investigation compares the effectiveness of two types of inservice training offered through the Arizona Portal School Program. Both methods were designed to provide teachers with positive attitudes toward activity-centered energy education. The methods differed in length and energy-related content with one course running for 5 sessions and the other for 15 sessions. The longer course placed more emphasis on content knowledge. Three types of attitudes were assessed: attitudes toward curricular change, opinions on energy concepts, and beliefs about science education. Although the longer course had a more positive effect on the participants' views of and willingness to participate in curricular change and the shorter course had a more positive effect on the participants' views of teaching activity-oriented science, both courses produced the same type of change in the participants' views of energy issues.

Cognitive Priming and Cognitive Training: Immediate and Far Transfer to Academic Skills in Children

PubMed Central

Wexler, Bruce E; Iseli, Markus; Leon, Seth; Zaggle, William; Rush, Cynthia; Goodman, Annette; Esat Imal, A.; Bo, Emily

2016-01-01

Cognitive operations are supported by dynamically reconfiguring neural systems that integrate processing components widely distributed throughout the brain. The inter-neuronal connections that constitute these systems are powerfully shaped by environmental input. We evaluated the ability of computer-presented brain training games done in school to harness this neuroplastic potential and improve learning in an overall study sample of 583 second-grade children. Doing a 5-minute brain-training game immediately before math or reading curricular content games increased performance on the curricular content games. Doing three 20-minute brain training sessions per week for four months increased gains on school-administered math and reading achievement tests compared to control classes tested at the same times without intervening brain training. These results provide evidence of cognitive priming with immediate effects on learning, and longer-term brain training with far-transfer or generalized effects on academic achievement. PMID:27615029

The Use of the Interconnected Model of Teacher Professional Growth for Understanding the Development of Science Teachers' Knowledge on Models and Modelling

ERIC Educational Resources Information Center

Justi, Rosaria; van Driel, Jan

2006-01-01

Models play an important role in science education. However, previous research has revealed that science teachers' content knowledge, curricular knowledge, and pedagogical content knowledge on models and modelling are often incomplete or inadequate. From this perspective, a research project was designed which aimed at the development of beginning…

Pediatric Resident-as-Teacher Curricula: A National Survey of Existing Programs and Future Needs.

PubMed

Fromme, H Barrett; Whicker, Shari A; Paik, Steve; Konopasek, Lyuba; Koestler, Jennifer L; Wood, Beverly; Greenberg, Larrie

2011-06-01

We conducted a national survey of US pediatric program directors to explore the current status, content, and teaching methods of Resident-as-Teacher (RAT) curricula. The purposes of the survey were to (1) determine the level and method of evaluation of such curricula, and (2) assess the need for a national curricular resource in this area. A survey was sent to US pediatric program directors that asked questions regarding demographics, support, design, development, content, and evaluation of RAT curricula, as well as existing needs and desires for RAT curricular resources. Sixty-two percent of pediatric program directors completed our survey. Eighty-seven percent have a formal RAT curriculum, but more than 50% allocate 10 hours or less to it during residency. The primary teaching modalities are lectures and workshops. Content areas include feedback, in-patient teaching, communication skills, case-based teaching, role modeling, evaluation, leadership skills, 1-minute preceptors, teaching/learning styles, professionalism, and small-group teaching. Sixty-three percent of programs report evaluating their curricula, but only 27% perceive their program to be very/extremely effective. Nearly all respondents expressed interest in a national RAT curriculum, preferring web-based modules for dissemination. Despite an Accreditation Council for Graduate Medical Education requirement for a RAT curriculum, some pediatrics programs still lack one, and some consider their program only moderately effective. A wealth of curricular material exists across programs, which could be shared nationally. Establishing a national RAT curriculum would offer programs resources to meet educational mandates and the ability to tailor programs to best fit their own program needs.

The Effectiveness of Epistemic Beliefs and the Role of Self-Efficacy in the Solving of Cross-Curricular Problems

ERIC Educational Resources Information Center

Heigl, Nicole Romana; Thomas, Joachim

2013-01-01

Graduates expect higher education to provide both subject-specific knowledge as well as cross-curricular competencies in order to handle new and unknown situations in their professional life. In this regard, it is problematic that the latter construct is still both theoretically and empirically vague. In addition, concerning the fostering of…

Integrating critical thinking and evidence-based dentistry across a four-year dental curriculum: a model for independent learning.

PubMed

Marshall, Teresa A; Straub-Morarend, Cheryl L; Handoo, Nidhi; Solow, Catherine M; Cunningham-Ford, Marsha A; Finkelstein, Michael W

2014-03-01

Introducing critical thinking and evidence-based dentistry (EBD) content into an established dental curriculum can be a difficult and challenging process. Over the past three years, the University of Iowa College of Dentistry has developed and implemented a progressive four-year integrated critical thinking and EBD curriculum. The objective of this article is to describe the development and implementation process to make it available as a model for other dental schools contemplating introduction of critical thinking and EBD into their curricula. The newly designed curriculum built upon an existing problem-based learning foundation, which introduces critical thinking and the scientific literature in the D1 year, in order to expose students to the rationale and resources for practicing EBD in the D2 and D3 years and provide opportunities to practice critical thinking and apply the EBD five-step process in the D2, D3, and D4 years. All curricular content is online, and D3 and D4 EBD activities are integrated within existing clinical responsibilities. The curricular content, student resources, and student activities are described.

Developing competencies for pediatric hospice and palliative medicine.

PubMed

Klick, Jeffrey C; Friebert, Sarah; Hutton, Nancy; Osenga, Kaci; Pituch, Kenneth J; Vesel, Tamara; Weidner, Norbert; Block, Susan D; Morrison, Laura J

2014-12-01

In 2006, hospice and palliative medicine (HPM) became an officially recognized subspecialty. This designation helped initiate the Accreditation Council of Graduate Medical Education Outcomes Project in HPM. As part of this process, a group of expert clinician-educators in HPM defined the initial competency-based outcomes for HPM fellows (General HPM Competencies). Concurrently, these experts recognized and acknowledged that additional expertise in pediatric HPM would ensure that the competencies for pediatric HPM were optimally represented. To fill this gap, a group of pediatric HPM experts used a product development method to define specific Pediatric HPM Competencies. This article describes the development process. With the ongoing evolution of HPM, these competencies will evolve. As part of the Next Accreditation System, the Accreditation Council of Graduate Medical Education uses milestones as a framework to better define competency-based, measurable outcomes for trainees. Currently, there are no milestones specific to HPM, although the field is designing curricular milestones with multispecialty involvement, including pediatrics. These competencies are the conceptual framework for the pediatric content in the HPM milestones. They are specific to the pediatric HPM subspecialist and should be integrated into the training of pediatric HPM subspecialists. They will serve a foundational role in HPM and should inform a wide range of emerging innovations, including the next evolution of HPM Competencies, development of HPM curricular milestones, and training of adult HPM and other pediatric subspecialists. They may also inform pediatric HPM outcome measures, as well as standards of practice and performance for pediatric HPM interdisciplinary teams. Copyright © 2014 by the American Academy of Pediatrics.

Preparedness for physiotherapy in private practice: Novices identify key factors in an interpretive description study.

PubMed

Atkinson, Robyn; McElroy, Theresa

2016-04-01

Physiotherapists in Australia deliver services to a diverse range of clients, across many settings, however little research exists examining graduate preparedness for practice, even in the populous field of private practice. To explore novice physiotherapist perspectives on preparedness for work in private practice. The qualitative approach of interpretive description was used to guide in-depth interviews with 8 novice physiotherapists from 3 universities working in 5 private practices in Melbourne. All interviews were digitally recorded, transcribed verbatim and analyzed thematically. Four main themes influencing graduate preparedness for work in private practice were identified: 1) non-curricular experiences (e.g. sports training) 2) elective curricular: practicum experiences; 3) curricular: attainment of skills specific to private practice; and 4) the private practice setting: supportive colleagues. This combination of non-curricular, curricular, and practice setting factors offered the necessary scaffolding for the graduates to report feeling prepared for work in private practice. Non-curricular activities, radiological instruction, clinical placements, building supportive colleague relations and professional development in private practice are recommended as potential means of building preparedness in novice therapists. Findings have implications for physiotherapy students, educators and private practice clinics looking to recruit new graduates. Copyright © 2015 Elsevier Ltd. All rights reserved.

HIV/AIDS Course Content in CSWE-Accredited Social Work Programs: A Survey of Current Curricular Practices

ERIC Educational Resources Information Center

Rowan, Diana; Shears, Jeffrey

2011-01-01

The authors surveyed program directors at all bachelor of social work and master of social work programs accredited by the Council on Social Work Education using an online tool that assessed whether and how their respective social work programs are covering content related to HIV/AIDS. Of the 650 program directors, 153 (24%) participated in the…

Twelve tips for blueprinting.

PubMed

Coderre, Sylvain; Woloschuk, Wayne; McLaughlin, Kevin

2009-04-01

Content validity is a requirement of every evaluation and is achieved when the evaluation content is congruent with the learning objectives and the learning experiences. Congruence between these three pillars of education can be facilitated by blueprinting. Here we describe an efficient process for creating a blueprint and explain how to use this tool to guide all aspects of course creation and evaluation. A well constructed blueprint is a valuable tool for medical educators. In addition to validating evaluation content, a blueprint can also be used to guide selection of curricular content and learning experiences.

Student Teachers' Approaches to Teaching Biological Evolution

ERIC Educational Resources Information Center

Borgerding, Lisa A.; Klein, Vanessa A.; Ghosh, Rajlakshmi; Eibel, Albert

2015-01-01

Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution…

75 FR 63207 - Notice of Information Collection

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-14

... works with K-12 teachers to provide content and curricular support selected as the best from among the... NATIONAL AERONAUTICS AND SPACE ADMINISTRATION [Notice (10-123)] Notice of Information Collection AGENCY: National Aeronautics and Space Administration (NASA). ACTION: Notice of information collection...

Ethics education in family medicine training in the United States: a national survey.

PubMed

Manson, Helen M; Satin, David; Nelson, Valerie; Vadiveloo, Thenmalar

2014-01-01

Although professional organizations endorse ethics education in family medicine training, there is little published evidence that ethics teaching occurs. This survey collated data on the aims, content, pedagogical methods, assessment, and barriers relating to formal ethics education in family medicine residency programs in the United States. A questionnaire surveyed all 445 family medicine residency programs in the United States. Forty percent of programs responded (178/445). Of these, 95% formally teach at least one ethics topic, 68.2% teach six or more topics, and 7.1% teach all 13 core topics specified in the questionnaire. Programs show variation, providing between zero to 100 hours' ethics education over the 3 years of residency training. Of the responding programs, 3.5% specify well-defined aims for ethics teaching, 25.9% designate overall responsibility for the ethics curriculum to one individual, and 33.5% formally assess ethics competencies. The most frequent barriers to ethics education are finding time in residents' schedules (59.4%) and educator expertise (21.8%). Considerable variation in ethics education is apparent in both curricular content and delivery among family medicine residency programs in the United States. Additional findings included a lack of specification of explicit curricular aims for ethics teaching allied to ACGME or AAFP competencies, a tendency not to designate one faculty member with lead responsibility for ethics teaching in the residency program, and a lack of formal assessment of ethics competencies. This has occurred in the context of an absence of robust assessment of ethics competencies at board certification level.

Medical student mental health 3.0: improving student wellness through curricular changes.

PubMed

Slavin, Stuart J; Schindler, Debra L; Chibnall, John T

2014-04-01

Medical education can have significant negative effects on the well-being of medical students. To date, efforts to improve student mental health have focused largely on improving access to mental health providers, reducing the stigma and other barriers to mental health treatment, and implementing ancillary wellness programs. Still, new and innovative models that build on these efforts by directly addressing the root causes of stress that lie within the curriculum itself are needed to properly promote student wellness. In this article, the authors present a new paradigm for improving medical student mental health, by describing an integrated, multifaceted, preclinical curricular change program implemented through the Office of Curricular Affairs at the Saint Louis University School of Medicine starting in the 2009-2010 academic year. The authors found that significant but efficient changes to course content, contact hours, scheduling, grading, electives, learning communities, and required resilience/mindfulness experiences were associated with significantly lower levels of depression symptoms, anxiety symptoms, and stress, and significantly higher levels of community cohesion, in medical students who participated in the expanded wellness program compared with those who preceded its implementation. The authors discuss the utility and relevance of such curricular changes as an overlooked component of change models for improving medical student mental health.

Curriculum Guidelines for Gross Anatomy.

ERIC Educational Resources Information Center

Journal of Dental Education, 1993

1993-01-01

The American Association of Dental Schools' revised guidelines on curricula for gross anatomy suggest percentages of effort and time devoted to curricular areas, offer a rationale for anatomy instruction, note primary educational goals and prerequisites, outline content, and make recommendations for sequencing. Appropriate faculty and facilities…

Exploring the development of novice unqualified graduate teachers' topic-specific PCK in teaching the particulate nature of matter in South Africa's classrooms

NASA Astrophysics Data System (ADS)

Pitjeng-Mosabala, Phihlo; Rollnick, Marissa

2018-05-01

This study investigates the development of Topic-Specific Pedagogical Content Knowledge (TSPCK) of 14 novice uncertified graduate science teachers during a Professional Development Intervention (PDI) on teaching particulate nature of matter. TSPCK was defined in terms of five knowledge components: learner prior knowledge, curricular saliency, representations, what is difficult to teach and conceptual teaching strategies. Data sources consisted of validated pre- and post-TSPCK and content knowledge (CK) tests, teacher-constructed Content Representations (CoRes) before and after teaching and, for four teachers, video-recorded lessons, and field notes together with teacher interviews. The purpose of this study was to investigate how the teachers develop TSPCK through the process. The results provide an insight into how initial construction of CoRes enabled the entire group to start thinking about how to teach the topic. For the four case-study teachers, evidence of TSPCK development was observed in their teaching. These teachers showed greater improvement in TSPCK and CK than those who taught only the prerequisite concepts of the topic. The findings show that it is possible for uncertified teachers to develop PCK in the practice context with appropriate PDI. Some improvement in PCK was also observed for the larger group who taught only prerequisite concepts.

Examining Curricular Integration Strategies To Optimize Learning Of The Anatomical Sciences

NASA Astrophysics Data System (ADS)

Lisk, Kristina Adriana Ayako

Background: Integration of basic and clinical science knowledge is essential to clinical practice. Although the importance of these two knowledge domains is well-recognized, successfully supporting the development of learners' integrated basic and clinical science knowledge, remains an educational challenge. In this dissertation, I examine curricular integration strategies to optimize learning of the anatomical sciences. Objectives: The studies were designed to achieve the following research aims: 1) to objectively identify clinically relevant content for an integrated musculoskeletal anatomy curriculum; 2) to examine the value of integrated anatomy and clinical science instruction compared to clinical science instruction alone on novices' diagnostic accuracy and diagnostic reasoning process; 3) to compare the effect of integrating and segregating anatomy and clinical science instruction along with a learning strategy (self-explanation) on novices' diagnostic accuracy. Methods: A modified Delphi was used to objectively select clinically relevant content for an integrated musculoskeletal anatomy curriculum. Two experimental studies were created to compare different instructional strategies to optimize learning of the curricular content. In both of these studies, novice learners were taught the clinical features of musculoskeletal pathologies using different learning approaches. Diagnostic performance was measured immediately after instruction and one-week later. Results: The results show that the Delphi method is an effective strategy to select clinically relevant content for integrated anatomy curricula. The findings also demonstrate that novices who were explicitly taught the clinical features of musculoskeletal diseases using causal basic science descriptions had superior diagnostic accuracy and a better understanding of the relative importance of key clinical features for disease categories. Conclusions: This research demonstrates how integration strategies can be applied at multiple levels of the curriculum. Further, this work shows the value of cognitive integration of anatomy and clinical science and it emphasizes the importance of purposefully linking the anatomical and clinical sciences in day-to-day teaching.

Examining Curricular Coherence in an Exemplary Elementary School Program

ERIC Educational Resources Information Center

Ennis, Catherine D.

2008-01-01

A coherent curriculum is characterized by visible connections between purposes and experiences so that students acknowledge the content's immediate value. This study examined an exemplary elementary physical education curriculum for coherence components. Research questions examined the role of coherence in connecting and engaging students…

Investigating Discourses for Administrators' Learning within Instructional Rounds

ERIC Educational Resources Information Center

Allen, David; Roegman, Rachel; Hatch, Thomas

2016-01-01

Instructional rounds is a professional learning practice for supporting school and district leaders' understanding of the instructional core, the interaction among curricular content, instruction, and student learning, which is a foundation for instructional leadership practices. This article examines instructional rounds visits within a network…

Office of Interdisciplinary Health Studies Education, East Carolina university.

PubMed

Greer, Annette G; Clay, Maria C

2010-01-01

The Office of Interdisciplinary Health Sciences Education resides organizationally within East Carolina University (ECU), Division of Health Sciences; ECU established this office in 1999. The mission of the office is fivefold: 1. promote the expansion of interdisciplinary training within and between Health Sciences and other health-related programs on campus; 2. promote innovative research opportunities across disciplines, in particular, projects regarding interdisciplinary health sciences education; 3. serve as a clearinghouse for information relative to existing and planned interdisciplinary activities and projects within the Division; 4. collaborate with units, and communities in establishing community partnerships for interdisciplinary rural health training; and 5. identify core curricular content across health-related disciplines, minimizing curricular redundancy while promoting interdisciplinary collaboration.

Pharmacology education in North American dental schools: the basic science survey series.

PubMed

Gautam, Medha; Shaw, David H; Pate, Ted D; Lambert, H Wayne

2013-08-01

As part of the Basic Science Survey Series (BSSS) for Dentistry, members of the American Dental Education Association (ADEA) Physiology, Pharmacology, and Therapeutics Section surveyed course directors of basic pharmacology courses in North American dental schools. The survey was designed to assess, among other things, faculty affiliation and experience of course directors, teaching methods, general course content and emphasis, extent of interdisciplinary (shared) instruction, and impact of recent curricular changes. Responses were received from forty-nine of sixty-seven (73.1 percent) U.S. and Canadian dental schools. The findings suggest the following: 1) substantial variation exists in instructional hours, faculty affiliation, placement within curriculum, class size, and interdisciplinary nature of pharmacology courses; 2) pharmacology course content emphasis is similar among schools; 3) the number of contact hours in pharmacology has remained stable over the past three decades; 4) recent curricular changes were often directed towards enhancing the integrative and clinically relevant aspects of pharmacology instruction; and 5) a trend toward innovative content delivery, such as use of computer-assisted instruction applications, is evident. Data, derived from this study, may be useful to pharmacology course directors, curriculum committees, and other dental educators with an interest in integrative and interprofessional education.

Physiology education in North American dental schools: the basic science survey series.

PubMed

Gautam, Medha; Shaw, David H; Pate, Ted D; Lambert, H Wayne

2014-06-01

As part of the Basic Science Survey Series for Dentistry, members of the American Dental Education Association (ADEA) Physiology, Pharmacology, and Therapeutics Section surveyed directors of physiology courses in North American dental schools. The survey was designed to assess, among other things, faculty affiliation and experience of course directors, teaching methods, general course content and emphasis, extent of interdisciplinary (shared) instruction, and impact of recent curricular changes. Responses were received from forty-four of sixty-seven (65.7 percent) U.S. and Canadian dental schools. The findings suggest the following: substantial variation exists in instructional hours, faculty affiliation, class size, and interdisciplinary nature of physiology courses; physiology course content emphasis is similar between schools; student contact hours in physiology, which have remained relatively stable in the past fifteen years, are starting to be reduced; recent curricular changes have often been directed towards enhancing the integrative and clinically relevant aspects of physiology instruction; and a trend toward innovative content delivery, such as use of computer-assisted instruction, is evident. Data from this study may be useful to physiology course directors, curriculum committees, and other dental educators with an interest in integrative and interprofessional education.

A Process for Curricular Improvement Based on Evaluation of Student Performance on Milestone Examinations

PubMed Central

Hylton, Ann C.; Justice, Michael

2016-01-01

Objective. To identify and address areas for curricular improvement by evaluating student achievement of expected learning outcomes and competencies on annual milestone examinations. Design. Students were tested each professional year with a comprehensive milestone examination designed to evaluate student achievement of learning outcomes and professional competencies using a combination of multiple-choice questions, standardized patient assessments (SPAs), and objective structured clinical examination (OSCE) questions. Assessment. Based on student performance on milestone examinations, curricular changes were instituted, including an increased emphasis on graded comprehensive cases, OSCE skills days, and use of patient simulation in lecture and laboratory courses. After making these changes, significant improvements were observed in second and third-year pharmacy students’ grades for the therapeutic case and physician interaction/errors and omissions components of the milestone examinations. Conclusion. Results from milestone examinations can be used to identify specific areas in which curricular improvements are needed to foster student achievement of learning outcomes and professional competencies. PMID:28090108

The Status of Foreign Language Education: 1984.

ERIC Educational Resources Information Center

Wiley, Patricia Davis

1984-01-01

Presents a brief history of the status of foreign language instruction from 1953 to 1984. Summarizes research on effects of foreign language study. Describes the foreign language education program at the University of Tennessee--Knoxville, providing an overview of the organization, curricular content, and methodology. Evaluates Knoxville's unique…

Building the Impetus for Change: An Across-Curriculum Initiative in Biology

ERIC Educational Resources Information Center

Gerrish, Gretchen A.; Sanderfoot, Anton; King-Heiden, Tisha; Abler, Mike; Perez, Kathryn E.

2015-01-01

The authors wanted to improve student learning of evolutionary concepts by integrating content across the biology major. In this article they describe the process used to develop support among members of the department and administration to implement and measure the outcomes of curricular reforms.

Meeting Learners' Needs through Project-Based Learning

ERIC Educational Resources Information Center

Turner, Elizabeth T.

2012-01-01

There is a significant divide between what students want and what students receive in the classroom. Students increasingly lack interest and motivation to participate and learn. Instructional practices within and across schools vary widely, creating inconsistencies. Teachers' instructional plans may put content and curricular needs above…

Quest for Relevance.

ERIC Educational Resources Information Center

Axelrod, Joseph

During an analysis of the nature of the curricular-instructional process of US higher education, faculty members were classified into 5 prototypes based on their styles of teaching. The recitation class teacher limits the process of reasoning by students. The content-centered faculty member helps his students to master what "knowledgeable" people…

Generativity: Lived Experience as Curricular Content.

ERIC Educational Resources Information Center

Wallin, Jason; Graham, Tanya

2002-01-01

Modern educational practice, inspired by the scientific rationalism of the 17th and 18th centuries, focuses on control, certainty, and order, thus rendering students' experiences superficial. Generativity "finds" the curriculum in students' life experiences, giving them relevance and the opportunity to be explored. Where life is not the…

Influence of Sport Education on Group Cohesion in University Physical Education

ERIC Educational Resources Information Center

Jenkins, Jayne M.; Alderman, Brandon L.

2011-01-01

The Sport Education ("SE") curricular model incorporated within university physical education Basic Instruction Program (BIP) may increase group cohesion. This study's purpose was to identify student perceptions of a BIP course taught within "SE," and investigate group cohesion in differing activity content. Participants…

Curricular transformations in medical school: an exploration of the promotion of change in Brazil.

PubMed

Alves, Claudia L; Belisário, Soraya A; Abreu, Daisy M X; Lemos, José M C; D'Ávila, Luciana S; Goulart, Lúcia M H F

2013-06-01

Curricular transformation is complex and involves many interrelated and influential factors. The idiosyncratic nature of the time-frame in which curricular change takes place makes it difficult to study these factors systematically. In 2002, the Brazilian government established the Programme of Incentives for Curricular Changes in Medical Schools (PROMED). Nineteen schools participated in the programme and were given resources to finance curricular reforms in an effort to align their course structures with the tenets of the government proposal. This study analyses reforms in coursework among the schools in this cohort in an effort to better understand the impact of such incentive programmes and factors that might influence the degree of impact across institutions. We compared data on the schools before and after their participation in PROMED. To facilitate comparison, we used a scheme of axes and vectors to classify the schools according to the profundity of the curricular changes, ranging from the most conservative to the most innovative. The data used for the classification were obtained through document analysis, interviews and focus group discussions. Different trends were observed for each axis. Important changes were noticed in the pedagogic approach axis, particularly in terms of pedagogic changes, which called for the adoption of active teaching and learning methods. The practice scenarios axis also underwent considerable changes, specifically in terms of primary health care. The vector related to production of knowledge pertaining to health system needs showed fewer changes; none of the schools reached stage 3 (effective fulfilment of an educational innovation). The PROMED initiative provided considerable support for implementing and consolidating curricular reforms that placed greater emphasis on the needs of society and the health care system. The different trends observed revealed the complexity behind curricular transformation and highlighted the need for the collective construction of curricula with the participation of all groups involved. © 2013 John Wiley & Sons Ltd.

Comparison of student success using "atoms first" versus "traditional" curricula

NASA Astrophysics Data System (ADS)

Hillesheim, Christina S.

The purpose of this study was to investigate the difference between the "atoms first" and the "traditional" curricula. Specifically focusing on which curriculum better aligns to curricular expectations, leads to higher student success when students are grouped together, and when students are differentiated based on several factors. The main difference between the two approaches being the sequence of topics presented in the first semester general chemistry course. This study involves more than 9,500 general chemistry I and II students over 7 semesters with about half of them being taught using the "atoms first" approach. Student success was measured using the American Chemical Society's (ACS) final examination scores and the final letter grades. Alignment to curricular expectations was determined via a qualitative review of textbooks written for each of the approaches. This showed that the "atoms first" approach better aligns to research supported best practices. An analysis of covariance (ANCOVA) was performed to determine if there is a significant difference between the "atoms first" and the "traditional" curricula. The "traditional" approach was found to lead to higher student achievement for both measures of student success in both chemistry I and II courses. Lastly, multiple linear, multinomial logistic, and binary logistic regressions were run using all of the subgroups---gender, race/ethnicity, major, ACT composite, math ACT, overall GPA, and classroom size---as predictor variables to determine if any significant interactions between the curricular methods and the different subgroups existed. Results found that the relationship between gender, GPA, and classroom size groupings significantly impact student achievement in general chemistry. Specifically, the "traditional" approach lead to higher student success compared to the "atoms first" approach for males, females, below average GPA students, above average GPA students, and students in large classroom settings. However, there are several factors---final examination content, new teacher impact, teacher's view of science, and withdrawal rate and timing---that need to be taken into account when implementing these findings. Overall, the results of this study provides a cautionary reminder of the many impacts affecting curriculum implementation and the importance of professional development and training during a curriculum transitional period.

Wisconsin Earth and Space Science Education

NASA Technical Reports Server (NTRS)

Bilbrough, Larry (Technical Monitor); French, George

2003-01-01

The Wisconsin Earth and Space Science Education project successfilly met its objectives of creating a comprehensive online portfolio of science education curricular resources and providing a professional development program to increase educator competency with Earth and Space science content and teaching pedagogy. Overall, 97% of participants stated that their experience was either good or excellent. The favorable response of participant reactions to the professional development opportunities highlights the high quality of the professional development opportunity. The enthusiasm generated for using the curricular material in classroom settings was overwhelmingly positive at 92%. This enthusiasm carried over into actual classroom implementation of resources from the curricular portfolio, with 90% using the resources between 1-6 times during the school year. The project has had a positive impact on student learning in Wisconsin. Although direct measurement of student performance is not possible in a project of this kind, nearly 75% of participating teachers stated that they saw an increase in student performance in math and science as a result of using project resources. Additionally, nearly 75% of participants saw an increase in the enthusiasm of students towards math and science. Finally, some evidence exists that the professional development academies and curricular portfolio have been effective in changing educator behavior. More than half of all participants indicated that they have used more hands-on activities as a result of the Wisconsin Earth and Space Science Education project.

Developing Multiple Literacies in Academic English through Service-Learning and Community Engagement

ERIC Educational Resources Information Center

Askildson, Lance R.; Kelly, Annie Cahill; Mick, Connie Snyder

2013-01-01

Research on service-learning offers compelling evidence of the advances student learners make in moral development, orientation to prosocial behavior, and curricular content retention. But who are those student learners? Most studies focus on native, dominant-culture, dominant-language students serving marginalized populations. Studies of the…

Cultivating Layered Literacies: Developing the Global Child to Become Tomorrow's Global Citizen

ERIC Educational Resources Information Center

Shulsky, Debra D.; Baker, Sheila F.; Chvala, Terry; Willis, Jana M.

2017-01-01

Disappearing cultural, political and physical boundaries push humanity beyond a one-community perspective. Global citizenry requires a set of literacies that affect the ability to communicate effectively, think critically and act conscientiously. This challenges educators to consider reframing instructional practices and curricular content. The…

Content Analysis of Chemistry Curricula in Germany Case Study: Chemical Reactions

ERIC Educational Resources Information Center

Timofte, Roxana S.

2015-01-01

Curriculum-assessment alignment is a well known foundation for good practice in educational assessment, for items' curricular validity purposes. Nowadays instruments are designed to measure pupils' competencies in one or more areas of competence. Sub-competence areas could be defined theoretically and statistical analysis of empirical data by…

From Tripod to Cosmos: A New Metaphor for the Language Arts.

ERIC Educational Resources Information Center

Baines, Lawrence A.

1998-01-01

Argues that the contemporary language arts curriculum encompasses eight areas: literature, language, composition, speech and drama, critical thinking, technology, media literacy, and interdisciplinary studies. Offers a rationale for "cosmos" as a new metaphor for the language arts. Discusses the content of each of the eight curricular areas, and…

Continuity and Coherence in the Science Curriculum.

ERIC Educational Resources Information Center

James, E. O.

1988-01-01

Exposes concerns related to physics in the period of mandatory education levels. Discussed are primary science, the transition from primary to secondary, content and process, double award GSCE science, science and technology, and reform of GCE advanced level. Argues toward a reappraisal of the mechanism for curricular reform. (CW)

Possible Content Areas for Implementation of the Basic Life Functions Instructional Program Model.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison. Div. for Handicapped Children.

Identified are curricular items intended to develop skills pertinent to the 12 broad instructional objectives of the Basic Life Functions Instructional Program Model, a program for trainable mentally retarded children. The 12 instructional objectives are: communicating ideas, self-understanding, interacting with others, traveling, adapting to and…

American Association for Dental Schools Curricular Guidelines for Microscopic Anatomy (General and Oral).

ERIC Educational Resources Information Center

Susi, Frank; Mundell, Robert

1980-01-01

Guidelines developed by the Section on Anatomical Sciences of the American Association for Dental Schools are presented. These guidelines were drawn up as an effort to provide a general criterion-referenced standard against which a school can measure its course content in histology. (MLW)

Reason, Language and Education: Philosophical Assumptions for New Curricular Orientations

ERIC Educational Resources Information Center

Papastephanou, Marianna; Koutselini, Mary

2006-01-01

A theory of reason, language and their interconnection constitutes a research topic of epistemological, ontological and metaphysical significance. It also represents a crucial point of contention between defenders and detractors of postmodernism. Therefore, in this article we set out to discuss its stakes and search for its most accomplished…

Teaching the Philosophical and Worldview Components of Science

ERIC Educational Resources Information Center

Matthews, Michael R.

2009-01-01

A common feature of contemporary science education curricula is the expectation that as well as learning science content, students will learn something "about" science--its nature, its history, how it differs from non-scientific endeavours, and its interactions with culture and society. These curricular pronouncements provide an "open cheque" for…

The Truthiness about the Colbert Report

ERIC Educational Resources Information Center

Derby, John

2013-01-01

In this article, John Derby examines "The Colbert Report" as a complex visual culture phenomenon that is highly relevant to young art learners, and offers curricular strategies that build on the show's Web content (www.colbertnation.com). As media studies scholar Baym (2010) has argued, "The Colbert Report" represents a…

Teachers' Cultural Ideology: Patterns of Curriculum and Teaching Culturally Valued Texts

ERIC Educational Resources Information Center

Shkedi, Asher; Nisan, Mordecai

2006-01-01

This study sought to reveal teachers' personal cultural ideologies as reflected in their conceptions of the curriculum for, and in their actual teaching of, culturally valued texts. The concept "teachers' personal cultural ideologies" refers to their value orientation toward the curricular and teaching contents relating to, in this…

Teacher Education and Inclusionary Practices: Sharing Delhi University Experiences

ERIC Educational Resources Information Center

Raina, Jyoti

2016-01-01

Teacher agency is a dynamic catalyst in the process of inclusion, emancipation and social change through school education. This article highlights three key curricular practices in the structure, content and method of a process-based elementary teacher education curriculum aimed at enabling the emergence of this agency that characterise the…

A Cross-Institutional Ethnographic Project: Mapping Play in Intercultural Communities

ERIC Educational Resources Information Center

Addo, Akosua Obuo; Castle, Eric E.

2015-01-01

Curricula content and structure that encourages interdisciplinary learning, inter-level organization, cross-institutional study supports innovation and inspires new ideas about curricular design in higher education. The purpose of this article is to discuss a collaborative effort of two classes on different campuses to map play in the culturally…

Understanding Inservice Science Teachers' Needs for Professional Development

ERIC Educational Resources Information Center

Zhang, Meilan; Parker, Joyce; Koehler, Matthew J.; Eberhardt, Jan

2015-01-01

Prior research has mainly focused on what makes professional development effective from the program design perspective. However, there is a lack of understanding about what teachers need for improvement in the context of educational reforms and curricular changes. This study used the pedagogical content knowledge framework to examine teachers'…

Modelling Student Misconceptions Using Nested Logit Item Response Models

ERIC Educational Resources Information Center

Yildiz, Mustafa

2017-01-01

Student misconceptions have been studied for decades from a curricular/instructional perspective and from the assessment/test level perspective. Numerous misconception assessment tools have been developed in order to measure students' misconceptions relative to the correct content. Often, these tools are used to make a variety of educational…

Integrating Women's Issues in the Social Work Curriculum: A Proposal.

ERIC Educational Resources Information Center

Carter, Carolyn; And Others

1994-01-01

Social work faculty revising courses at Arizona State University's School of Social Work attempting to integrate content on women propose that development of new models reflecting women's experiences are required. Examples of curricular changes made using this approach are offered. They address direct practice, family practice,…

Civic Education in Ethiopian Schools: Adopted Paradigms, Instructional Technology, and Democratic Citizenship in a Multicultural Context

ERIC Educational Resources Information Center

Semela, Tesfaye; Bohl, Thorsten; Kleinknecht, Marc

2013-01-01

After nearly two decades of military dictatorship, democratic civic education has been integrated into the Ethiopian school curriculum. This paper examines the policy-practice concordance in implementing the civic education curriculum based on empirical evidence generated on the philosophical underpinnings, curricular contents, pedagogical…

Science Integrating Learning Objectives: A Cooperative Learning Group Process

ERIC Educational Resources Information Center

Spindler, Matt

2015-01-01

The integration of agricultural and science curricular content that capitalizes on natural and inherent connections represents a challenge for secondary agricultural educators. The purpose of this case study was to create information about the employment of Cooperative Learning Groups (CLG) to enhance the science integrating learning objectives…

Internationalizing the Undergraduate Curriculum: A Handbook for Campus Leaders.

ERIC Educational Resources Information Center

Pickert, Sarah; Turlington, Barbara

This handbook offers practical guidance from implemented programs for making the undergraduate curriculum more international in outlook and content. The handbook is divided into five chapters. In the first chapter, presidents of four colleges and universities describe how they encourage curricular change to internationalize their institutions. The…

Review of Evidence-Based Mathematics Interventions for Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Hart Barnett, Juliet E.; Cleary, Shannon

2015-01-01

Students with autism spectrum disorders (ASD) are being included more frequently in the general educational setting, and are therefore increasingly expected to access and master core curricular content, including mathematics. However, mathematics often presents challenges to students with ASD. Interventions to improve the mathematics skills of…

Elementary Administrators' Mathematics Supervision and Self-Efficacy Development

ERIC Educational Resources Information Center

Johnson, Kelly M. Gomez

2017-01-01

Mathematics curriculum reform is changing the content and resources in today's elementary classrooms as well as the culture of mathematics teaching and learning. Administrators face the challenge of leading large-scale curricular change efforts with limited prior knowledge or experiences with reform curricula structures. Administrators, as the…

Transforming the History Curriculum with Geospatial Tools

ERIC Educational Resources Information Center

Hammond, Thomas

2014-01-01

Martorella's "sleeping giant" is awakening via geospatial tools. As this technology is adopted, it will transform the history curriculum in three ways: deepening curricular content, making conceptual frameworks more prominent, and increasing connections to local history. These changes may not be profound and they may not be sudden,…

National Curricula in Norway and Finland: The Role of Learning Outcomes

ERIC Educational Resources Information Center

Mølstad, Christina Elde; Karseth, Berit

2016-01-01

The core curricular category of "learning outcomes" has entered the educational policy scene in Europe. While content-oriented curricula have dominated the Nordic countries, a shift towards outcomes can also be observed. In this article, we describe the fundamental distinctions between "Didaktik" and learning outcomes and…

Literacy and Art: Collage for Pre-Service Teachers

ERIC Educational Resources Information Center

Feret, Alice J.; Smith, Judith J.

2010-01-01

Art educators have a unique opportunity to develop and strengthen a cross-curricular foundation in literacy through art education. Enrolled in a content area reading course, pre-service teachers in art education at one, large southeastern university discovered that using language skills as a lens sharpened their observations of student performance…

Special Educators and Mathematics Phobia: An Initial Qualitative Investigation

ERIC Educational Resources Information Center

Humphrey, Michael; Hourcade, Jack J.

2010-01-01

Special educators are uniquely challenged to be content experts in all curricular areas, including mathematics, because students in their caseloads may require academic instruction in any area. However, special educators with math phobia may be limited in their ability to provide effective instruction to their students with mathematical deficits…

Lateral Violence in Nursing: Implications and Strategies for Nurse Educators.

PubMed

Sanner-Stiehr, Ericka; Ward-Smith, Peggy

Lateral violence among nurses persists as a prevalent problem, contributing to psychological distress, staff turnover, and attrition. Newly graduated nurses are at particular risk for being targets of lateral violence and experiencing its negative sequelae. Preparing student nurses to respond to lateral violence prior to entering the nursing may alter this scenario. A review of the literature was conducted to determine the potential for nursing faculty to change the cycle of lateral violence. Based on this review, we recommend 3 main strategies, specifically for nursing faculty, aimed at reducing incidences of lateral violence and preparing students to manage this phenomenon. First, curricular content can address integrating lateral violence content into simulation experiences and facilitating this knowledge into clinical experiences. Second, codes of conduct should guide behaviors for both students and faculty. Finally, as role models, faculty should be aware of their own behaviors, role model respectful communication, facilitate a courteous academic environment, and develop nurses capable of identifying and appropriately responding to lateral violence. Copyright © 2016 Elsevier Inc. All rights reserved.

Cross-cultural undergraduate medical education in North America: theoretical concepts and educational approaches.

PubMed

Reitmanova, Sylvia

2011-04-01

Cross-cultural undergraduate medical education in North America lacks conceptual clarity. Consequently, school curricula are unsystematic, nonuniform, and fragmented. This article provides a literature review about available conceptual models of cross-cultural medical education. The clarification of these models may inform the development of effective educational programs to enable students to provide better quality care to patients from diverse sociocultural backgrounds. The approaches to cross-cultural health education can be organized under the rubric of two specific conceptual models: cultural competence and critical culturalism. The variation in the conception of culture adopted in these two models results in differences in all curricular components: learning outcomes, content, educational strategies, teaching methods, student assessment, and program evaluation. Medical schools could benefit from more theoretical guidance on the learning outcomes, content, and educational strategies provided to them by governing and licensing bodies. More student assessments and program evaluations are needed in order to appraise the effectiveness of cross-cultural undergraduate medical education.

"Understanding" medical school curriculum content using KnowledgeMap.

PubMed

Denny, Joshua C; Smithers, Jeffrey D; Miller, Randolph A; Spickard, Anderson

2003-01-01

To describe the development and evaluation of computational tools to identify concepts within medical curricular documents, using information derived from the National Library of Medicine's Unified Medical Language System (UMLS). The long-term goal of the KnowledgeMap (KM) project is to provide faculty and students with an improved ability to develop, review, and integrate components of the medical school curriculum. The KM concept identifier uses lexical resources partially derived from the UMLS (SPECIALIST lexicon and Metathesaurus), heuristic language processing techniques, and an empirical scoring algorithm. KM differentiates among potentially matching Metathesaurus concepts within a source document. The authors manually identified important "gold standard" biomedical concepts within selected medical school full-content lecture documents and used these documents to compare KM concept recognition with that of a known state-of-the-art "standard"-the National Library of Medicine's MetaMap program. The number of "gold standard" concepts in each lecture document identified by either KM or MetaMap, and the cause of each failure or relative success in a random subset of documents. For 4,281 "gold standard" concepts, MetaMap matched 78% and KM 82%. Precision for "gold standard" concepts was 85% for MetaMap and 89% for KM. The heuristics of KM accurately matched acronyms, concepts underspecified in the document, and ambiguous matches. The most frequent cause of matching failures was absence of target concepts from the UMLS Metathesaurus. The prototypic KM system provided an encouraging rate of concept extraction for representative medical curricular texts. Future versions of KM should be evaluated for their ability to allow administrators, lecturers, and students to navigate through the medical curriculum to locate redundancies, find interrelated information, and identify omissions. In addition, the ability of KM to meet specific, personal information needs should be assessed.

A curricular frame for physics education: Development, comparison with students' interests, and impact on students' achievement and self-concept

NASA Astrophysics Data System (ADS)

Häussler, Peter; Hoffmann, Lore

2000-11-01

This article presents three interlinked studies aimed at: (1) developing a curricular frame for physics education; (2) assessing the students' interest in the contents, contexts, and activities that are suggested by that curricular frame; and (3) developing a curriculum that is in line with that frame and measuring its cognitive and emotional effects on students. The curricular frame was developed by adopting the Delphi technique and drawing on the expertise of 73 persons selected according to specified selection criteria. Interest data of some 8000 students and information of the presently taught physics curriculum were sampled longitudinally as well as cross-sectionally in various German Länder (states) by questionnaire. The third study comprised 23 experimental and 7 control classes. As a result of the comparison between the features of the curricular frame, the interest structure of students, and the current physics curriculum, there is a remarkable congruency between students' interest in physics and the kind of physics education identified in the Delphi study as being relevant. However, there is a considerable discrepancy between students' interest and the kind of physics instruction practiced in the physics classroom. Regression analysis revealed that students' interest in physics as a school subject is hardly related to their interest in physics, but mainly to the students' self-esteem of being good achievers. The data strongly suggest physics be taught so that students have a chance to develop a positive physics-related self-concept and to link physics with situations they encounter outside the classroom. A curriculum based on these principles proved superior compared to a traditional curriculum.

Educational Needs Assessment Highlights Several Areas of Emphasis in Teaching Evidence-Based Medicine Skills to Physician Assistant Students.

PubMed

Kuntz, Susan; Ali, Syed Haris; Hahn, Emily

2016-08-03

An assessment of educational needs is essential for curricular reform in medical education. Using the conceptual framework of needs assessment, this study aimed to determine which content should be emphasized in teaching evidence-based medicine (EBM) skills to physician assistant (PA) students. Key content areas were identified from the published literature and objectives for previous courses. A questionnaire-type needs assessment instrument was created and given to a graduating class of PA students (n = 21) at the University of North Dakota. The response format had two 5-option scales, one to assess current skill levels and the other to assess ideal skill levels. Means for each category were calculated, and a mean difference analysis was performed. An average mean difference of 0.5 was noted in 3 domains (information retrieval skills, writing skills, and overall gains), and a mean difference of 0.7 was noted in one domain (statistical skills). Items with a mean difference of ≥ 0.7 were identified for prioritization for curricular reform. Open-ended input from respondents substantiated the need for greater emphasis on these content areas. Several content areas related to EBM skills can be identified and prioritized through a systematically conducted educational needs assessment. This method can be used to identify discrepancies between the existing and ideal states of affairs in PA education.

LGBT Coverage in U.S. Dental Schools and Dental Hygiene Programs: Results of a National Survey.

PubMed

Hillenburg, Kenneth L; Murdoch-Kinch, Carol A; Kinney, Janet S; Temple, Henry; Inglehart, Marita R

2016-12-01

The aims of this study were to assess curricular coverage of lesbian, gay, bisexual, and transgender (LGBT) content in U.S. and Canadian dental schools and U.S. dental hygiene programs, including hours of LGBT content, pedagogy used, and assessment methods, and to determine whether respondents perceived their institution's coverage as adequate. Data were collected from academic deans at 32 U.S. and two Canadian dental schools and from program directors at 71 U.S. dental hygiene programs (response rates 49%, 20%, 23%, respectively). The results showed that 29% of responding dental schools and 48% of responding dental hygiene programs did not cover LGBT content. Among the respondents, dental schools dedicated on average 3.68 hours and dental hygiene programs 1.25 hours in required settings to LGBT content. Lectures (dental schools 68%, dental hygiene programs 45%) and small group instruction (43%, 25%) were reported as the most common methodology used in teaching this content. Most of the responding dental schools and dental hygiene programs covered HIV (85%, 53%), oral disease risk (63%, 54%), and barriers to accessing health care for LGBT people (58%, 38%). Up to a third reported no need for coverage of topics such as sexual orientation (21%, 32%), coming out (29%, 37%), transitioning (29%, 38%), and sex reassignment surgery (32%, 35%). Assessment was through written examinations (41%, 30%) and faculty-observed patient interactions (21%, 23%); some respondents (20%, 33%) reported no assessment of learning outcomes. The most frequently endorsed strategies for increasing LGBT content were receiving curricular material focusing on LGBT-related health issues and health disparities and having trained faculty to teach LGBT content.

[Curricular design of health postgraduate programs: the case of Masters in epidemiology].

PubMed

Bobadilla, J L; Lozano, R; Bobadilla, C

1991-01-01

This paper discusses the need to create specific programs for the training of researchers in epidemiology, a field that has traditionally been ignored by the graduate programs in public health. This is due, in part, to the emphasis that has been placed on the training of professionals in other areas of public health. The paper also includes the results of a consensus exercise developed during the curricular design of the Masters Program in Epidemiology of the School of Medicine of the National Autonomous University of Mexico. The technique used during the consensus exercise was the TKJ, which allows the presentation of ideas and possible solutions for a specific problem. This is probably the first published experience in the use of such a technique for the design of an academic curriculum. Taking as a base the general characteristics of the students, the substantive, disciplinary and methodological subjects were chosen. The results showed a need for a multidisciplinary approach based on modern methodologies of statistics and epidemiology. The usefulness of the results of the curricular design and the superiority of this method to reach consensus is also discussed.

A national general pediatric clerkship curriculum: the process of development and implementation.

PubMed

Olson, A L; Woodhead, J; Berkow, R; Kaufman, N M; Marshall, S G

2000-07-01

To describe a new national general pediatrics clerkship curriculum, the development process that built national support for its use, and current progress in implementing the curriculum in pediatric clerkships at US allopathic medical schools. CURRICULUM DEVELOPMENT: A curriculum project team of pediatric clerkship directors and an advisory committee representing professional organizations invested in pediatric student education developed the format and content in collaboration with pediatric educators from the Council on Medical Student Education in Pediatrics (COMSEP) and the Ambulatory Pediatric Association (APA). An iterative process or review by clerkship directors, pediatric departmental chairs, and students finalized the content and built support for the final product. The national dissemination process resulted in consensus among pediatric educators that this curriculum should be used as the national curricular guideline for clerkships. MONITORING IMPLEMENTATION: Surveys were mailed to all pediatric clerkship directors before dissemination (November 1994), and in the first and third academic years after national dissemination (March 1996 and September 1997). The 3 surveys assessed schools' implementation of specific components of the curriculum. The final survey also assessed ways the curriculum was used and barriers to implementation. The final curriculum provided objectives and competencies for attitudes, skills, and 18 knowledge areas of general pediatrics. A total of 216 short clinical cases were also provided as an alternative learning method. An accompanying resource manual provided suggested strategies for implementation, teaching, and evaluation. A total of 103 schools responded to survey 1; 84 schools to survey 2; and 85 schools responded to survey 3 from the 125 medical schools surveyed. Before dissemination, 16% of schools were already using the clinical cases. In the 1995-1996 academic year, 70% of schools were using some or all of the curricular objectives/competencies, and 45% were using the clinical cases. Two years later, 90% of schools surveyed were using the curricular objectives, 88% were using the competencies, 66% were using the clinical cases. The extent of curriculum use also increased. Schools using 11 or more of the 18 curriculum's knowledge areas increased from 50% (1995-1996) to 73% (1996-1997). This new national general pediatric clerkship curriculum developed broad support during its development and has been implemented very rapidly nationwide. During this period the COMSEP and the APA have strongly supported its implementation with a variety of activities. This development and implementation process can be a model for other national curricula.

US Directory of Foreign Language Education Programs.

ERIC Educational Resources Information Center

Grosse, Christine Uber

The preparation of a directory of foreign language education programs was a response to the lack of an information source for location or curricular content of programs in foreign language pedagogy, and followed the lead of other associations in the United States and abroad in compiling such information. Despite having developed guidelines for…

Awareness, Analysis, and Action: Curricular Alignment for Student Success in General Chemistry

ERIC Educational Resources Information Center

Jewitt, Sarah; Sutphin, Kathy; Gierasch, Tiffany; Hamilton, Pauline; Lilly, Kathleen; Miller, Kristine; Newlin, Donald; Pires, Richard; Sherer, Maureen; LaCourse, William R.

2018-01-01

This article examines the ways that a shared faculty experience across five partner institutions led to a deep awareness of the curriculum and pedagogy of general chemistry coursework, and ultimately, to a collaborative action plan for student success. The team identified key differences and similarities in course content and instructional…

Using Poetry throughout the Curriculum

ERIC Educational Resources Information Center

Collins, Polly

2008-01-01

In the content areas, poetry encourages interest, insight, and understanding. It is like no other form of written word in its ability to offer personal connections. Poetry reaches across all areas of life, and this universality invites teachers to embed it in instruction in all curricular areas. Poetry is an excellent tool for encouraging deep…

RATIONal Food: A Media-Rich Cross-Curricular Topic

ERIC Educational Resources Information Center

Saunders, Lorna; Bird, Sue

2007-01-01

Recent curriculum changes in Scotland and England have provided teachers and children with an exciting opportunity. The focus is shifting from a content-led curriculum to one that has a greater emphasis on skills and personal capability. In Scotland this is particularly evident with the emphasis on the development of children as successful…

Imaginary Indians: Representations of Native Americans in Scholastic Reading Club

ERIC Educational Resources Information Center

Chaudhri, Amina; Schau, Nicole

2016-01-01

Scholastic Reading Clubs are a popular and inexpensive way for teachers to build classroom libraries and for parents to purchase books for their children. The books made accessible to children through the order forms are assumed to be suitable for young readers in terms of their content, popularity, currency, and curricular relevance.…

Curricular Decision-Making among Public Sex Educators

ERIC Educational Resources Information Center

Carrion, Melissa L.; Jensen, Robin E.

2014-01-01

The content of sex education in government-funded schools in the USA varies dramatically and reflects its contested nature and goals. Drawing from 50 interviews with sex educators working in the public, government-funded school system in a Midwestern US state, this study explores the processes through which sex educators decide what and how to…

Teacher Education, Experience, and the Practice of Aligned Instruction

ERIC Educational Resources Information Center

Polikoff, Morgan S.

2013-01-01

Research over the past two decades has shown the alignment of teachers’ instruction with state standards is generally weak. Proposing that alignment is a useful measure of teachers' curricular knowledge (Shulman, 1986), this study uses a large database of teacher reports of their content coverage to understand the relationship of teacher…

Cyber Forensics and Security as an ABET-CAC Accreditable Program

ERIC Educational Resources Information Center

Wood, David F.; Kohun, Frederick G.; Ali, Azad; Paullet, Karen; Davis, Gary A.

2010-01-01

This paper frames the recent ABET accreditation model with respect to the balance between IS programs and innovation. With the current relaxation of the content of the information systems requirement by ABET, it is possible to include innovation into the accreditation umbrella. To this extent this paper provides a curricular model that provides…

Learning a New Curricular Approach: Mechanisms of Knowledge Acquisition in Preservice Teachers.

ERIC Educational Resources Information Center

Rovegno, Inez

1992-01-01

Reports a study of preservice physical educators' acquisition of knowledge of a nontraditional movement approach to physical education. Interviews and field observations indicated that before student teaching their knowledge of deeper content objectives was weak. In early field experiences, students attended to aspects of the approach relevant to…

Leadership Educator Journeys: Expanding a Model of Leadership Educator Professional Identity Development

ERIC Educational Resources Information Center

Seemiller, Corey; Priest, Kerry L.

2017-01-01

There is a great deal of literature on leadership education best-practices (e.g., curricular considerations, teaching strategies, assessment of learning). Yet, to be a leadership educator is more than having knowledge or expertise of content and pedagogy. Perceptions, experiences, and values of leadership educators comprise a professional identity…

Project-Based Learning in Primary Schools: Effects on Pupils' Learning and Attitudes

ERIC Educational Resources Information Center

Kaldi, Stavroula; Filippatou, Diamanto; Govaris, Christos

2011-01-01

This study focuses upon the effectiveness of project-based learning on primary school pupils regarding their content knowledge and attitudes towards self-efficacy, task value, group work, teaching methods applied and peers from diverse ethnic backgrounds. A cross-curricular project was implemented within the curriculum area of environmental…

Curricular Orientations in Elementary School Music: Roles, Pedagogies, and Values.

ERIC Educational Resources Information Center

Bresler, Liora

1996-01-01

Explores the day-to-day music curriculum in three elementary schools. Identifies three orientations toward the role of music education: (1) the functional, based on traditional academic goals and content; (2) the complementary, relegating music to a hidden curriculum; and (3) the expansive, focusing on enhancing perceptual and problem-solving…

Student Subsidy of the Internationalised Curriculum: Knowing, Voicing and Producing the Other

ERIC Educational Resources Information Center

Doherty, Catherine

2008-01-01

This paper explores cultural production in online internationalised education. The analysis samples interactions in a Masters of Business Administration (MBA) unit offered online by an Australian university to a student group including enrolments through a Malaysian institution. Part of the curricular content was a consideration of how different…

Integrating Aesthetics into Professional Development for Teachers of English Learners

ERIC Educational Resources Information Center

Murphy, Audrey Figueroa

2014-01-01

The emphasis on testing in curricular content areas has left little room in most U.S. schools for education in the arts. Yet research supports the pedagogical value of aesthetic education, particularly for English learners (ELs), whose representation in schools continues to increase. This article presents a qualitative action research study…

Using Sport Education to Implement a CrossFit Unit

ERIC Educational Resources Information Center

Sibley, Benjamin A.

2012-01-01

The sport education (SE) model has been used extensively to teach sports at the middle and high school levels, and the flexibility of the model has been demonstrated in its application to fitness units as well. Infusing new content into this well-established and familiar curricular model can increase student motivation and interest while…

Evolution in Health and Disease: The Role of Evolutionary Biology in the Medical Curriculum

ERIC Educational Resources Information Center

Downie, J. R.

2004-01-01

Recent work has emphasised the relevance of evolutionary processes to medical thinking and practice. However, medical curricular revisions, in reducing basic science content, have often excluded evolution. This study establishes the extent of inclusion of evolution in UK medical courses, reports on the level of medical student rejection of…

Teaching and Research in Mid-Career Management Education: Function and Fusion

ERIC Educational Resources Information Center

Quinn, Bríd C.

2016-01-01

The apparent disconnect between teaching and research has implications for both curricular content and pedagogic practice and has particular salience in the field of mid-career education. To overcome this disconnect, faculty endeavour to integrate teaching and research. Pressure to do so stems from many sources. Benchmarks of professional…

The Quest for Mastery

ERIC Educational Resources Information Center

Johnson, Joseph F.; Uline, Cynthia L.; Perez, Lynne G.

2014-01-01

What drives decisions about what gets taught, how, and to whom? In some districts, teachers base these decisions on the organization of textbooks, the timing of pacing charts, or lesson plans from prior years. Often, they base curricular decisions on content that needs to be "covered." In contrast, in many of the United States'…

Collaboration for Authentic Preservice Teacher Experiences: Mathematics and English as a Second Language

ERIC Educational Resources Information Center

Tilley-Lubbs, Gresilda A.; Kreye, Betibel C.

2013-01-01

This paper describes a collaboration between Mathematics Education and English as a Second Language (ESL) Education programs that presented opportunities for preservice teachers from both programs to work together to address curricular and linguistic gaps that occur for English language learners (ELL) in content area classrooms. By modeling…

Pedagogical Mentorship, Indigenous Settings, and Rural Education: Perspectives from Guatemalan Teachers

ERIC Educational Resources Information Center

de la Garza, Katy

2014-01-01

Rural and Indigenous populations have the lowest educational achievement indicators and teachers with the least years of training. Global education movements have led to an increase in access to schooling by rural and Indigenous populations but high drop-out rates persist and education policies, curricular contents, and teacher trainings have…

Targeting Change: Assessing a Faculty Learning Community Focused on Increasing Statistics Content in Life Science Curricula

ERIC Educational Resources Information Center

Parker, Loran Carleton; Gleichsner, Alyssa M.; Adedokun, Omolola A.; Forney, James

2016-01-01

Transformation of research in all biological fields necessitates the design, analysis and, interpretation of large data sets. Preparing students with the requisite skills in experimental design, statistical analysis, and interpretation, and mathematical reasoning will require both curricular reform and faculty who are willing and able to integrate…

"Now the Pieces Are in Place...": Learning through Personal Storytelling in the Adult Classroom

ERIC Educational Resources Information Center

Clark, M. Carolyn; Rossiter, Marsha

2006-01-01

This article examines the potential of personal storytelling as a pedagogical method. When incorporated into the educational experience, autobiographical stories serve as a primary and fruitful link between lived experience and curricular content, a connection integral to adult learning. These stories enable learners to identify congruencies and…

Building a Model PE Curriculum: Education Reform in Action

ERIC Educational Resources Information Center

Moore, John

2012-01-01

The blueprint to build a model physical education (PE) curriculum begins by establishing a sound curricular foundation based on a lesson plan template that incorporates clear and concise program goals, the alignment of lessons to state or national content standards, and the collection, analysis and use of objective assessment data that informs…

Masculinities and Sport: The Emphasis on Hegemonic Masculinity in Portuguese Physical Education Classes

ERIC Educational Resources Information Center

Silva, Paula; Botelho-Gomes, Paula; Goellner, Silvana Vilodre

2012-01-01

The purpose of this study was to analyse representations of hegemonic masculinity in physical education (PE) mixed classes, the only curricular discipline having sport as its contents in the Portuguese educational system. The analysed data come from semi-structured interviews with Portuguese secondary school teachers and students and from class…

Teaching Students to Form Effective Questions

ERIC Educational Resources Information Center

Stafford, Tish

2009-01-01

The ability to question lies at the heart of human curiosity and is a necessary component of cognition. The author stresses that forming questions is essential to human thought and communication. As such, forming questions is a foundational process that cuts across curricular areas and is embedded in content standards across the nation, including…

An Evaluation of "Forests of the World," a Project Learning Tree Secondary Module

ERIC Educational Resources Information Center

Ghent, Cynthia; Parmer, Giavanna; Haines, Sarah

2013-01-01

This study sought to determine whether a secondary level curricular model based on enhancing knowledge and awareness of global forest issues would have an effect on students' self-perceived knowledge of forest issues, actual content knowledge of these issues, and pro-environmental attitudes. The study instrument is the secondary module…

The Study of Curricular Dependency

ERIC Educational Resources Information Center

Anastasiu, Dragos

2006-01-01

In the educational process, the disciplines D1, D2,...,Dn have a succession which is generated by the content and the final objective--the student formation. In this work, the disciplines are presented as structured text entities. The graph associated to the disciplines is established. A method for dependencies evaluation is proposed. The testing…

The Role of the School Curriculum in Social Mobility

ERIC Educational Resources Information Center

Iannelli, Cristina

2013-01-01

This paper focuses on the role of curricular content on social mobility, an issue largely neglected by social mobility studies. Using data from the National Child Development Study we investigate the extent to which secondary school curricula account for social class differences in the chances of entering into the service class and avoiding a…

U.S. Public Relations from an International Perspective: Curricular Issues and Objectives.

ERIC Educational Resources Information Center

Pratt, Cornelius B.; Ogbondah, Chris W.

This paper establishes a rationale for international public relations courses in the curricula of university public relations education in the U.S. and outlines the content of such courses. Disagreements between practitioners and educators on a blueprint for public relations education are documented. Developments pointing to a crucial need for…

Strategies and Resources for Contextualising the Curriculum Based on the Funds of Knowledge Approach: A Literature Review

ERIC Educational Resources Information Center

Llopart, Mariona; Esteban-Guitart, Moisès

2017-01-01

This article aims to describe and illustrate how the curriculum can be contextualised through different educational experiences based on the funds of knowledge approach. Educational contextualisation is understood to be the linking of curricular content (literacy, science, mathematics, social sciences) with students' lives, including prior…

Classrooms as Sites of Curriculum Delivery or Meaning-Making: Whose Knowledge Counts?

ERIC Educational Resources Information Center

Yandell, John

2014-01-01

Whereas the previous government, regarding education primarily as a means to an end, showed little interest in questions of curriculum content, Gove's counter-revolution involves the enforcement of a deeply authoritarian politics of knowledge. An adequate response to such cultural and curricular conservatism needs to expose the falsity of Gove's…

Impact of Curricular Reforms on Educational Philosophy Courses in M.Ed Programmes

ERIC Educational Resources Information Center

Gafoor, K. Abdul; Remia, K. R.

2014-01-01

In the context of Vision of Teacher Education envisaged in National Curriculum Framework for Teacher Education, this study probes "Do M.Ed programmes provide for the prerequisites of educational philosophy for teacher educators?" and "whether the syllabi following credit and non credit pattern vary in their coverage of content of…

Curriculum Issues in National Policy-Making

ERIC Educational Resources Information Center

Bennett, John

2005-01-01

This discussion of curriculum issues in national policy making is based on the findings of thematic reviews of early childhood education and care, carried out by expert teams in twenty OECD countries. Much consensus is found across the countries reviewed in terms of curricular principles and aspirations, and with regard to official content,…

Aligning the Hidden Curriculum of Management Education with PRME: An Inquiry-Based Framework

ERIC Educational Resources Information Center

Blasco, Maribel

2012-01-01

This article argues that mainstreaming responsible management education in line with the Principles of Responsible Management Education (PRME) requires close attention to the hidden curriculum (HC), that is, the implicit dimensions of educational experiences. Altering formal curricular goals and content alone is not enough to improve students'…

Educational Innovations in Academic Medicine and Environmental Trends

PubMed Central

Irby, David M; Wilkerson, LuAnn

2003-01-01

Fifteen educational innovations in academic medicine are described in relation to 5 environmental trends. The first trend, demands for increased clinical productivity, has diminished the learning environment, necessitating new organizational structures to support teaching, such as academies of medical educators, mission-based management, and faculty development. The second trend is multidisciplinary approaches to science and education. This is stimulating the growth of multidisciplinary curricular design and oversight along with integrated curricular structures. Third, the science of learning advocates the use of case-based, active learning methods; learning communities such as societies and colleges; and instructional technology. Fourth, shifting views of health and disease are encouraging the addition of new content in the curriculum. In response, theme committees are weaving content across the curriculum, new courses are being inserted into curricula, and community-based education is providing learning experiences outside of academic medical centers. Fifth, calls for accountability are leading to new forms of performance assessment using objective structured clinical exams, clinical examination exercises, simulators, and comprehensive assessment programs. These innovations are transforming medical education. PMID:12795736

Leadership lessons from curricular change at the University of California, San Francisco, School of Medicine.

PubMed

Loeser, Helen; O'Sullivan, Patricia; Irby, David M

2007-04-01

After successive Liaison Committee on Medical Education accreditation reports that criticized the University of California, San Francisco, School of Medicine for lack of instructional innovation and curriculum oversight, the dean issued a mandate for curriculum reform in 1997. Could a medical school that prided itself on innovation in research and health care do the same in education? The authors describe their five-phase curriculum change process and correlate this to an eight-step leadership model. The first phase of curricular change is to establish a compelling need for change; it requires leaders to create a sense of urgency and build a guiding coalition to achieve action. The second phase of curriculum reform is to envision a bold new curriculum; leaders must develop such a vision and communicate it broadly. The third phase is to design curriculum and obtain the necessary approvals; this requires leaders to empower broad-based action and generate short-term wins. In the fourth phase, specific courses are developed for the new curriculum, and leaders continue to empower broad-based action, generate short-term wins, consolidate gains, and produce more change. During the fifth phase of implementation and evaluation, leaders need to further consolidate gains, produce more change, and anchor new approaches in the institution. Arising from this experience and the correlation of curricular change phases with leadership steps, the authors identify 27 specific leadership strategies they employed in their curricular reform process.

Medical Students' Perspectives on Implementing Curriculum Change at One Institution.

PubMed

Yengo-Kahn, Aaron M; Baker, Courtney E; Lomis, And Kimberly D

2017-04-01

Training physicians to be effective practitioners throughout their careers begins in undergraduate medical education with particular focus on self-directed inquiry, professional and interprofessional development, and competency-based assessment. A select number of medical schools are restructuring their curricula by placing the student at the center of content delivery to enhance the learning experience. While this restructuring may benefit the adult learner, administrators often make assumptions about how students will perceive and respond to such innovative and unfamiliar educational concepts. This can create a disconnect between students and their curriculum. Administrative mindfulness of student experiences is needed to ensure successful implementation of curricular change, facilitate the transition from old to new modalities, and train competent physician graduates.Vanderbilt University School of Medicine (VUSM) recently completed a curriculum update, and student representatives have been essential participants in the transition, from the earliest stages in preplanning to rapid-cycle feedback as the curriculum runs. Two of the authors are members of VUSM's Student Curriculum Committee, which facilitates gathering and relaying student feedback to the administration. Drawing from their experiences, five specific considerations to address and manage when implementing student-centered curricular change are presented: (1) Communicate the rationale, (2) acknowledge anxiety, (3) adjust extracurricular leadership roles, (4) manage "The Bulge" of learners in the clinical environment, and (5) foster ongoing collaboration of students and administrators. For each consideration, examples and proposed solutions are provided.

Free choice and career choice: Clerkship electives in medical education.

PubMed

Mihalynuk, Tanis; Leung, Gentson; Fraser, Joan; Bates, Joanna; Snadden, David

2006-11-01

Medical education experiences, particularly in clinical years, are reported determinants of career choice. Less is known about features of clinical education experiences including length, discipline, setting and choice, which may serve as landmarks in career choice decisions. This study's purpose was to explore the benefits of a free choice clerkship elective, and more specifically, its role in clarifying career choice. Using framework and content analysis methodology, we analysed University of British Columbia, third-year medical student anonymised assignments regarding free choice and 2-week clerkship elective experiences. This clerkship was designed to provide students with clerkship experiences outside the conventional curricular model, while encouraging student choice of ambulatory and community settings. Assignment questions included: reasons for choosing elective; whether learning objectives were met; influence of elective on career choice; and unique elective experiences. Iterative review, coding, analysis and indexing of assignments were carried out to identify themes and corroborate findings. Emergent themes included: positive views of experience; transferable knowledge and skills; and influencer of future education and career choices. Although students were encouraged to choose clerkship experiences outside the conventional curricular model, most students chose the elective to clarify future career decisions. This qualitative descriptive study highlights the influence of highly regarded, free choice clerkship elective experiences in the career decision making process in medical education. Further examination of the details of clerkship elective experiences which influence career choice is recommended.

Curricular initiatives that enhance student knowledge and perceptions of sexual and gender minority groups: a critical interpretive synthesis.

PubMed

Desrosiers, Jennifer; Wilkinson, Tim; Abel, Gillian; Pitama, Suzanne

2016-10-01

There is no accepted best practice for optimizing tertiary student knowledge, perceptions, and skills to care for sexual and gender diverse groups. The objective of this research was to synthesize the relevant literature regarding effective curricular initiatives designed to enhance tertiary level student knowledge, perceptions, and skills to care for sexual and gender diverse populations. A modified Critical Interpretive Synthesis using a systematic search strategy was conducted in 2015. This method was chosen to synthesize the relevant qualitative and quantitative literature as it allows for the depth and breadth of information to be captured and new constructs to be illuminated. Databases searched include AMED, CINAHL EBM Reviews, ERIC, Ovid MEDLINE, Ovid Nursing Database, PsychInfo, and Google Scholar. Thirty-one articles were included in this review. Curricular initiatives ranging from discrete to multimodal approaches have been implemented. Successful initiatives included discrete sessions with time for processing, and multi-modal strategies. Multi-modal approaches that encouraged awareness of one's lens and privilege in conjunction with facilitated communication seemed the most effective. The literature is limited to the evaluation of explicit curricula. The wider cultural competence literature offers further insight by highlighting the importance of broad and embedded forces including social influences, the institutional climate, and the implicit, or hidden, curriculum. A combined interpretation of the complementary cultural competence and sexual and gender diversity literature provides a novel understanding of the optimal content and context for the delivery of a successful curricular initiative.

Frequency of postlicensure registered nurse boundary violations with patients in the state of Ohio: a comparison based on type of prelicensure registered nurse education.

PubMed

Jones, Jeffrey S; Fitzpatrick, Joyce J; Drake, Virginia K

2008-12-01

Nurse-Patient boundary violations remain a problem. Efforts to address the problem through postlicensure education and stronger disciplinary measures are well documented. However, efforts to understand this problem based on prelicensure components are less studied. Using data from The Ohio Board of Nursing from 2002 to 2006, the difference in frequency of incidents of violations between associate degree-prepared registered nurses and baccalaureate degree-prepared registered nurses was studied. A statistically significant difference was found through chi-square analysis: Associate degree-prepared nurses had higher frequency of boundary violations. Further studies on prelicensure curricular influences on registered nurses' postlicensure behavior, particularly in relation to curricular content focused on interpersonal skill development, are recommended.

Training Requirements and Curriculum Content for Primary Care Providers Delivering Preventive Oral Health Services to Children Enrolled in Medicaid.

PubMed

Sams, Lattice D; Rozier, R Gary; Quinonez, Rocio B

2016-07-01

Despite the emphasis on delivery of preventive oral health services in non-dental settings, limited information exists about state Medicaid policies and strategies to educate practicing physicians in the delivery of these services. This study aims to determine: (1) training requirements and policies for reimbursement of oral health services, (2) teaching delivery methods used to train physicians, and (3) curricula content available to providers among states that reimburse non-dental providers for oral health services. Using Web-based Internet searches as the primary data source, and a supplemental e-mail survey of all states offering in-person training, we assessed training requirements, methods of delivery for training, and curriculum content for states with Medicaid reimbursement to primary care providers delivering preventive oral health services. RESULTS of descriptive analyses are presented for information collected and updated in 2014. Forty-two states provide training sessions or resources to providers, 34 requiring provider training before reimbursement for oral health services. Web-based training is the most common CME delivery method. Only small differences in curricular content were reported by the 11 states that use in-person didactic sessions as the delivery method. Although we found that most states require training and curricular content is similar, training was most often delivered using Web-based courses without any additional delivery methods. Research is needed to evaluate the impact of a mixture of training methods and other quality improvement methods on increased adoption and implementation of preventive oral health services in medical practices.

The evolving integrated vascular surgery residency curriculum.

PubMed

Smith, Brigitte K; Greenberg, Jacob A; Mitchell, Erica L

2014-10-01

Since their introduction several years ago, integrated (0 + 5) vascular surgery residency programs are being increasingly developed across the country. To date, however, there is no defined "universal" curriculum for these programs and each program is responsible for creating its own curriculum. The aim of this study was to review the experiences of current 0 + 5 program directors (PDs) to determine what factors contributed to the curricular development within their institution. Semistructured interviews were conducted with 0 + 5 PDs to explore their experiences with program development, factors influencing the latter, and rationale for current curricula. The interview script was loosely structured to explore several factors including time of incoming residents' first exposure to the vascular surgical service, timing and rationale behind the timing of core surgical rotations throughout the 5 year program, educational value of nonsurgical rotations, opportunities for leadership and scholarly activity, and influence the general surgery program and institutional climate had on curricular structure. All interviews were conducted by a single interviewer. All interviews were qualitatively analyzed using emergent theme analysis. Twenty-six 0 + 5 PDs participated in the study. A total of 69% believed establishing professional identity early reduces resident attrition and recommend starting incoming trainees on vascular surgical services. Sixty-two percent spread core surgical rotations over the first 3 years to optimize general surgical exposure and most of the programs have eliminated specific rotations, as they were not considered valuable to the goals of training. Factors considered most important by PDs in curricular development include building on existing institutional opportunities (96%), avoiding rotations considered unsuccessful by "experienced" programs (92%), and maintaining a good working relationship with general surgery (77%). Fifty-eight percent of PDs voiced concern over the lack of standardization among the differing programs and most of the PDs agree that some degree of programmatic standardization is critical for the continued success of the 0 + 5 training paradigm. Qualitative evaluation of PD experiences with the development of 0 + 5 vascular surgery residency programs reveals the key factors that commonly influence program design. Programs continue to evolve in both structure and content as PDs respond to these influences. Learning from the collective experience of PDs and some standardization of the curricula may help current and future programs avoid common pitfalls in curricular development. Copyright © 2014 Elsevier Inc. All rights reserved.

Using Small-Scale Randomized Controlled Trials to Evaluate the Efficacy of New Curricular Materials

PubMed Central

Bass, Kristin M.; Stark, Louisa A.

2014-01-01

How can researchers in K–12 contexts stay true to the principles of rigorous evaluation designs within the constraints of classroom settings and limited funding? This paper explores this question by presenting a small-scale randomized controlled trial (RCT) designed to test the efficacy of curricular supplemental materials on epigenetics. The researchers asked whether the curricular materials improved students’ understanding of the content more than an alternative set of activities. The field test was conducted in a diverse public high school setting with 145 students who were randomly assigned to a treatment or comparison condition. Findings indicate that students in the treatment condition scored significantly higher on the posttest than did students in the comparison group (effect size: Cohen's d = 0.40). The paper discusses the strengths and limitations of the RCT, the contextual factors that influenced its enactment, and recommendations for others wishing to conduct small-scale rigorous evaluations in educational settings. Our intention is for this paper to serve as a case study for university science faculty members who wish to employ scientifically rigorous evaluations in K–12 settings while limiting the scope and budget of their work. PMID:25452482

Texas hospital chief executive officers evaluate content areas in health administration education.

PubMed

Harkins, L T; Herkimer, A G

1995-01-01

Health care executives are confronted by a working environment that is increasingly difficult to manage. Skyrocketing health care costs, with shrinking reimbursement, threaten the existence of hospitals. A successful hospital chief executive officer (CEO) is one who can effectively manage his/her hospital in spite of industry challenges and problems. Graduate programs in health services administration must be designed to meet the needs of future health care executives. Many times, educators are criticized for not addressing "real world" issues within the curricular structure. The present study was conducted to gather information from executives who are the experts on what to expect in the health care industry regarding the appropriateness of curricular topics. Results indicate that practicing CEOs believe those curricular areas which focus on financial planning, budgeting, medical-legal issues, and strategic planning are more important than those that deal with international health care, epidemiology, or research methods. The information gathered in this study may be useful as a guide for educators, to evaluate and revise existing graduate programs in health care administration. Data presented here may also be used to assist in long-range planning for new health administration programs.

Networks and Spanning Trees: The Juxtaposition of Prüfer and Boruvka

ERIC Educational Resources Information Center

Lodder, Jerry

2014-01-01

This paper outlines a method for teaching topics in undergraduate mathematics or computer science via historical curricular modules. The contents of one module, "Networks and Spanning Trees," are discussed from the original work of Arthur Cayley, Heinz Prüfer, and Otakar Boruvka that motivates the enumeration and application of trees in…

Like Driving from "The Back Seat": Teaching English as a Second Language in Commodified Curricular Terrains

ERIC Educational Resources Information Center

Plaisance, Michelle; Salas, Spencer; D'Amico, Mark M.

2018-01-01

Contemporary K-12 standards-based educational reform has emerged as a central focus of scholarship in TESOL, with robust discussions (practical and theoretical) addressing the shift from ESL as a subject matter unto itself to teaching standards-based content in English (and the standardized assessment of students' achievement across those content…

Promoting Teachers' Collaborative Exploration of a New Science Curriculum: The Case of a Singapore Learning Study

ERIC Educational Resources Information Center

Tan, Yuen Sze Michelle; Nashon, Samson Madera

2015-01-01

Through a case study, we explore how four Grade 9-10 biology teachers in Singapore experienced their collaborative approach to curriculum and addressed challenges associated with newly prescribed science curricula, such as the perceived lack of clarity and pressure to complete teaching curricular content. With the teachers participating in a…

The Role of Mental Imagery in Imaginative and Ecological Teaching

ERIC Educational Resources Information Center

Judson, Gillian

2014-01-01

This article explores how mental imagery evoked from words might enhance the learning of cross-curricular content and how it may help cultivate students' "ecological understanding": that deep sense of connection to a living world and the care and concern to live differently within it. With reference to Elliott Eisner's and Kieran Egan's…

Planning and Development of a School of Health Occupations for Amarillo College

ERIC Educational Resources Information Center

Lipscomb, Joe L.; Wallace, Geraldine J.

The purpose of the study was to determine the paramedical needs for the 57-county area, the types of educational programs indicated, the curricular content for each program, and the facilities required. Questionnaires and interviews revealed that needs ranged from 5 percent per year for dental assistants to 35 percent per year for nursing home…

The Soviet School System during Nazi Occupation (1941-1944)

ERIC Educational Resources Information Center

Krinko, Evgeny Fedorovich

2016-01-01

The article explores Soviet schooling in the occupied territory of the USSR during the Great Patriotic War. The author considers such issues as the reduction in the number of schools, changes in curricular content, and problems in the organization of schooling and the work of teachers. The article notes the effects of various factors on the…

Making the Match between Content and Foreign Language: A Case Study on University Students' Opinions towards CLIL

ERIC Educational Resources Information Center

Martin de Lama, M. Teresa

2015-01-01

The present article intends to show the positive evaluation of post-graduate university students at a Spanish university after the curricular integration experience and the application of CLIL scaffolding techniques. It also aims to identify areas of methodological improvements and recommendations in the application of CLIL in the referred…

The Role of Education in Driving Conflict and Building Peace: The Case of Rwanda

ERIC Educational Resources Information Center

McLean Hilker, Lyndsay

2011-01-01

This article considers the relationship between education, conflict, and peacebuilding in Rwanda. First, it examines the role that education played in the lead-up to the 1994 genocide, discussing whether and how the low levels of educational attainment, inequalities of access, curricular content, and teaching methods contributed to the conditions…

We Elect a President: Using Literature to Teach Decision-Making Skills

ERIC Educational Resources Information Center

Obenchain, Kathryn M.; Pennington, Julie L.

2012-01-01

The integration of social studies and literacy is often touted as a way to bring social studies back into the literacy- and math-dominated classroom of the high-stakes testing era. Curricular integration done well is difficult; if done poorly, essential social studies content, concepts, and skills may be only superficially addressed. The authors…

Signing Avatars: Using Virtual Reality to Support Students with Hearing Loss

ERIC Educational Resources Information Center

Zirzow, Nichole K.

2015-01-01

Students who are deaf or hard of hearing (D/HH) need additional support to learn curricular content and achieve academic outcomes. Students who attend rural schools may face greater challenges since they may have more limited access to services provided specially trained deaf educators. Yet, they need specialized instruction in learning how to use…

Using Technology to Teach Content in a Student Teaching Experience (and as a First Year Teacher)

ERIC Educational Resources Information Center

Lemon, Cheryl

2005-01-01

This article describes how Cheryl Lemon, a biology teacher at Gateway Regional High School, integrated technology into appropriate curricular contexts during her field experiences as a preservice teacher. She used Web-based simulations, a projection screen, an interactive white board, and Flash-based interactivity in conjunction with direct…

Acquisition of Physics Content Knowledge and Scientific Inquiry Skills in a Robotics Summer Camp

ERIC Educational Resources Information Center

Williams, Douglas C.; Ma, Yuxin; Prejean, Louise; Ford, Mary Jane; Lai, Guolin

2008-01-01

Despite the growing popularity of robotics competitions such as FIRST LEGO League, robotics activities are typically not found in regular K-12 classrooms. We speculate that, among other reasons, limited adoption is due to the lack of empirical evidence demonstrating the effect of robotics activities on curricular goals. This paper presents a mixed…

Secondary School Leader Perceptions about the Inclusion of Queer Materials in the School Course Curricula

ERIC Educational Resources Information Center

Steck, Andy; Perry, David

2017-01-01

The US school system is dominated by heteronormativity in the formal curriculum that gives preference to binary conceptions of sexuality. School leaders play a role in supporting or disrupting school policies facilitating or inhibiting curricular inclusion of queer content in course materials and an instructional pedagogy that promotes an…

Academia Cuauhtli and the Eagle: "Danza Mexica" and the Epistemology of the Circle

ERIC Educational Resources Information Center

Valenzuela, Angela; Zamora, Emilio; Rubio, Brenda

2015-01-01

English learners are best supported when they receive culturally relevant content-area instruction in their first language. Numerous studies (e.g., Lindholm-Leary 2001) support this approach, and bilingual and dual language teachers in the community of Austin, Texas, have called for curricular resources. In response, a group of researchers,…

Vision, Curriculum, and Pedagogical Content Knowledge in the Preparation of Israel Educators

ERIC Educational Resources Information Center

Backenroth, Ofra; Sinclair, Alex

2014-01-01

In this article we explore how we as teacher educators translate a new vision of Israel education into curricular practice in the preparation of emerging Jewish educators. Using a practitioner inquiry mode of research, we reflect on our existential vision of Israel education and its translation into practice as creators and directors of a semester…

High School Females' Emotions, Self-Efficacy, and Attributions during Soccer and Fitness Testing in Physical Education

ERIC Educational Resources Information Center

Lodewyk, Ken R.; Muir, Amber

2017-01-01

Female enthusiasm toward engaging in physical education decreases significantly with age. This has been linked to, among other things, the negative emotional experiences that sometimes occur when learning and participating in a variety of curricular content such as games or fitness activities. Little is yet known about how females' enjoyment,…

Extending Literacy across the Disciplines: Reading & Writing Poetry in Middle School Classrooms.

ERIC Educational Resources Information Center

Bullion-Mears, Ann; McWhorter, J. YeVette; Haag, Claudia; Cox, Maggie; Hickey, Shelly

Suggesting that poetry can be inserted into any classroom in any curricular area, this paper discusses reading and writing poetry in middle school classrooms. The paper begins with advice on reading poetry in content classrooms, and then presents a 31-item bibliography of poetry sources "for browsing." The paper then presents tips for writing…

Examining the Instructional Planning Process Taught in Agricultural Education Teacher Preparation Programs: Perspectives of University Faculty

ERIC Educational Resources Information Center

Greiman, Bradley C.; Bedtke, Mary Anne

2008-01-01

Instructional planning is a curricular topic in teacher preparation programs, but limited research in agricultural education has been conducted in this area. The purpose of this study was to examine aspects of the instructional planning process that are taught to agricultural education preservice teachers. Survey research and content analysis of…

Place and Purpose in Public Education: School District Mission Statements and Educational (Dis)Embeddedness

ERIC Educational Resources Information Center

Schafft, Kai A.; Biddle, Catharine

2013-01-01

Local control of schooling has been considered a defining feature of the American school system; however, in the past several decades of public schooling has also increasingly been subject to the influence of extralocal institutional mandates that encourage curricular and organizational standardization. We conducted a content analysis of 480…

Curricular Framework Documents from Slovenia

ERIC Educational Resources Information Center

Vendramin, Valerija

2004-01-01

Slovenia is currently undergoing a process of school reform in order to extend compulsory education from eight to nine years and to lower the school entering age from 7 to 6. According to the Ministry of Education, Science and Sport, the new elementary schools will focus less on the content and more on developing cognitive and social skills. At…

Bridging the Gap: Linking School and the World of Work in Ghana

ERIC Educational Resources Information Center

Anamuah-Mensah, Jophus; Asabere-Ameyaw, Akwasi; Dennis, Stephen

2007-01-01

The study sought to find out the views of pupils, teachers and parents on the usefulness of the educational curriculum (i.e. organization, content and methodology) and co-curricular activities in the preparation of pupils for future employment. Questionnaires and focus group discussions were used in collecting data for the study across the length…

What Mathematical Images Are in a Typical Mathematics Textbook? Implications for Students with Visual Impairments

ERIC Educational Resources Information Center

Emerson, Robert Wall; Anderson, Dawn

2018-01-01

Introduction: Visually impaired students (that is, those who are blind or have low vision) have difficulty accessing curricular material in mathematical textbooks because many mathematics texts have visual images that contain important content information that are not transcribed or described in digital versions of the texts. However, little is…

Strategies for Developing and Implementing Longitudinal and Comprehensive Curricular Content in the Domestic Living Domain.

ERIC Educational Resources Information Center

Sweet, Mark; And Others

Issues involved in domestic living skills training with severely handicapped students are examined. The importance of verifying subenvironments within the student's home (e.g., to teach operation of a gas stove to a student with a gas stove at home) is emphasized. Instructional emphases are delineated for early childhood, elementary school, middle…

Peaceful Death: Recommended Competencies and Curricular Guidelines for End-of-Life Nursing Care.

ERIC Educational Resources Information Center

American Association of Colleges of Nursing, Washington, DC.

A group of health care ethicists and palliative care experts convened by the American Association of Colleges of Nursing developed a set of competencies that should be achieved through nursing curricula. The purpose of the 15 competency statements is to assist nurse educators in incorporating end-of-life content into nursing curricula. Every…

Using Intentional Development of Research Skills as a Framework for Curriculum Reform

NASA Astrophysics Data System (ADS)

Peterson, V. L.; Lord, M. L.

2008-12-01

We advocate that geoscience departmental or community discussions related to curriculur revision or accreditation should be considered within a framework that clearly and intentionally develops research and professional skills throughout the curricular structure. Among the primary qualities sought by geoscience employers and graduate schools are graduates with strong research, critical thinking, field, communication, and people/team skills. While these should be the hallmark of a liberally educated graduate, we think it is imperative to explicitly develop and assess these skills as part of the same curricular framework used for organizing essential content. Though many organizations and authors have argued about the importance and effectiveness of undergraduate research as a means to develop higher level skill sets, discussions of geoscience accreditation or curricular revision commonly emphasize the choice of a core set of courses or content. Drummond and Markin (2008) highlight the commonalities among core geoscience courses. However, their summary, and our own experiences and program comparisons also point out diversity among successful geoscience program cores that may relate to expansion of the boundaries of our discipline, geographic factors, and/or size and character of department faculty. At Western Carolina University (WCU) and more recently at Grand Valley State University, attempts at curricular revision were initially stymied by difficulties in defining core courses. At WCU, focus on a critical skills framework helped to work through these challenges to establish a revised geology curriculum in 2000 with explicit goals to build critical thinking, reasoning, synthesis, and communication skills. To achieve these goals, investigative experiences were included in all geology courses, a senior research capstone was required, and more opportunities were created for all students to engage in out-of-class research. Numerous measures indicate programmatic and student successes, but reveal challenges that the program now seeks to improve by adding skills and assessment benchmarks to key courses at each class level. These changes are supported by a faculty with a common vision, a recent program review, and a University initiative to improve student engagement and synthesis.

Graphic Strategies for Analyzing and Interpreting Curricular Mapping Data

PubMed Central

Leonard, Sean T.

2010-01-01

Objective To describe curricular mapping strategies used in analyzing and interpreting curricular mapping data and present findings on how these strategies were used to facilitate curricular development. Design Nova Southeastern University's doctor of pharmacy curriculum was mapped to the college's educational outcomes. The mapping process included development of educational outcomes followed by analysis of course material and semi-structured interviews with course faculty members. Data collected per course outcome included learning opportunities and assessment measures used. Assessment Nearly 1,000 variables and 10,000 discrete rows of curricular data were collected. Graphic representations of curricular data were created using bar charts and stacked area graphs relating the learning opportunities to the educational outcomes. Graphs were used in the curricular evaluation and development processes to facilitate the identification of curricular holes, sequencing misalignments, learning opportunities, and assessment measures. Conclusion Mapping strategies that use graphic representations of curricular data serve as effective diagnostic and curricular development tools. PMID:20798804

Graphic strategies for analyzing and interpreting curricular mapping data.

PubMed

Armayor, Graciela M; Leonard, Sean T

2010-06-15

To describe curricular mapping strategies used in analyzing and interpreting curricular mapping data and present findings on how these strategies were used to facilitate curricular development. Nova Southeastern University's doctor of pharmacy curriculum was mapped to the college's educational outcomes. The mapping process included development of educational outcomes followed by analysis of course material and semi-structured interviews with course faculty members. Data collected per course outcome included learning opportunities and assessment measures used. Nearly 1,000 variables and 10,000 discrete rows of curricular data were collected. Graphic representations of curricular data were created using bar charts and stacked area graphs relating the learning opportunities to the educational outcomes. Graphs were used in the curricular evaluation and development processes to facilitate the identification of curricular holes, sequencing misalignments, learning opportunities, and assessment measures. Mapping strategies that use graphic representations of curricular data serve as effective diagnostic and curricular development tools.

Drivers of Dashboard Development (3-D): A Curricular Continuous Quality Improvement Approach.

PubMed

Shroyer, A Laurie; Lu, Wei-Hsin; Chandran, Latha

2016-04-01

Undergraduate medical education (UME) programs are seeking systematic ways to monitor and manage their educational performance metrics and document their achievement of external goals (e.g., Liaison Committee on Medical Education [LCME] accreditation requirements) and internal objectives (institution-specific metrics). In other continuous quality improvement (CQI) settings, summary dashboard reports have been used to evaluate and improve performance. The Stony Brook University School of Medicine UME leadership team developed and implemented summary dashboard performance reports in 2009 to document LCME standards/criteria compliance, evaluate medical student performance, and identify progress in attaining institutional curricular goals and objectives. Key performance indicators (KPIs) and benchmarks were established and have been routinely monitored as part of the novel Drivers of Dashboard Development (3-D) approach to curricular CQI. The systematic 3-D approach has had positive CQI impacts. Substantial improvements over time have been documented in KPIs including timeliness of clerkship grades, midclerkship feedback, student mistreatment policy awareness, and student satisfaction. Stakeholder feedback indicates that the dashboards have provided useful information guiding data-driven curricular changes, such as integrating clinician-scientists as lecturers in basic science courses to clarify the clinical relevance of specific topics. Gaining stakeholder acceptance of the 3-D approach required clear communication of preestablished targets and annual meetings with department leaders and course/clerkship directors. The 3-D approach may be considered by UME programs as a template for providing faculty and leadership with a CQI framework to establish shared goals, document compliance, report accomplishments, enrich communications, facilitate decisions, and improve performance.

The medical humanities and the perils of curricular integration.

PubMed

Chiavaroli, Neville; Ellwood, Constance

2012-12-01

The advent of integration as a feature of contemporary medical curricula can be seen as an advantage for the medical humanities in that it provides a clear implementation strategy for the inclusion of medical humanities content and/or perspectives, while also making its relevance to medical education more apparent. This paper discusses an example of integration of humanities content into a graduate medical course, raises questions about the desirability of an exclusively integrated approach, and argues for the value of retaining a discrete and coherent disciplinary presence for the medical humanities in medical curricula.

Using Palm Technology in Participatory Simulations of Complex Systems: A New Take on Ubiquitous and Accessible Mobile Computing

NASA Astrophysics Data System (ADS)

Klopfer, Eric; Yoon, Susan; Perry, Judy

2005-09-01

This paper reports on teachers' perceptions of the educational affordances of a handheld application called Participatory Simulations. It presents evidence from five cases representing each of the populations who work with these computational tools. Evidence across multiple data sources yield similar results to previous research evaluations of handheld activities with respect to enhancing motivation, engagement and self-directed learning. Three additional themes are discussed that provide insight into understanding curricular applicability of Participatory Simulations that suggest a new take on ubiquitous and accessible mobile computing. These themes generally point to the multiple layers of social and cognitive flexibility intrinsic to their design: ease of adaptation to subject-matter content knowledge and curricular integration; facility in attending to teacher-individualized goals; and encouraging the adoption of learner-centered strategies.

Curricular initiatives that enhance student knowledge and perceptions of sexual and gender minority groups: a critical interpretive synthesis

PubMed Central

Desrosiers, Jennifer; Wilkinson, Tim; Abel, Gillian; Pitama, Suzanne

2016-01-01

Background There is no accepted best practice for optimizing tertiary student knowledge, perceptions, and skills to care for sexual and gender diverse groups. The objective of this research was to synthesize the relevant literature regarding effective curricular initiatives designed to enhance tertiary level student knowledge, perceptions, and skills to care for sexual and gender diverse populations. Methods A modified Critical Interpretive Synthesis using a systematic search strategy was conducted in 2015. This method was chosen to synthesize the relevant qualitative and quantitative literature as it allows for the depth and breadth of information to be captured and new constructs to be illuminated. Databases searched include AMED, CINAHL EBM Reviews, ERIC, Ovid MEDLINE, Ovid Nursing Database, PsychInfo, and Google Scholar. Results Thirty-one articles were included in this review. Curricular initiatives ranging from discrete to multimodal approaches have been implemented. Successful initiatives included discrete sessions with time for processing, and multi-modal strategies. Multi-modal approaches that encouraged awareness of one’s lens and privilege in conjunction with facilitated communication seemed the most effective. Conclusions The literature is limited to the evaluation of explicit curricula. The wider cultural competence literature offers further insight by highlighting the importance of broad and embedded forces including social influences, the institutional climate, and the implicit, or hidden, curriculum. A combined interpretation of the complementary cultural competence and sexual and gender diversity literature provides a novel understanding of the optimal content and context for the delivery of a successful curricular initiative. PMID:28344699

Creativity and Cross-Curriculum Strategies in England: Tales of Doing, Forgetting and Not Knowing

ERIC Educational Resources Information Center

Thomson, Pat; Hall, Christine; Jones, Ken

2012-01-01

School change is always local and dependent on the kinds of resources that are available. In this paper we explore the notion that knowledge is an important resources for vernacular educational reform. In order to explore this contention, we use the lens of cross-curricular changes undertaken by English schools in receipt of funding from Creative…

Secondary Math Instructional Practices, Academic Optimism, Instructional Leadership, and Receptivity to Curricular Change in Schools with High and Low Mathematics Mastery and Poverty

ERIC Educational Resources Information Center

Kennedy, Scott J.

2014-01-01

The purpose of this study was to investigate how high school mathematics teachers' descriptions of academic optimism, responsive teaching, technological pedagogical content knowledge, formative assessment, reflective practice, supervisor instructional leadership, and receptivity to change are related to student mastery on a NYS Regents exam in…

The Content and Integrative Component of Capstone Experiences: An Analysis of Political Science Undergraduate Programs

ERIC Educational Resources Information Center

Hummer, Jill Abraham

2014-01-01

In 1991, the APSA Task Force on Political Science recommended elements of a curricular structure that would best promote student learning. The report stated that there should be a capstone experience at the end of the senior year and that the capstone should require students to integrate their whole learning experience in the major. This article…

Preparing Future Teachers to Anticipate Student Difficulties in Physics in a Graduate-Level Course in Physics, Pedagogy, and Education Research

ERIC Educational Resources Information Center

Thompson, John R.; Christensen, Warren M.; Wittmann, Michael C.

2011-01-01

We describe courses designed to help future teachers reflect on and discuss both physics content and student knowledge thereof. We use three kinds of activities: reading and discussing the literature, experiencing research-based curricular materials, and learning to use the basic research methods of physics education research. We present a general…

Game-Informed Learning: Applying Computer Game Processes to Higher Education

ERIC Educational Resources Information Center

Begg, Michael; Dewhurst, David; Macleod, Hamish

2005-01-01

The term "game-based learning" has emerged as a general name for the use of computer games in education. Despite early work showing rich inferential learning taking place as a result of gameplay, most game-based learning has been geared towards using a game as a host into which curricular content can be embedded. This approach can be problematic,…

Educational Alternatives in Food Production, Knowledge and Consumption: The Public Pedagogies of "Growing Power" and "Tsyunhehkw"[superscript caret

ERIC Educational Resources Information Center

Walter, Pierre

2012-01-01

This paper examines how two sites of adult learning in the food movement create educational alternatives to the dominant U.S. food system. It further examines how these pedagogies challenge racialised, classed and gendered ideologies and practices in their aims, curricular content, and publically documented educational processes. The first case is…

Developing and Testing a Mobile Learning Games Framework

ERIC Educational Resources Information Center

Busch, Carsten; Claßnitz, Sabine; Selmanagic,, André; Steinicke, Martin

2015-01-01

In 2010 1.1 million pupils took private lessons in Germany, with 25% of all German children by the age of 17 having attended paid private lessons at some point in their school career (Klemm & Klemm, 2010). The high demand for support for learning curricular content led us to consider an integrated solution that speeds up both the design of…

A Study of the Curricular Organization of Intermediate Sciences in a County in New York State

ERIC Educational Resources Information Center

Nettuno, Thomas

2012-01-01

This study of a County in New York State gathered information about the means for teaching the intermediate science curriculum in middle schools. The study collected 43 surveys and conducted ten follow-up interviews with administrators responsible for curriculum. Data included the division of content among grade level, starting grade level,…

"Whatever Is Comfortable:" Secondary Physical Educators' Curricular Decision Making: Issues of Knowledge and Gendered Performativity

ERIC Educational Resources Information Center

Ferry, Matthew; McCaughtry, Nate

2015-01-01

Throughout history there have been debates as to what content knowledge (CK) is of most value for physical education (PE). Much recent conversation has circulated around the hope that time spent in PE supports students' regular participation in physical activity (PA). Researchers' use of the term PA, however, often stresses the similarities while…

Entering Adulthood: Examining Drugs and Risks. A Curriculum for Grades 9-12. Contemporary Health Series. [Teacher's Guide and] Student Workbook.

ERIC Educational Resources Information Center

Giarratano, Susan; Evans, Dale

This curriculum guide for high-school students presents in-depth coverage of the full range of content related to drugs, including tobacco, alcohol, marijuana, cocaine, narcotics, and hallucinogens. It is part of a series designed to provide educators with the curricular tools necessary to challenge students to take personal responsibility for…

Teacher Conceptions of Integrated STEM Education and How They Are Reflected in Integrated STEM Curriculum Writing and Classroom Implementation

ERIC Educational Resources Information Center

Ring, Elizabeth A.

2017-01-01

There has been a nation-wide push for an increase in the use of integrated science, technology, engineering, and mathematics (STEM) education in the United States. With this shift in epistemological, pedagogical, and curricular content, there is a need to develop an understanding as to what integrated STEM education is, particularly among…

Learning English While Exploring the National Cultural Heritage: Technology-Assisted Project-Based Language Learning in an Upper-Secondary School

ERIC Educational Resources Information Center

Pitura, Joanna; Berlinska-Kopec, Monika

2018-01-01

The quality and content of English language courses offered in secondary schools require special attention as they affect many students who learn English as one of their school subjects. Despite curricular provisions prescribing balanced development of language competence and a number of so-called "key competences", class work in Polish…

"That Sh*t Is Rude!" Religion, Picture Books, and Social Narratives in Middle School

ERIC Educational Resources Information Center

Davila, Denise; Volz, Allison

2017-01-01

While the United States has a divisive history around the separation of church and state in public school, current national and state teaching standards do include curricular objectives related to the study of religion. This paper focuses on the ways a diverse group of sixth-grade public schoolchildren engaged with religious content in their…

Reading, Interpreting, and Teaching African American History: Examining How African American History Influences the Curricular and Pedagogical Decisions of Preservice Teachers

ERIC Educational Resources Information Center

King, LaGarrett Jarriel

2012-01-01

African American history and how it is taught in classroom spaces have been a point of contention with activists, historians, and educators for decades. In it current form, African American history narratives often are ambiguous and truncated, leaving students with a disjointed construction about U.S. history. Additionally, the pedagogical…

Progression in Learning about "The Nature of Science": Issues of Conceptualisation and Methodology.

ERIC Educational Resources Information Center

Leach, John; And Others

Recently, it was proposed that a curricular aim of science education should be to engender an understanding of the nature of the scientific enterprise among students, as well as a knowledge of the technical contents of science. Seven diagnostic instruments were designed and administered to students (between the ages of 9 and 16) in an effort to…

Enacting Pedagogy in Curricula: On the Vital Role of Governance in Medical Education.

PubMed

Casiro, Oscar; Regehr, Glenn

2018-02-01

Managing curricula and curricular change involves both a complex set of decisions and effective enactment of those decisions. The means by which decisions are made, implemented, and monitored constitute the governance of a program. Thus, effective academic governance is critical to effective curriculum delivery. Medical educators and medical education researchers have been invested heavily in issues of educational content, pedagogy, and design. However, relatively little consideration has been paid to the governance processes that ensure fidelity of implementation and ongoing refinements that will bring curricular practices increasingly in line with the pedagogical intent. In this article, the authors reflect on the importance of governance in medical schools and argue that, in an age of rapid advances in knowledge and medical practices, educational renewal will be inhibited if discussions of content and pedagogy are not complemented by consideration of a governance framework capable of enabling change. They explore the unique properties of medical curricula that complicate academic governance, review the definition and properties of good governance, offer mechanisms to evaluate the extent to which governance is operating effectively within a medical program, and put forward a potential research agenda for increasing the collective understanding of effective governance in medical education.

Physlets and Web-based Physics Curricular Material

NASA Astrophysics Data System (ADS)

Cain, L. S.; Boye, D. M.; Christian, W.

1998-11-01

The WWW provides the most uniformly standardized and stable mode of networked information sharing available to date. Physlets, scriptable Java applets specific to physics pedagogy, provide the source around which interactive exercises can be created across the physics curriculum. We have developed WWW-based curricular materials appropriate for courses at the introductory and intermediate level. These include interactive demonstrations, homework assignments, pre-lab and post-lab exercises. A variety of examples, which have been used in courses in musical technology, general physics, physics for non-science majors, and modern physics, will be discussed.

Crowdsourced Curriculum Development for Online Medical Education.

PubMed

Shappell, Eric; Chan, Teresa M; Thoma, Brent; Trueger, N Seth; Stuntz, Bob; Cooney, Robert; Ahn, James

2017-12-08

In recent years online educational content, efforts at quality appraisal, and integration of online material into institutional teaching initiatives have increased. However, medical education has yet to develop large-scale online learning centers. Crowd-sourced curriculum development may expedite the realization of this potential while providing opportunities for innovation and scholarship. This article describes the current landscape, best practices, and future directions for crowdsourced curriculum development using Kern's framework for curriculum development and the example topic of core content in emergency medicine. A scoping review of online educational content was performed by a panel of subject area experts for each step in Kern's framework. Best practices and recommendations for future development for each step were established by the same panel using a modified nominal group consensus process. The most prevalent curriculum design steps were (1) educational content and (2) needs assessments. Identified areas of potential innovation within these steps included targeting gaps in specific content areas and developing underrepresented instructional methods. Steps in curriculum development without significant representation included (1) articulation of goals and objectives and (2) tools for curricular evaluation. By leveraging the power of the community, crowd-sourced curriculum development offers a mechanism to diffuse the burden associated with creating comprehensive online learning centers. There is fertile ground for innovation and scholarship in each step along the continuum of curriculum development. Realization of this paradigm's full potential will require individual developers to strongly consider how their contributions will align with the work of others.

Crowdsourced Curriculum Development for Online Medical Education

PubMed Central

Chan, Teresa M; Thoma, Brent; Trueger, N Seth; Stuntz, Bob; Cooney, Robert; Ahn, James

2017-01-01

In recent years online educational content, efforts at quality appraisal, and integration of online material into institutional teaching initiatives have increased. However, medical education has yet to develop large-scale online learning centers. Crowd-sourced curriculum development may expedite the realization of this potential while providing opportunities for innovation and scholarship. This article describes the current landscape, best practices, and future directions for crowdsourced curriculum development using Kern’s framework for curriculum development and the example topic of core content in emergency medicine. A scoping review of online educational content was performed by a panel of subject area experts for each step in Kern’s framework. Best practices and recommendations for future development for each step were established by the same panel using a modified nominal group consensus process. The most prevalent curriculum design steps were (1) educational content and (2) needs assessments. Identified areas of potential innovation within these steps included targeting gaps in specific content areas and developing underrepresented instructional methods. Steps in curriculum development without significant representation included (1) articulation of goals and objectives and (2) tools for curricular evaluation. By leveraging the power of the community, crowd-sourced curriculum development offers a mechanism to diffuse the burden associated with creating comprehensive online learning centers. There is fertile ground for innovation and scholarship in each step along the continuum of curriculum development. Realization of this paradigm’s full potential will require individual developers to strongly consider how their contributions will align with the work of others. PMID:29464134

Development of a Palliative Education Assessment Tool for Medical Student Education.

ERIC Educational Resources Information Center

Meekin, Sharon Abele; Klein, Jason E.; Fleischman, Alan R.; Fins, Joseph J.

2000-01-01

Describes the Palliative Education Assessment Tool (PEAT), an innovative assessment to facilitate curricular mapping of palliative care education. The PEAT comprises seven palliative care domains, each of which details specific objectives of knowledge, skills, and attitudes. PEAT enables educators to describe a specific multidimensional aspect of…

Comparison of pharmacy students' perceived and actual knowledge using the Pharmacy Curricular Outcomes Assessment.

PubMed

Naughton, Cynthia A; Friesner, Daniel L

2012-05-10

To determine whether a correlation exists between third-year PharmD students' perceived pharmacy knowledge and actual pharmacy knowledge as assessed by the Pharmacy Curricular Outcomes Assessment (PCOA). In 2010 and 2011, the PCOA was administered in a low-stakes environment to third-year pharmacy students at North Dakota State University College of Pharmacy, Nursing, and Allied Sciences (COPNAS). A survey instrument was also administered on which students self-assessed their perceived competencies in each of the core areas covered by the PCOA examination. The pharmacy students rated their competencies slightly higher than average. Performance on the PCOA was similar to but slightly higher than national averages. Correlations between each of the 4 content areas (basic biomedical sciences, pharmaceutical sciences, social/administrative sciences, and clinical sciences) mirrored those reported nationally by the National Association of Boards of Pharmacy (NABP). Student performance on the basic biomedical sciences portion of the PCOA was significantly correlated with students' perceived competencies in the biomedical sciences. No other correlations between actual and perceived competencies were significant. A lack of correlation exists between what students perceive they know and what they actually know in the areas of pharmaceutical science; social, behavioral, and administrative science; and clinical science. Therefore, additional standardized measures are needed to assess curricular effectiveness and provide comparisons among pharmacy programs.

The cardiovascular in-training examination: development, implementation, results, and future directions.

PubMed

Kuvin, Jeffrey T; Soto, Amanda; Foster, Lauren; Dent, John; Kates, Andrew M; Polk, Donna M; Rosenzweig, Barry; Indik, Julia

2015-03-31

The American College of Cardiology (ACC), in collaboration with the National Board of Medical Examiners (NBME), developed the first standardized in-training examination (ITE) for cardiovascular disease fellows-in-training (FITs). In addition to testing knowledge, this examination uses the newly developed ACC Curricular Milestones to provide specific, competency-based feedback to program directors and FITs. The ACC ITE has been administered more than 5,000 times since 2011. This analysis sought to report the initial experience with the ITE, including feasibility and reliability of test development and implementation, as well as the ability of this process to provide useful feedback in key content areas. The annual ACC ITE has been available to cardiovascular disease fellowship programs in the United States since 2011. Questions for this Web-based, secure, multiple-choice examination were developed by a group of cardiovascular disease specialists and each question was analyzed by the NBME to ensure quality. Scores were equated and standardized to allow for comparability. Trainees and program directors were provided detailed feedback, including a list of the curricular competencies tested by those questions answered incorrectly. The ITE was administered 5,118 times. In 2013, the examination was taken by 1,969 fellows, representing 194 training programs. Among the 3 training years, there was consistency in the examination scores. Total test scores and scores within each of the content areas increased with each FIT year (there was a statistically significant difference in each cohort's average scale score across administration years). There was also significant improvement in examination scores across the fellowship years. The ACC ITE is a powerful tool available to all training programs to assess medical knowledge. This examination also delivers robust and timely feedback addressing individual knowledge gaps, and thus, may serve as a basis for improving training curricula. Copyright © 2015 American College of Cardiology Foundation. Published by Elsevier Inc. All rights reserved.

The Social Studies Teacher: Agent of Change (Realities of the Political System). The Ideal and the Reality.

ERIC Educational Resources Information Center

Engle, Shirley H.

The goal of civic education in a democracy must be mindful political activism. If civic education is to have a positive effect on the development of this activism: 1) it must provide curricular content which reflects the reality of political/social life; and, 2) teachers and administrators must exemplify, in and out of school, a model of active…

Challenges in Curriculum Development for Mathematical Proof in Secondary School: Cultural Dimensions to Be Considered

ERIC Educational Resources Information Center

Shinno, Yusuke; Miyakawa, Takeshi; Iwasaki, Hideki; Kunimune, Susumu; Mizoguchi, Tatsuya; Ishii, Terumasa; Abe, Yoshitaka

2018-01-01

The aims of the present study are two-fold. The first aim is to reveal the cultural and linguistic issues that need to be considered in the development of curricular content and sequencing for teaching mathematical proof in secondary schools in Japan. The second aim is to elaborate an epistemological perspective that may allow us to understand…

International Higher Education Bibliography.

ERIC Educational Resources Information Center

Lulat, Y. G-M.

1988-01-01

One in a series of bibliographies of articles in international higher education journals lists items on a variety of administrative, financial, faculty, student, curricular, and related issues. Articles on specific geographic regions are categorized separately. (MSE)

Building nurses' capacity to address health inequities: incorporating lesbian, gay, bisexual and transgender health content in a family nurse practitioner programme.

PubMed

Yingling, Charles T; Cotler, Karen; Hughes, Tonda L

2017-09-01

To describe our experience in incorporating lesbian, gay, bisexual and transgender health content into the family nurse practitioner curriculum at a Midwestern college of nursing in the United States. Globally, lesbian, gay, bisexual and transgender people face disparities in the domains of physical health, behavioural risks, mental health and victimisation. There remains a paucity of nursing research on most aspects of lesbian, gay, bisexual and transgender health and access to care. To date, nursing leadership and curricular bodies have not provided clear guidance on the role of nurse educators in preparing nursing students to provide care to lesbian, gay, bisexual and transgender people. Discursive paper describing the development of a lesbian, gay, bisexual and transgender health learning module for inclusion in a family nurse practitioner programme. We summarise health disparities experienced by lesbian, gay, bisexual and transgender people, describe the process of module development and outline the learning content included in the module. We also discuss challenges faced in incorporating lesbian, gay, bisexual and transgender content into nursing curricula. Despite the lack of formal direction from the nursing sector, nursing faculty should prepare nursing students to provide culturally sensitive and competent care to lesbian, gay, bisexual and transgender people. Our experience incorporating lesbian, gay, bisexual and transgender-specific content into the family nurse practitioner programme has proven to be positive for both students and faculty. Given their large numbers and presence across systems of care, nurses are uniquely positioned to address barriers to care faced by lesbian, gay, bisexual and transgender people. Modules such as the one described here can be used by nurse faculty to guide the inclusion of lesbian, gay, bisexual and transgender-specific content in family nurse practitioner or other nursing courses-as well as to guide the development of nursing competencies in the care of lesbian, gay, bisexual and transgender people. © 2016 John Wiley & Sons Ltd.

Veteran Affairs Centers of Excellence in Primary Care Education: transforming nurse practitioner education.

PubMed

Rugen, Kathryn Wirtz; Watts, Sharon A; Janson, Susan L; Angelo, Laura A; Nash, Melanie; Zapatka, Susan A; Brienza, Rebecca; Gilman, Stuart C; Bowen, Judith L; Saxe, JoAnne M

2014-01-01

To integrate health care professional learners into patient-centered primary care delivery models, the Department of Veterans Affairs has funded five Centers of Excellence in Primary Care Education (CoEPCEs). The main goal of the CoEPCEs is to develop and test innovative structural and curricular models that foster transformation of health care training from profession-specific "silos" to interprofessional, team-based educational and care delivery models in patient-centered primary care settings. CoEPCE implementation emphasizes four core curricular domains: shared decision making, sustained relationships, interprofessional collaboration, and performance improvement. The structural models allow interprofessional learners to have longitudinal learning experiences and sustained and continuous relationships with patients, faculty mentors, and peer learners. This article presents an overview of the innovative curricular models developed at each site, focusing on nurse practitioner (NP) education. Insights on transforming NP education in the practice setting and its impact on traditional NP educational models are offered. Preliminary outcomes and sustainment examples are also provided. Published by Mosby, Inc.

The Scientific and Technological area of the Programs of Curricular Diversification. Critical analysis of the available materials and a case study in Segovia province

NASA Astrophysics Data System (ADS)

Leal Insua, Maria Pilar

This thesis is focused on the Scientific area of the Programs of Curricular Diversification, one of the Government actions for the attention to diversity in compulsory Secondary Education, established in the General Education Law (LOGSE: Ley de Ordenacion General del Sistema Educativo) of 1990. It has been carried out in Spain. In the thesis two different lines of work can be distinguished: (A) The analysis of material elaborated specifically for the mentioned area. We intent to know what materials have been elaborated and to analyze them; to this purpose we study the material spread in Congresses or Conferences, and also the articles published in magazines or specifically designed to be used in the Scientific area of the Programs of Curricular Diversification until year 2003. The analysis is made after classifying the material according to the format in which it appears (books, CDs, "Didactic Units"). (B) Two case studies, of evaluative character, carried out in two Secondary Schools in the province of Segovia (Spain), one of them in the city and another one in a rural population. The case studies are centered in the Scientific Area of the Programs of Curricular Diversification that last for two years. In the first of these Centers eight students took part in the Program; in the second, a total of seven. Throughout the investigation we observed that students who took part in the Programs obtained good academic results. Programs are proved to be effective in generating processes of academic success in pupils who were previously in situation of school failure and at risk of social exclusion. The success of these programs is fundamentally due to the following reasons: the low number of students involved, the fact that they are focused on basic knowledge, the reduced number of subjects studied. Besides, to offer the students the chance of a closer relationship with a few teachers increases their motivation and involvement in the programs. Key words: Attention to Diversity, Didactics of Experimental Sciences, Programs of curricular diversification, Scientific Technological Area

Development, Implementation, and Assessment of Climate Curricular Materials for Introductory Undergraduates: Lessons Learned from the InTeGrate Project's Climate of Change Module

NASA Astrophysics Data System (ADS)

Walker, B.; Fadem, C. M.; Shellito, L. J.

2014-12-01

Designing climate change curricular materials suitable for wide adoption across institutions and academic disciplines (including those outside of the geosciences) requires collaboration among faculty at different types of institutions and consideration of a variety of student populations, learning styles, and course formats. The Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) project, an NSF STEP Center program, provides opportunities for faculty to develop 2-3 week teaching modules to engage students in understanding the intersections between geoscience topics and societal issues. From 2012-2014, a team of 3 faculty from a liberal arts college, comprehensive university, and community college developed, implemented, assessed, and revised a 2-3 week module for introductory undergraduates entitled "Climate of change: interactions and feedbacks between water, air, and ice". The module uses authentic atmosphere, ocean, and cryosphere data from several regions to illustrate how climate impacts human societies and that the climate system has interacting components complicated by feedbacks, uncertainties, and human behavioral decisions. Students also consider past and present human adaptations to climate fluctuations. The module was piloted in introductory geology, meteorology, and oceanography courses during the 2012-2013 academic year, during which time formative and summative assessments were administered and used to modify the curricular materials. We will provide an overview of the module's content, instructional strategies involved in implementing the module, and methods of formative and summative assessment. We will also report on lessons learned during the development, piloting, revision, and publishing process, the importance of fostering partnerships between faculty from different institution types, and design approaches that promote widespread adoption of climate curricular materials.

Insertion of Astronomy as a High School Subject. (Spanish Title: Inserción de Astronomia Como Materia del Ciclo Secundario.) Inserção da Astronomia Como Disciplina Curricular do Ensino Médio

NASA Astrophysics Data System (ADS)

Dias, Claudio André C. M.; Santa Rita, Josué R.

2008-12-01

Astronomy is considered among the first sciences that man dominated, however, the basic skills for the construction of knowledge, relatively to the contents "Earth and the Universe" are not being developed properly for the majority of students concluding the high school level. The students are concluding this teaching cycle without proper knowledge of several subjects in the area of Astronomy, which are mandatory in the national Curricular National Parameters (PCN). Because of this discrepancy, this work stresses the need of the incorporation of a specific subject of Astronomy in the high school, in order to reduce the gap between what is taught and which should be taught. La Astronomía es considerada una de las primeras ciencias que el hombre dominó. Sin embargo, las habilidades básicas para la construcción del conocimento, relativo al eje temático "Tierra y Universo", no vienen siendo trabajadas adecuadamente con la mayoría de los alumnos que concluyen el ciclo escolar medio. Los alumnos están concluyendo este nivel de enseñanza sin conocimentos de varios temas en el área de Astronomía, que son obligatorios según los Parámetros Curriculares Nacionales (PCN). En virtud de esta discrepancia, este trabajo enfatiza la necesidad de incorporar una disciplina específica de Astronomía em el ciclo medio, em pro de la reducción de las distorsiones entre lo que es enseñado y lo que se debe enseñar. A Astronomia é considerada uma das primeiras ciências que o homem dominou, porém as competências básicas para a construção do conhecimento, relativo ao eixo temático "Terra e Universo", não vêm sendo trabalhadas a contento com a maioria dos alunos que concluem o ensino médio. Os alunos estão concluindo este nível de ensino sem conhecimento de vários temas na área de Astronomia, que são obrigatórios nos Parâmetros Curriculares Nacionais (PCN). Em virtude desta discrepância, este trabalho vem evidenciar a necessidade da incorporação de uma disciplina específica de Astronomia, no ensino médio, em prol da redução das distorções entre o que é ensinado e o que se deve ensinar.

Mathematics education and learning disabilities in Spain.

PubMed

Casas, Ana Miranda; Castellar, Rosa García

2004-01-01

In the first part of this article, we describe the basic objectives of the math curriculum in Spain as well as the basic contents, teacher resources, and obstacles perceived in mathematics instruction. Second, we briefly describe the concept of learning disabilities (LD) as they are currently defined in Spain. As stated in the recent educational reform, a student with LD is any student with special educational needs. The emphasis is placed on the educational resources that these students need in order to achieve the curricular objectives that correspond to their age group or grade. Third, we comment specifically on the educational services model and the evaluation and instructional procedures for students with math learning disabilities. Finally, we describe some lines of research that have appeared in the last few years in Spain that have led to the development of new evaluation and intervention procedures for students with LD in computation and problem solving.

What's in a Name? Moral Education and Terminological Precision.

ERIC Educational Resources Information Center

Cheek, Dallas Henderson; Cheek, Carole Maxwell

1993-01-01

Although many blame societal relativism for lack of moral vision, the term "moral education" is not being used with clarity and specificity. Confusing it with values/ethics/character training makes curricular application difficult. (SK)

Informing Leadership Education by Connecting Curricular Experiences and Leadership Outcomes

ERIC Educational Resources Information Center

McKim, Aaron J.; Velez, Jonathan J.

2017-01-01

Linking specific learning experiences to leadership development has the potential to enhance leadership education. In this study, we sought to link student growth in 13 leadership areas to specific learning experiences within a leadership development program. We measured development within the 13 areas by comparing the perceived needs of students…

Constructing Domain-Specific Knowledge in Kindergarten: Relations among Knowledge, Intelligence, and Strategic Performance

ERIC Educational Resources Information Center

Alexander, Joyce M.; Johnson, Kathy E.; Leibham, Mary E.; DeBauge, Christiane

2005-01-01

Thirty kindergarten children from two classrooms participated in a 3-week curricular unit on dinosaurs designed to teach taxonomic relations and distinguishing features aligned with 15 dinosaur species. Both domain-specific learning and strategic performance on a Twenty Questions game were assessed twice throughout the curriculum, as well as…

Integrating professionalism teaching into undergraduate medical education in the UK setting.

PubMed

Goldie, John

2008-06-01

This paper examines how professionalism teaching might be integrated into undergraduate medical education in the United Kingdom setting. It advocates adopting an outcome-based approach to curriculum planning, using the Scottish Deans' Medical Curriculum Group's (SDMCG) outcomes as a starting point. In discussing the curricular content, potential learning methods and strategies, theoretical considerations are explored. Student selection, assessment and strategies for optimising the educational environment are also considered.

Joint Task Force on Undergraduate Physics Programs

NASA Astrophysics Data System (ADS)

This session will focus on the guidelines and recommendations being developed by the APS/AAPT Joint Task Force on Undergraduate Physics Programs. J-TUPP is studying how undergraduate physics programs might better prepare physics majors for diverse careers. The guidelines and recommendations will focus on curricular content, flexible tracks, pedagogical methods, research experiences and internships, the development of professional skills, and enhanced advising and mentoring for all physics majors.

Mapping Creativity in the Hungarian National Core Curriculum: A Content Analysis of the Overall Statements of Intent, Curricular Areas and Education Levels

ERIC Educational Resources Information Center

Bereczki, Eniko Orsolya

2016-01-01

In the past 20 years, creativity has increasingly been recognised as an important aspect of young people's education around the world. The global interest in creativity is fuelled by various economic and social considerations. One concern of the approach to creativity in education is the curriculum. The research reported in this paper aimed at…

What Boys and Girls Learn through Song: A Content Analysis of Gender Traits and Sex Bias in Two Choral Classroom Textbooks

ERIC Educational Resources Information Center

Hawkins, Patrick J.

2007-01-01

In an effort to further the understanding of gender traits or sexual bias that high school-aged choral music students might be exposed to in their curricular materials, two choral textbooks Choral Connections Beginning Level 1 Treble Voices and Choral Connections Beginning Level 1 Tenor-Bass Voices published by Glencoe MacGraw-Hill in 1999 were…

State Handbook for Industrial Arts: A Comparison of Content with Judgments of Leaders and an Examination of Trends Reflected in These Publications.

ERIC Educational Resources Information Center

Johnson, Delton Lee

The purpose of this study were to: (1) determine the extent to which state industrial arts publications reflect the thinking of contemporary leaders, (2) identify curricular trends in state publications, and (3) provide guidelines for the preparation of state industrial arts handbooks. Data were obtained by a word count documentary analysis of 78…

Teaching the Election with Purpose: Toward a Framework of Racial Media Literacy and [Socio] Political Consciousness When Discussing Elections in the Social Studies Classroom

ERIC Educational Resources Information Center

Busey, Christopher L.

2016-01-01

Infusing content about elections has not been an issue for social studies teachers, but rather contextualizing race discourse in discussions of elections has served as a curricular cessation for social studies teachers. This is especially concerning given that teachers' attempts to remain neutral with regards to race consequently results in a lack…

Analysis of strategies for teaching and learning of concepts related to Astronomy in the Elementary School II

NASA Astrophysics Data System (ADS)

de Moraes E Poffo, Roberta Izabella

2011-12-01

The curricular proposed of the State of Sao Paulo, in the discipline of physical and biological sciences, has a content related to Earth and Universe, that are approached by Astronomy, in Elementary Education I, II and high school. Despite the importance of Astronomy and the public acceptance, it is notable that they have difficulties in this discipline. During the school year 2010 in a public school in Santo Andre, Sao Paulo, 89 students of three different classes in a sixth year of an elementary school II, responded to a questionnaire prepared and applied by the teacher based on the required contents of the curricular proposed by the State of Sao Paulo with ten essay questions related to Astronomy, with the propose to examine the previous knowledge. Only 19% of students hit 50% or more of the issues, the required content considered as the last satisfactory note. During the same year it was presented, but in each class a different strategy as applied. In the first class, an expositive class with audiovisual aids atrategy was used, in the second class an expositive class dialoged strategy and in the third class a textbook research. It was observed that after applying the same questionnaire, there was an improvement on the questions hit. The class where the expositive class dialoged strategy was used improved from 3% to 63% of hits, the class with audiovisual aids improved from 23% to 80% of hits and the class that used research on textbooks strategy improved from 31% to 76%. Thus, it was considered that after the application of the strategies there was a significant improvement in the student performance comparing to the required content. The expositive class dialoged strategy was considered as the most effective.

Critical Race Theory and Counselor Education Pedagogy: Creating Equitable Training

ERIC Educational Resources Information Center

Haskins, Natoya H.; Singh, Anneliese

2015-01-01

Infusing critical race theory, the authors discuss specific pedagogical strategies to enhance educational experiences of counselor trainees. The authors then provide an evaluative checklist to facilitate and evaluate curricular integration of critical race theory.

Interprofessional practice in health care: an educational project with four learning sequences for students from six study programs.

PubMed

Nowak, Anna Christina; Klimke-Jung, Kathrin; Schäfer, Thorsten; Reif, Karl

2016-01-01

In response to demographic changes and the growing complexity of healthcare demands, national and international organizations are requiring greater cooperation among the health professions. Implementation of interprofessional learning programs within study programs in medicine, midwifery, nursing, and therapy is still rare. The first projects are currently underway in Germany. This paper presents the experience gathered by the organizers as interprofessional courses for six study programs were implemented. As part of the collaborative project "Interprofessional Practice in Health Care" between the Medical School at the Ruhr University in Bochum and the Department for Applied Health Sciences at the Hochschule für Gesundheit, interprofessional curricular units were developed, taught and evaluated with the aim of establishing permanent and joint curricular structures at the two German universities. Imparting communication skills, knowledge of and appreciation for the work performed by the other health professions, as well as having students reflect on their own professional roles and responsibilities, were the focus of four curricular units. Students worked together in small interprofessional groups. A total of 220 students enrolled in occupational therapy, midwifery, speech therapy, medicine, nursing, and physiotherapy participated in small-group seminars. When conducting and implementing the seminars, administrative and methodological challenges became apparent, and this should be taken into consideration in regard to any future development of interprofessional courses. Integration into existing curricula, along with finding time in the various schedules and appropriate classroom space for small groups, were among the challenges faced. For over 86% of the students it was important that students from all six of the degree programs involved participated in the project. A detailed analysis of the content and evaluation will follow. The value of the project's aim to include as many study programs in the health professions and medicine as possible was confirmed by the participating students. However, accomplishing this requires a substantial amount of organizational effort in terms of scheduling, finding classroom space and integration into existing curricula. Careful attention must be given specifically to the coordination of monoprofessional and interprofessional teaching units.

A Summer Leadership Development Program for Chemical Engineering Students

ERIC Educational Resources Information Center

Simpson, Annie E.; Evans, Greg J.; Reeve, Doug

2012-01-01

The Engineering Leaders of Tomorrow Program (LOT) is a comprehensive curricular, co-curricular, extra-curricular leadership development initiative for engineering students. LOT envisions: "an engineering education that is a life-long foundation for transformational leaders and outstanding citizens." Academic courses, co-curricular certificate…

Student profiling on university co-curricular activities using cluster analysis

NASA Astrophysics Data System (ADS)

Rajenthran, Hemabegai A./P.; Shaharanee, Izwan Nizal Mohd; Jamil, Jastini Mohd.

2017-11-01

In higher learning institutions, the co-curricular programs are needed for the graduation besides the standard academic programs. By actively participating in co-curricular, students can attain many of soft skills and proficiencies besides learning and adopting campus environment, community and traditions. Co-curricular activities are implemented by universities mainly for the refinement of the academic achievement along with the social development. This studies aimed to analyse the academic profile of the co-curricular students among uniform units. The main objective of study is to develop a profile of student co-curricular activities in uniform units. Additionally, several variables has been selected to serve as the characteristics for student co-curricular profile. The findings of this study demonstrate the practicality of clustering technique to investigate student's profiles and allow for a better understanding of student's behavior and co-curriculum activities.

Curricular and Co-Curricular Leadership Learning for Engineering Students

ERIC Educational Resources Information Center

Reeve, Doug; Evans, Greg; Simpson, Annie; Sacks, Robin; Olivia-Fisher, Estelle; Rottmann, Cindy; Sheridan, Patricia

2015-01-01

In recent years engineering educators have been encouraged to blend technical and professional learning in their curricular and co-curricular programming (Engineers Canada, 2009; National Academy of Engineering [NAE], 2004). Our paper describes a multifaceted leadership learning program developed to achieve this goal by infusing reflective,…

Curricular Management of the Internet: Beyond the Blocking Solution.

ERIC Educational Resources Information Center

Lynch, Paul J.

2000-01-01

Focuses on managed Internet use as a curricular challenge and alternate solution to blocking software. Suggests that by making curricular choices for students and directing the medium towards curricular goals, teachers can manage students' time and provide a safe environment where students can communicate and collaborate on projects. (AEF)

Preparing future teachers to anticipate student difficulties in physics in a graduate-level course in physics, pedagogy, and education research

NASA Astrophysics Data System (ADS)

Thompson, John R.; Christensen, Warren M.; Wittmann, Michael C.

2011-06-01

We describe courses designed to help future teachers reflect on and discuss both physics content and student knowledge thereof. We use three kinds of activities: reading and discussing the literature, experiencing research-based curricular materials, and learning to use the basic research methods of physics education research. We present a general overview of the two courses we have designed as well as a framework for assessing student performance on physics content knowledge and one aspect of pedagogical content knowledge—knowledge of student ideas—about one particular content area: electric circuits. We find that the quality of future teachers’ responses, especially on questions dealing with knowledge of student ideas, can be successfully categorized and may be higher for those with a nonphysics background than those with a physics background.

Comparison of Pharmacy Students’ Perceived and Actual Knowledge Using the Pharmacy Curricular Outcomes Assessment

PubMed Central

Friesner, Daniel L.

2012-01-01

Objective. To determine whether a correlation exists between third-year PharmD students’ perceived pharmacy knowledge and actual pharmacy knowledge as assessed by the Pharmacy Curricular Outcomes Assessment (PCOA). Methods. In 2010 and 2011, the PCOA was administered in a low-stakes environment to third-year pharmacy students at North Dakota State University College of Pharmacy, Nursing, and Allied Sciences (COPNAS). A survey instrument was also administered on which students self-assessed their perceived competencies in each of the core areas covered by the PCOA examination. Results. The pharmacy students rated their competencies slightly higher than average. Performance on the PCOA was similar to but slightly higher than national averages. Correlations between each of the 4 content areas (basic biomedical sciences, pharmaceutical sciences, social/administrative sciences, and clinical sciences) mirrored those reported nationally by the National Association of Boards of Pharmacy (NABP). Student performance on the basic biomedical sciences portion of the PCOA was significantly correlated with students’ perceived competencies in the biomedical sciences. No other correlations between actual and perceived competencies were significant. Conclusion. A lack of correlation exists between what students perceive they know and what they actually know in the areas of pharmaceutical science; social, behavioral, and administrative science; and clinical science. Therefore, additional standardized measures are needed to assess curricular effectiveness and provide comparisons among pharmacy programs. PMID:22611272

Have motivation theories guided the development and reform of medical education curricula? A review of the literature.

PubMed

Kusurkar, Rashmi A; Croiset, Gerda; Mann, Karen V; Custers, Eugene; Ten Cate, Olle

2012-06-01

Educational psychology indicates that learning processes can be mapped on three dimensions: cognitive (what to learn), affective or motivational (why learn), and metacognitive regulation (how to learn). In a truly student-centered medical curriculum, all three dimensions should guide curriculum developers in constructing learning environments. The authors explored whether student motivation has guided medical education curriculum developments. The authors reviewed the literature on motivation theory related to education and on medical education curriculum development to identify major developments. Using the Learning-Oriented Teaching model as a framework, they evaluated the extent to which motivation theory has guided medical education curriculum developers. Major developments in the field of motivation theory indicate that motivation drives learning and influences students' academic performance, that gender differences exist in motivational mechanisms, and that the focus has shifted from quantity of motivation to quality of motivation and its determinants, and how they stimulate academic motivation. Major developments in medical curricula include the introduction of standardized and regulated medical education as well as problem-based, learner-centered, integrated teaching, outcome-based, and community-based approaches. These curricular changes have been based more on improving students' cognitive processing of content or metacognitive regulation than on stimulating motivation. Motivational processes may be a substantially undervalued factor in curriculum development. Building curricula to specifically stimulate motivation in students may powerfully influence the outcomes of curricula. The elements essential for stimulating intrinsic motivation in students, including autonomy support, adequate feedback, and emotional support, appear lacking as a primary aim in many curricular plans.

Principles and practices of social entrepreneurship for nursing.

PubMed

Gilmartin, Mattia J

2013-11-01

Although social justice and action for change are among the nursing profession's core values, curricular content on social entrepreneurship for nurses is not as well developed as it is in the educational programs for students in business, engineering, or public policy. This article describes an undergraduate honors elective course in social entrepreneurship offered at New York University College of Nursing. The course uses a seminar format and incorporates content from the humanities, business, and service-learning, with the goal of promoting participants' understanding of the sources of inequality in the United States and providing the requisite skills to promote effective nursing action for social change. Copyright 2013, SLACK Incorporated.

Unipacs: A Language Arts Curriculum Theory, Abstractions, Statements in Context, and Language Change; And Instructional Packets: Symbol-Referent, Denotation and Connotation, Appropriateness, Dialect, Occasion, and Form and Media.

ERIC Educational Resources Information Center

Madison Public Schools, WI.

Based on the belief that the most appropriate focus of a language arts curriculum is the process and content of communication, these several unipacs (instructional packets) explore some essential elements of communication which should be incorporated into a curricular theory: (1) abstraction , which is the assertion that words may be classified as…

Lesbian, Gay, Bisexual, and Transgender Patient Care: Medical Students' Preparedness and Comfort.

PubMed

White, William; Brenman, Stephanie; Paradis, Elise; Goldsmith, Elizabeth S; Lunn, Mitchell R; Obedin-Maliver, Juno; Stewart, Leslie; Tran, Eric; Wells, Maggie; Chamberlain, Lisa J; Fetterman, David M; Garcia, Gabriel

2015-01-01

Phenomenon: Lesbian, gay, bisexual, and transgender (LGBT) individuals face significant barriers in accessing appropriate and comprehensive medical care. Medical students' level of preparedness and comfort caring for LGBT patients is unknown. An online questionnaire (2009-2010) was distributed to students (n = 9,522) at 176 allopathic and osteopathic medical schools in Canada and the United States, followed by focus groups (2010) with students (n = 35) at five medical schools. The objective of this study was to characterize LGBT-related medical curricula, to determine medical students' assessments of their institutions' LGBT-related curricular content, and to evaluate their comfort and preparedness in caring for LGBT patients. Of 9,522 survey respondents, 4,262 from 170 schools were included in the final analysis. Most medical students (2,866/4,262; 67.3%) evaluated their LGBT-related curriculum as "fair" or worse. Students most often felt prepared addressing human immunodeficiency virus (HIV; 3,254/4,147; 78.5%) and non-HIV sexually transmitted infections (2,851/4,136; 68.9%). They felt least prepared discussing sex reassignment surgery (1,061/4,070; 26.1%) and gender transitioning (1,141/4,068; 28.0%). Medical education helped 62.6% (2,669/4,262) of students feel "more prepared" and 46.3% (1,972/4,262) of students feel "more comfortable" to care for LGBT patients. Four focus group sessions with 29 students were transcribed and analyzed. Qualitative analysis suggested students have significant concerns in addressing certain aspects of LGBT health, specifically with transgender patients. Insights: Medical students thought LGBT-specific curricula could be improved, consistent with the findings from a survey of deans of medical education. They felt comfortable, but not fully prepared, to care for LGBT patients. Increasing curricular coverage of LGBT-related topics is indicated with emphasis on exposing students to LGBT patients in clinical settings.

Guiding students towards sensemaking: teacher questions focused on integrating scientific practices with science content

NASA Astrophysics Data System (ADS)

Benedict-Chambers, Amanda; Kademian, Sylvie M.; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan

2017-10-01

Science education reforms articulate a vision of ambitious science teaching where teachers engage students in sensemaking discussions and emphasise the integration of scientific practices with science content. Learning to teach in this way is complex, and there are few examples of sensemaking discussions in schools where textbook lessons and teacher-directed discussions are the norm. The purpose of this study was to characterise the questioning practices of an experienced teacher who taught a curricular unit enhanced with educative features that emphasised students' engagement in scientific practices integrated with science content. Analyses indicated the teacher asked four types of questions: explication questions, explanation questions, science concept questions, and scientific practice questions, and she used three questioning patterns including: (1) focusing students on scientific practices, which involved a sequence of questions to turn students back to the scientific practice; (2) supporting students in naming observed phenomena, which involved a sequence of questions to help students use scientific language; and (3) guiding students in sensemaking, which involved a sequence of questions to help students learn about scientific practices, describe evidence, and develop explanations. Although many of the discussions in this study were not yet student-centred, they provide an image of a teacher asking specific questions that move students towards reform-oriented instruction. Implications for classroom practice are discussed and recommendations for future research are provided.

Lesbian, gay, bisexual, transgendered, or intersexed content for nursing curricula.

PubMed

Brennan, Ann Marie Walsh; Barnsteiner, Jane; Siantz, Mary Lou de Leon; Cotter, Valeri T; Everett, Janine

2012-01-01

There has been limited identification of core lesbian, gay, bisexual, transgendered, or intersexed (LGBTI) experience concepts that should be included in the nursing curricula. This article addresses the gap in the literature. To move nursing toward the goals of health equity and cultural humility in practice, education, and research, nursing curricula must integrate core LGBTI concepts, experiences, and needs related to health and illness. This article reviews LGBTI health care literature to address the attitudes, knowledge, and skills needed to address curricular gaps and provide content suggestions for inclusion in nursing curricula. Also considered is the need to expand nursing students' definition of diversity before discussing the interplay between nurses' attitudes and culturally competent care provided to persons who are LGBTI. Knowledge needed includes a life span perspective that addresses developmental needs and their impact on health concerns throughout the life course; health promotion and disease prevention with an articulation of unique health issues for this population; mental health concerns; specific health needs of transgender and intersex individuals; barriers to health care; interventions and resources including Internet sites; and legal and policy issues. Particular assessment and communication skills for LGBTI patients are identified. Finally, there is a discussion of didactic, simulation, and clinical strategies for incorporating this content into nursing curricula at the undergraduate and graduate levels. Copyright © 2012 Elsevier Inc. All rights reserved.

The Nature and Significance of Curricular Claims and How They Are Validated.

ERIC Educational Resources Information Center

Lottes, John; McCray, Emajean

This paper is concerned with the clarification and resolution of two basic defects of curricular and instructional research: vagueness as to what is being undertaken, and inattention to the logical aspects of evaluation. It introduces the concepts of curricular claim and instructional claim, clarifies the function and import of curricular claims,…

History of Science as an Instructional Context: Student Learning in Genetics and Nature of Science

NASA Astrophysics Data System (ADS)

Kim, Sun Young; Irving, Karen E.

2010-02-01

This study (1) explores the effectiveness of the contextualized history of science on student learning of nature of science (NOS) and genetics content knowledge (GCK), especially interrelationships among various genetics concepts, in high school biology classrooms; (2) provides an exemplar for teachers on how to utilize history of science in genetics instruction; and (3) suggests a modified concept mapping assessment tool for both NOS and GCK. A quasi-experimental control group research design was utilized with pretests, posttests, and delayed posttests, combining qualitative data and quantitative data. The experimental group was taught with historical curricular lessons, while the control group was taught with non-historical curricular lessons. The results indicated that students in the experimental group developed better understanding in targeted aspects of NOS immediately after the intervention and retained their learning 2 months after the intervention. Both groups developed similar genetics knowledge in the posttest, and revealed a slight decay in their understanding in the delayed posttest.

Comparing the effects of combined numerical and visuo- spatial psychoeducational trainings conducted by curricular teachers and external trainers. Preliminary evidence across kindergarteners.

NASA Astrophysics Data System (ADS)

Agus, M.; Mascia, M. L.; Fastame, M. C.; Napoleone, V.; Porru, A. M.; Siddu, F.; Lucangeli, D.; Penna, M. P.

2016-11-01

The aim of this study was to verify the efficacy of two pencil-and-paper trainings empowering numerical and visuo-spatial abilities in Italian five-year-old kindergarteners. Specifically, the trainings were respectively carried out by the curricular teacher or by an external trainer. The former received a specific training in order to use the psychoeducational programmes with her pupils, whereas the latter received a specific education about the role of numerical and visuo-spatial abilities for school achievement and she was also trained to use psychoeducational trainings in kindergarten schools. At pre-test and post-test nonverbal functions and numeracy knowledge were assessed through a battery of standardized tests. The results show that both the numerical psychoeducational programme and the visuo-spatial one are useful tools to enhance mathematical achievements in kindergarteners. However, when the trainings were proposed by the external trainer, the efficacy of the psychoeducational programmes was more significant. These outcomes seem to be related both to the expertise and the novelty effect of the external trainer on the classroom.

Extra-curricular participation in sports and socio-demographic factors in Spanish adolescents: the AVENA study.

PubMed

Gracia-Marco, Luis; Tomas, Concepcion; Vicente-Rodriguez, German; Jimenez-Pavon, David; Rey-Lopez, Juan P; Ortega, Francisco B; Lanza-Saiz, Ricardo; Moreno, Luis A

2010-11-01

The aims of this study were to identify differences between the sexes in extra-curricular participation in sports and to determine its association with body fat and socio-demographic factors in Spanish adolescents. A total of 2165 adolescents (1124 males and 1041 females) aged 13.0-18.5 years from the AVENA Study participated. Participants filled in an ad hoc questionnaire for extra-curricular participation in sports, which was the dependent variable. Independent variables were: age, percent body fat, and father's and mother's educational level and occupation. Chi-square tests and logistic regression were applied. Bivariate analysis showed for male adolescents that age and father's occupation were related to extra-curricular participation in sports. In addition, body fat and mother's education and occupation (all P < 0.05) were related to extra-curricular participation of in sports for female adolescents. Logistic regression analysis showed that the likelihood of involvement in extra-curricular participation in sports was 5.3-fold (3.86-7.38) higher for males than females. Age and father's education in both males and females were independently associated with extra-curricular participation in sports. In summary, Spanish male adolescents were shown to engage in more extra-curricular sports than females. In addition, age and father's education (in both sexes) were associated with the participation of their offspring in extra-curricular sports during adolescence.

Dominant Discourses in Curriculum

ERIC Educational Resources Information Center

Miller, Elizabeth

2012-01-01

In the following paper, the author draws upon the works of critical theorists and critical curriculum scholars to investigate the intersection of the social and political realms with contemporary educational and curricular trends. This paper specifically explores connections between current curriculum trends with neutrality, social reproduction,…

Distance-Learning Technologies: Curriculum Equalizers in Rural and Small Schools.

ERIC Educational Resources Information Center

Barker, Bruce O.

1986-01-01

Discusses potential of new and advancing distance learning methods for meeting educational reform mandates for increased curricular offerings in rural schools. Describes specific successful programs now using interactive television via satellite, audio teleconferencing, videotapes, and microcomputer linking. Provides names, addresses, and…

Illustrating and analyzing the processes of multi-institutional collaboration: Lessons learnt at Howard University Hospital.

PubMed

Malik, Mansoor; Kumari, Suneeta; Manalai, Partam; Hipolito, Maria

2017-05-01

Multi-institutional collaboration offers a promising approach to the dissemination of resources for capacity building and the improvement of the training of new investigators and residents, especially in areas of novel curricular content. Physicians should keep pace with the rapid growth of curricular content in an era of restricted resources. Such collaborations, in which educational entities work together and share resources and infrastructure, have been employed in health care to improve quality of care, capacity building, disparity reduction, and resident training. This paper examines a federally funded multi-institutional collaboration for the project STRIDE (Seek, Treat, Reach to Identify Pretrial Defendants Enhancement) between Yale University, George Mason University (GMU), and Howard University, a Historically Black University. The STRIDE study collaboration focused on mental health, opioid addiction, and infectious disease/HIV among Africans Americans involved in CJS (Criminal Justice System). We discuss some of the challenges and benefits of collaborative research projects conducted at Historically Black Colleges and University (HBCUs) and highlight the educational opportunities created by such collaborations for residents and other trainees, leading to the development of independent investigators through multi-institutional, structured collaborative research. We identify some unique challenges such as substance use, race, stigma, incarceration among participants, and the cultural and power difference between participating institutions, and thereby address these issues and how it impacted the course of the multi-institutional collaborative effort.

Illustrating and analyzing the processes of multi-institutional collaboration: Lessons learnt at Howard University Hospital

PubMed Central

Malik, Mansoor; Kumari, Suneeta; Manalai, Partam; Hipolito, Maria

2017-01-01

Multi-institutional collaboration offers a promising approach to the dissemination of resources for capacity building and the improvement of the training of new investigators and residents, especially in areas of novel curricular content. Physicians should keep pace with the rapid growth of curricular content in an era of restricted resources. Such collaborations, in which educational entities work together and share resources and infrastructure, have been employed in health care to improve quality of care, capacity building, disparity reduction, and resident training. This paper examines a federally funded multi-institutional collaboration for the project STRIDE (Seek, Treat, Reach to Identify Pretrial Defendants Enhancement) between Yale University, George Mason University (GMU), and Howard University, a Historically Black University. The STRIDE study collaboration focused on mental health, opioid addiction, and infectious disease/HIV among Africans Americans involved in CJS (Criminal Justice System). We discuss some of the challenges and benefits of collaborative research projects conducted at Historically Black Colleges and University (HBCUs) and highlight the educational opportunities created by such collaborations for residents and other trainees, leading to the development of independent investigators through multi-institutional, structured collaborative research. We identify some unique challenges such as substance use, race, stigma, incarceration among participants, and the cultural and power difference between participating institutions, and thereby address these issues and how it impacted the course of the multi-institutional collaborative effort. PMID:28966991

Extending student knowledge and interest through super-curricular activities

NASA Astrophysics Data System (ADS)

Zetie, K. P.

2018-03-01

Any teacher of physics is likely to consider super-curricular reading as an important strategy for successful students. However, there are many more ways to extend a student’s interest in a subject than reading books, and undirected reading (such as providing a long out of date reading list) is not likely to be as helpful as targeted or directed study. I present an approach to directing and supporting additional study pioneered at St Paul’s School in the last 2 years based on two significant steps: • Providing a large, searchable database of reading and other material such as podcasts rather than simply a reading list. • Encouraging students to visualise and plot their trajectory toward a specific goal using a graph

Assessing (and Addressing!) Motivation to Read Fiction and Nonfiction

ERIC Educational Resources Information Center

Malloy, Jacquelynn A.; Parsons, Allison Ward; Marinak, Barbara A.; Applegate, Anthony J.; Applegate, Mary DeKonty; Reutzel, D. Ray; Parsons, Seth A.; Fawson, Parker C.; Roberts, Leslie D.; Gambrell, Linda B.

2017-01-01

Literacy educators, spurred by curricular standards requiring increased attention to reading nonfiction, are compelled to consider text-specific reading instruction. As research supports the connection between motivation and reading achievement, these mandates beg the question, "Are children equally motivated to read fiction and…

A Successful Strategy to Integrate Sex and Gender Medicine into a Newly Developed Medical Curriculum.

PubMed

Ludwig, Sabine; Oertelt-Prigione, Sabine; Kurmeyer, Christine; Gross, Manfred; Grüters-Kieslich, Annette; Regitz-Zagrosek, Vera; Peters, Harm

2015-12-01

A new modular, outcome-based, interdisciplinary curriculum was introduced for undergraduate medical education at one of the largest European medical faculties. A key stated institutional goal was to systematically integrate sex and gender medicine and gender perspectives into the curriculum in order to foster adequate gender-related knowledge and skills for future doctors concerning the etiology, pathogenesis, clinical presentation, diagnosis, treatment, and research of diseases. A change agent was integrated directly into the curriculum development team to facilitate interactions with all key players of the curricular development process. The gender change agent established a supporting organizational framework of all stakeholders, and developed a 10-step approach including identification, selection, placing relevant sex and gender medicine-related issues in the curricular planning sessions, counseling of faculty members, and monitoring of the integration achieved. With this approach, quantitatively sex and gender medicine-related content was widely integrated throughout all teaching and learning formats and from early basic science to later clinical modules (94 lectures, 33 seminars, and 16 practical courses). Gender perspectives involve 5% of the learning objectives and represent an integral part of the assessment program. Qualitatively, the relevance of gender (sociocultural) differences was combined with sex (biological) differences in disease manifestation throughout the curriculum. The appointment of a change agent facilitates the development of systematic approaches that can be a key and serve as practice models to successfully integrate new overarching curricular perspectives and dimensions--in this case sex and gender medicine--into a new medical curriculum.

Epistemology, culture, justice and power: non-bioscientific knowledge for medical training.

PubMed

Kuper, Ayelet; Veinot, Paula; Leavitt, Jennifer; Levitt, Sarah; Li, Amanda; Goguen, Jeannette; Schreiber, Martin; Richardson, Lisa; Whitehead, Cynthia R

2017-02-01

While medical curricula were traditionally almost entirely comprised of bioscientific knowledge, widely accepted competency frameworks now make clear that physicians must be competent in far more than biomedical knowledge and technical skills. For example, of the influential CanMEDS roles, six are conceptually based in the social sciences and humanities (SSH). Educators frequently express uncertainty about what to teach in this area. This study concretely identifies the knowledge beyond bioscience needed to support the training of physicians competent in the six non-Medical Expert CanMEDS roles. We interviewed 58 non-clinician university faculty members with doctorates in over 20 SSH disciplines. We abstracted our transcripts (meaning condensation, direct quotations) resulting in approximately 300 pages of data which we coded using top-down (by CanMEDS role) and bottom-up (thematically) approaches and analysed within a critical constructivist framework. Participants and clinicians with SSH PhDs member-checked and refined our results. Twelve interrelated themes were evident in the data. An understanding of epistemology, including the constructed nature of social knowledge, was seen as the foundational theme without which the others could not be taught or understood. Our findings highlighted three anchoring themes (Justice, Power, Culture), all of which link to eight more specific themes concerning future physicians' relationships to the world and the self. All 12 themes were cross-cutting, in that each related to all six non-Medical Expert CanMEDS roles. The data also provided many concrete examples of potential curricular content. There is a definable body of SSH knowledge that forms the academic underpinning for important physician competencies and is outside the experience of most medical educators. Curricular change incorporating such content is necessary if we are to strengthen the non-Medical Expert physician competencies. Our findings, particularly our cross-cutting themes, also provide a pedagogically useful mechanism for holistically teaching the underpinnings of physician competence. We are now implementing our findings into medical curricula. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Exploring teachers' beliefs and knowledge about scientific inquiry and the nature of science: A collaborative action research project

NASA Astrophysics Data System (ADS)

Fazio, Xavier Eric

Science curriculum reform goals espouse the need to foster and support the development of scientific literacy in students. Two critical goals of scientific literacy are students' engagement in, and developing more realistic conceptions about scientific inquiry (SI) and the nature of science (NOS). In order to promote the learning of these curriculum emphases, teachers themselves must possess beliefs and knowledge supportive of them. Collaborative action research is a viable form of curriculum and teacher development that can be used to support teachers in developing the requisite beliefs and knowledge that can promote these scientific literacy goals. This research study used a collective case study methodology to describe and interpret the views and actions of four teachers participating in a collaborative action research project. I explored the teachers' SI and NOS views throughout the project as they investigated ideas and theories, critically examined their current curricular practice, and implemented and reflected on these modified curricular practices. By the end of the research study, all participants had uniquely augmented their understanding of SI and NOS. The participants were better able to provide explanatory depth to some SI and NOS ideas; however, specific belief revision with respect to SI and NOS ideas was nominal. Furthermore, their idealized action research plans were not implemented to the extent that they were planned. Explanations for these findings include: impact of significant past educational experiences, prior understanding of SI and NOS, depth of content and pedagogical content knowledge of the discipline, and institutional and instructional constraints. Nonetheless, through participation in the collaborative action research process, the teachers developed professionally, personally, and socially. They identified many positive outcomes from participating in a collaborative action research project; however, they espoused constraints to implementing innovative actions. Indeed, local school cultures were barriers to the participants' development. A model of teacher development embracing all the developmental areas is presented---an integration of social, personal, and professional development. Implications and recommendations for future research on teachers' beliefs and knowledge, as well as the viability of collaborative action research to facilitate teacher and curriculum development are presented.

Culturally responsive middle school science: A case study of needs, demands, and challenges

NASA Astrophysics Data System (ADS)

Woodrow, Kelli Ellen

2007-12-01

Culturally responsive programming has been proposed as a remedy for the well-documented disconnect between schools and the ethnically and culturally diverse students who attend them. These programs often focus on creating instructional materials and pedagogical practices that are aligned with the knowledges, perspectives and practices of these students. This study builds on that literature and examines the needs, demands, and challenges of developing a culturally responsive health science program for ethnically and culturally diverse urban middle school students. I approached this problem through a content analysis of the intended curriculum and a microethnography of the enacted curriculum. In my analysis of the intended curriculum, I adapted a science textbook analysis instrument created by the American Association for the Advancement of Science (AAAS) to include criteria related to identified features of culturally responsive education. Using these modified analytic criteria, I found that the pilot drafts of the curricular materials excelled in the areas of engaging students in relevant phenomenon but lacked many of these specifically culturally responsive elements. Recommendations were made to redress these deficiencies. In my analysis of the enacted curriculum, I observed in five eighth grade classrooms where the program was being implemented. I used participant observation, audio and video tape recordings, artifacts, and interviews over a six-month period to investigate teacher/student interactions, the social organization of the classrooms, and students' culturally distinctive knowledge resources---or what is sometimes referred to as their "funds of knowledge." I found that the affective interactions between teachers and students were precursors to any reform, and that students and teachers similarly defined these interactions as "teacher care." In addition, I found that the social organization of the classroom often privileged official content and ways of knowing while limiting students' ability to publicly draw on their unique funds of knowledge or to access their scientific sensemaking resources. Through the use of data accumulated from my curriculum analysis and classroom observations, I concluded that culturally responsive program development must incorporate both curricular development and inservice professional development focused not only on science but also on fundamental aspects of classroom interactions.

First impressions: what are preclinical medical students in the US and Canada learning about sexual and reproductive health?

PubMed

Steinauer, Jody; LaRochelle, Flynn; Rowh, Marta; Backus, Lois; Sandahl, Yarrow; Foster, Angel

2009-07-01

This study evaluates the inclusion of sexual and reproductive health (SRH) topics in preclinical US and Canadian medical education. Between 2002 and 2005, we sent surveys to the student coordinators of active Medical Students for Choice chapters at 122 US and Canadian medical schools. Students reported on the preclinical curricular inclusion of 50 specific SRH topics in the broad categories of pregnancy, contraception, infertility, elective abortion, ethical and social issues, and other topics. We received 77 completed surveys, for an overall response rate of 63%. Coverage of pregnancy physiology and STIs/HIV was uniformly high. In contrast, inclusion of contraceptive methods and elective abortion procedures greatly varied by subtopic and geographic region. Thirty-three percent of respondents reported no coverage of elective abortion-related topics. Inclusion of contraception and elective abortion in preclinical medical school courses varies widely. As critical components of women's lives and health, we recommend that medical schools work to integrate comprehensive family planning content into their standard curricula.

The NAPLEX: Evolution, Purpose, Scope, and Educational Implications

PubMed Central

Boyle, Maria; Catizone, Carmen A.

2008-01-01

Since 2004, passing the North American Pharmacist Licensure Examination (NAPLEX) has been a requirement for earning initial pharmacy licensure in all 50 United States. The creation and evolution from 1952-2005 of the particular pharmacy competency testing areas and quantities of questions are described for the former paper-and-pencil National Association of Boards of Pharmacy Licensure Examination (NABPLEX) and the current candidate-specific computer adaptive NAPLEX pharmacy licensure examinations. A 40% increase in the weighting of NAPLEX Blueprint Area 2 in May 2005, compared to that in the preceding 1997-2005 Blueprint, has implications for candidates' NAPLEX performance and associated curricular content and instruction. New pharmacy graduates' scores on the NAPLEX are neither intended nor validated to serve as a criterion for assessing or judging the quality or effectiveness of pharmacy curricula and instruction. The newest cycle of NAPLEX Blueprint revision, a continual process to ensure representation of nationwide contemporary practice, began in early 2008. It may take up to 2 years, including surveying several thousand national pharmacists, to complete. PMID:18483600

The NAPLEX: evolution, purpose, scope, and educational implications.

PubMed

Newton, David W; Boyle, Maria; Catizone, Carmen A

2008-04-15

Since 2004, passing the North American Pharmacist Licensure Examination (NAPLEX) has been a requirement for earning initial pharmacy licensure in all 50 United States. The creation and evolution from 1952-2005 of the particular pharmacy competency testing areas and quantities of questions are described for the former paper-and-pencil National Association of Boards of Pharmacy Licensure Examination (NABPLEX) and the current candidate-specific computer adaptive NAPLEX pharmacy licensure examinations. A 40% increase in the weighting of NAPLEX Blueprint Area 2 in May 2005, compared to that in the preceding 1997-2005 Blueprint, has implications for candidates' NAPLEX performance and associated curricular content and instruction. New pharmacy graduates' scores on the NAPLEX are neither intended nor validated to serve as a criterion for assessing or judging the quality or effectiveness of pharmacy curricula and instruction. The newest cycle of NAPLEX Blueprint revision, a continual process to ensure representation of nationwide contemporary practice, began in early 2008. It may take up to 2 years, including surveying several thousand national pharmacists, to complete.

Education for connecting Omani students with other cultures in the world: The role of social studies

NASA Astrophysics Data System (ADS)

Al-Maamari, Saif

2016-08-01

Oman is a multicultural society in terms of both ethnicity and religion. Communities vary in terms of cultural heritage, language, dress and religious or sectarian affiliation. The majority of people are Arab; other members of society belong to one of three main ethnic groups: the Hyderabadi, the Baluchis or the Zanzibari (Arabs of Omani descent who lived in Zanzibar for many years and returned to Oman after 1970). Arabic is considered the official language in Oman; however, several other languages such as English, Urdu, Baluchi and Swahili are also spoken. Islam is the state religion of the sultanate, with the majority of people being Ibadhi while the remaining population is divided between the Sunni and the Shi'a denominations. This cultural and religious diversity needs to be reflected in the school curriculum, especially in Social Studies education, which is regarded as the subject closest to intercultural education in terms of concepts, skills and values. This paper is based on a literature review exploring current practices regarding intercultural education in Omani schools. Specifically, the study attempts to identify which practices are implemented by Omani schools to help Omani students develop positive attitudes towards differences among cultures. The author considers both curricular and extra-curricular elements of intercultural education. He then turns to Social Studies textbooks used in Omani schools, investigating unit contents. His conclusion is that while intercultural education is to some extent already incorporated in the Omani education system, current practices are far from sufficient. There is still a great need to improve teacher training and open up the Social Studies curriculum considerably to include all the students' cultures and faiths.

A Fundamental Breakdown. Part I: Locomotion

ERIC Educational Resources Information Center

Townsend, J. Scott; Mohr, Derek J.

2005-01-01

In an earlier issue of "TEPE" (January, 2005) the "Research to Practice" column examined the effects of a developmental curriculum on elementary-aged children's performance. Pappa, Evanggelinou, and Karabourniotis (2005) found support for a line of research suggesting that curricular programming should place a specific focus on development of…

Advocating for Student Health through Grassroots Curricular Development

ERIC Educational Resources Information Center

Barcelona, Jeanne M.; Goetten, Julia

2018-01-01

One strategy for creating a healthy school culture is to integrate health concepts into core subject areas. In this article, a health and wellness coordinator and a curriculum specialist explain the meticulous process and discoveries that led to the development of a district-specific health curriculum.

Growing and Funding Experiential Learning Programs: A Recipe for Success

ERIC Educational Resources Information Center

Cowart, Monica R.

2010-01-01

While numerous professors and administrators can agree upon the benefits of infusing the curriculum with experiential learning, a commonly stated obstacle to widespread curricular reform is funding. Specifically, given that external institutional support can be difficult to procure, especially in uncertain economic times, institutions might…

Planning Requirements for Small School Facilities.

ERIC Educational Resources Information Center

Davis, J. Clark; McQueen, Robert

The unique requirements of small school facilities, designed to handle multiple curricular functions within the same operational space, necessitate the creation of educational specifications tying the curriculum to that portion of the facility in which each curriculum component will be implemented. Thus, in planning the facility the major concern…

Missing the Forest for the Trees

ERIC Educational Resources Information Center

Amaral, Olga Maia; Garrison, Leslie

2007-01-01

This case study examines the alignment between the Intended Curriculum, Implemented Curriculum and Achieved Curriculum of a fourth grade inquiry based unit, "Food Chains and Webs." Specifically addressed are how the curriculum was modified to meet state standards, how teachers were trained, and how assessment of curricular implementation was…

Training Caribbean Trawlermen for the Future

ERIC Educational Resources Information Center

Findlay, Peter

1975-01-01

Equipped with two multi-purpose fishing vessels, the Caribbean Fishery Development Institute has begun training 45 persons in an 11-month course ranging from navigation to seamanship, from engineering to biology, law, andeconomics. The program description provided by the article is supplemented by figures offering specific curricular and…

100 Years of Curriculum History, Theory, and Research

ERIC Educational Resources Information Center

Schoenfeld, Alan H.

2016-01-01

This article reviews a collection of papers written by the American Educational Research Association's first 50 presidents that deal specifically with curricular issues. It characterizes the ways in which curricula were conceptualized, implemented, and assessed, with an eye toward the epistemological and methodological framings that the authors…

Implementing Metrics at a District Level. Administrative Guide. Revised Edition.

ERIC Educational Resources Information Center

Borelli, Michael L.; Morelli, Sandra Z.

Administrative concerns in implementing metrics at a district level are discussed and specific recommendations are made regarding them. The paper considers the extent and manner of staff training necessary, the curricular changes associated with metrics, and the distinctions between elementary and secondary programs. Appropriate instructional…

Active for Life: Developmentally Appropriate Movement Programs for Young Children.

ERIC Educational Resources Information Center

Sanders, Stephen W.

This book provides guidance on what high-quality movement programs for young children should include, offering a curricular foundation, strategies for teaching, and assessment ideas. It defines and illustrates specific interrelated components of developmentally appropriate practice in providing movement education for young children. There are…

Back to the Drawing Board? Articulation and Outreach Revisited

ERIC Educational Resources Information Center

Melin, Charlotte

2005-01-01

Connections between high school and college-level German programs can be strengthened through a combination of curricular articulation and strategic outreach initiatives. This essay reviews approaches to articulation, examines promising outreach models, and offers guidelines for developing program-specific plans. An analysis of German program…

Potential Contributions of Music Education to Peacebuilding: Curricular Concerns

ERIC Educational Resources Information Center

Sandoval, Elaine

2016-01-01

This article examines the potential role of music education in peacebuilding, specifically concentrating on issues of structural, indirect violence often unwittingly perpetuated through Eurocentric music curricula. I point out that such violence occurs not only in curricula that represent only European classical traditions, but moreover in…

Integrating Information Literacy and Evidence-Based Medicine Content within a New School of Medicine Curriculum: Process and Outcome.

PubMed

Muellenbach, Joanne M; Houk, Kathryn M; E Thimons, Dana; Rodriguez, Bredny

2018-01-01

This column describes a process for integrating information literacy (IL) and evidence-based medicine (EBM) content within a new school of medicine curriculum. The project was a collaborative effort among health sciences librarians, curriculum deans, directors, and faculty. The health sciences librarians became members of the curriculum committees, developed a successful proposal for IL and EBM content within the curriculum, and were invited to become course instructors for Analytics in Medicine. As course instructors, the librarians worked with the other faculty instructors to design and deliver active learning class sessions based on a flipped classroom approach using a proprietary Information Mastery curriculum. Results of this collaboration may add to the knowledge base of attitudes and skills needed to practice as full faculty partners in curricular design and instruction.

Integrating professional behavior development across a professional allied health curriculum.

PubMed

Tsoumas, Linda J; Pelletier, Deborah

2007-01-01

Professional behaviors are an integral part of clinical practice in all allied health and medical fields. A systematic process for instruction, the education, and development of professional behaviors, cannot be taught in the same way that memorization of human anatomy or medical terminology is taught. One cannot expect professional behaviors to just appear in an individual upon graduation and entry into a health care field. Professional behavior development is an essential component of physical therapy professional education and is clearly defined through the guiding documents of the American Physical Therapy Association, which include 'A Normative Model of Physical Therapist Professional Education,' 'Evaluative Criteria for Accreditation of Education Programs for the Preparation of Physical Therapists,' and the 'Guide to Physical Therapist Practice.' Building a comprehensive and progressive curricular thread for professional behaviors can pose a challenge for a professional program and the core faculty. This paper will present a curricular model of weaving professional behaviors into a core entry-level professional curriculum using a specific curricular thread, activities for different levels of students, and assessment at each point in the path. This paper will demonstrate the potential for universal application of a professional behaviors.

Scientist or science-stuffed? Discourses of science in North American medical education.

PubMed

Whitehead, Cynthia

2013-01-01

The dominance of biomedical science in medical education has been contested throughout the past century, with recurring calls for more social science and humanities content. The centrality of biomedicine is frequently traced back to Abraham Flexner's 1910 report, 'Medical Education in the United States and Canada'. However, Flexner advocated for a scientist-doctor, rather than a curriculum filled with science content. Examination of the discourses of science since Flexner allows us to explore the place of various knowledge forms in medical education. A Foucauldian critical discourse analysis was performed, examining the discourses of scientific medicine in Flexner's works and North American medical education articles in subsequent decades. Foucault's methodological principles were used to identify statements, keywords and metaphors that emerged in the development of the discourses of scientific medicine, with particular attention to recurring arguments and shifts in the meaning and use of terms. Flexner's scientist-doctor was an incisive thinker who drew upon multiple forms of knowledge. In the post-Flexner medical education reforms, the perception of science as a discursive object embedded in the curriculum became predominant over that of the scientist as the discursive subject who uses science. Science was then considered core curricular content and was discursively framed as impossibly vast. A parallel discourse, one of the insufficiency of biomedical science for the proper training of doctors, has existed over the past century, even as the humanities and social sciences have remained on the margins in medical school curricula. That discourses of scientific medicine have reinforced the centrality of biomedicine in medical education helps to explain the persistent marginalisation of other important knowledge domains. Medical educators need to be aware of the effects of these discourses on understandings of medical knowledge, particularly when contemplating curricular reform. © Blackwell Publishing Ltd 2013.

Simulation-Based Training - Evaluation of the Course Concept "Laparoscopic Surgery Curriculum" by the Participants.

PubMed

Köckerling, Ferdinand; Pass, Michael; Brunner, Petra; Hafermalz, Matthias; Grund, Stefan; Sauer, Joerg; Lange, Volker; Schröder, Wolfgang

2016-01-01

The learning curve in minimally invasive surgery is much longer than in open surgery. This is thought to be due to the higher demands made on the surgeon's skills. Therefore, the question raised at the outset of training in laparoscopic surgery is how such skills can be acquired by undergoing training outside the bounds of clinical activities to try to shorten the learning curve. Simulation-based training courses are one such model. In 2011, the surgery societies of Germany adopted the "laparoscopic surgery curriculum" as a recommendation for the learning content of systematic training courses for laparoscopic surgery. The curricular structure provides for four 2-day training courses. These courses offer an interrelated content, with each course focusing additionally on specific topics of laparoscopic surgery based on live operations, lectures, and exercises carried out on bio simulators. Between 1st January, 2012 and 31st March, 2016, a total of 36 training courses were conducted at the Vivantes Endoscopic Training Center in accordance with the "laparoscopic surgery curriculum." The training courses were attended by a total of 741 young surgeons and were evaluated as good to very good during continuous evaluation by the participants. Training courses based on the "laparoscopic surgery curriculum" for acquiring skills in laparoscopy are taken up and positively evaluated by young surgeons.

The role of environmental and individual characteristics in the development of student achievement: a comparison between a traditional and a problem-based-learning curriculum.

PubMed

Schauber, Stefan K; Hecht, Martin; Nouns, Zineb M; Kuhlmey, Adelheid; Dettmer, Susanne

2015-10-01

In medical education, the effect of the educational environment on student achievement has primarily been investigated in comparisons between traditional and problem-based learning (PBL) curricula. As many of these studies have reached no clear conclusions on the superiority of the PBL approach, the effect of curricular reform on student performance remains an issue. We employed a theoretical framework that integrates antecedents of student achievement from various psychosocial domains to examine how students interact with their curricular environment. In a longitudinal study with N = 1,646 participants, we assessed students in a traditional and a PBL-centered curriculum. The measures administered included students' perception of the learning environment, self-efficacy beliefs, positive study-related affect, social support, indicators of self-regulated learning, and academic achievement assessed through progress tests. We compared the relations between these characteristics in the two curricular environments. The results are two-fold. First, substantial relations of various psychosocial domains and their associations with achievement were identified. Second, our analyses indicated that there are no substantial differences between traditional and PBL-based curricula concerning the relational structure of psychosocial variables and achievement. Drawing definite conclusions on the role of curricular-level interventions in the development of student's academic achievement is constrained by the quasi-experimental design as wells as the selection of variables included. However, in the specific context described here, our results may still support the view of student activity as the key ingredient in the acquisition of achievement and performance.

Indulging our gendered selves? Sex segregation by field of study in 44 countries.

PubMed

Charles, Maria; Bradley, Karen

2009-01-01

Data from 44 societies are used to explore sex segregation by field of study. Contrary to accounts linking socioeconomic modernization to a "degendering" of public-sphere institutions, sex typing of curricular fields is stronger in more economically developed contexts. The authors argue that two cultural forces combine in advanced industrial societies to create a new sort of sex segregation regime. The first is gender-essentialist ideology, which has proven to be extremely resilient even in the most liberal-egalitarian of contexts; the second is self-expressive value systems, which create opportunities and incentives for the expression of "gendered selves." Multivariate analyses suggest that structural features of postindustrial labor markets and modern educational systems support the cultivation, realization, and display of gender-specific curricular affinities.

A Mission Counterstatement

ERIC Educational Resources Information Center

Berger, James

2008-01-01

Like many other colleges and universities, Hofstra University now requires each department to create a "mission statement." Then, on the basis of this statement, a set of more specific curricular goals and objectives have to be created and, finally, a set of quantitative, behavioral criteria by which to assess the department's efforts. This new…

A Systems Dynamics Model of Implementation of an Innovation.

ERIC Educational Resources Information Center

Gaynor, Alan K.; And Others

The research presented in this report investigated the critical factors that affected the decision to abandon or replace a curricular innovation in one elementary school. The specific innovation examined in this research is called developing mathematical processes, which emphasizes process and induction rather than computational skills. Although…

A Utility Model for Teaching Load Decisions in Academic Departments.

ERIC Educational Resources Information Center

Massey, William F.; Zemsky, Robert

1997-01-01

Presents a utility model for academic department decision making and describes the structural specifications for analyzing it. The model confirms the class-size utility asymmetry predicted by the authors' academic rachet theory, but shows that marginal utility associated with college teaching loads is always negative. Curricular structure and…

Teaching about America's Fiscal Future in the University's Core Curriculum

ERIC Educational Resources Information Center

Galatas, Steven; Pressley, Cindy

2010-01-01

Civic engagement is increasingly recognized as a significant function of public universities. The university provides a variety of opportunities for civic engagement, including co-curricular activities, service learning opportunities, and specific majors and minors. This article reviews the attempt to embed civic engagement and civic education…

School Decentralization as a Process of Differentiation, Hierarchization and Selection

ERIC Educational Resources Information Center

Altrichter, Herbert; Heinrich, Martin; Soukup-Altrichter, Katharina

2014-01-01

The Austrian "school autonomy policy", which allowed schools to develop specific "curricular profiles", is taken as an example for discussing processes and effects of school decentralization policies. Data from school case studies (based on qualitative interviews and document analysis) are used to analyse and interpret the…

The Impact of Biotechnology upon Chemistry in Pharmacy Schools.

ERIC Educational Resources Information Center

Henkel, James G.; And Others

1990-01-01

Applications of biotechnology to the pharmaceutical industry are examined, and its impact on the research and practical domains of medicinal and natural products chemistry is discussed. Specific curricular implications for undergraduate and graduate study in pharmacy are outlined, and suggestions for faculty development in biotechnology are made.…

A Thematic Instruction Approach to Teaching Technology and Engineering

ERIC Educational Resources Information Center

Moyer, Courtney D.

2016-01-01

Thematic instruction offers flexible opportunities to engage students with real-world experiences in the technology and engineering community. Whether used in a broad unifying theme or specific project-based theme, research has proven that thematic instruction has the capacity to link cross-curricular subjects, facilitate active learning, and…

What the Study of Scope Can Tell Us about Second Language Learning

ERIC Educational Resources Information Center

O'Grady, William; Lee, Miseon; Kwak, Hye-Young

2009-01-01

This paper, designed specifically for language teachers, focuses on a phenomenon in second language learning that is largely independent of instructional effects, curricular materials, and classroom activities. Experimental work suggests that scope, the relationship between two or more logical operators (such as quantifiers or negatives), is…

Digital Divide in Post-Primary Schools

ERIC Educational Resources Information Center

Marcus-Quinn, Ann; McGarr, Oliver

2013-01-01

This research study developed curricular specific open educational resources (OERs) for the teaching of poetry at Junior Certificate level in Irish post-primary schools. It aimed to capture the collaborative design and development process used in the development of the digital resources and describe and evaluate the implementation of the resources…

Sexuality and the Curriculum: The Politics and Practices of Sexuality Education. Critical Issues in the Curriculum.

ERIC Educational Resources Information Center

Sears, James T., Ed.

This book of essays explores the explicit and hidden curriculum of sexuality from kindergarten through college. The 15 interrelated essays challenge conventional assumptions regarding sexuality and the curriculum by applying non-traditional perspectives to traditionally unresolved problems while proposing specific curricular strategies and…

Systematic Research and Evaluation in a Rural Pennsylvania School District.

ERIC Educational Resources Information Center

Leopold, Greg; And Others

This report summarizes the evaluation of a rural school district in Pennsylvania and offers recommendations reflecting the district's goals for school improvement and construction. Specifically, the objectives of the study were to identify curricular needs of the district and individual schools; review and assess district facilities with respect…

Case Studies of Curricular Approaches

ERIC Educational Resources Information Center

Mills, Ann G.; Sutera, Janice

2012-01-01

As students face the transition to after-college life, whether it be to further education or to the workplace, their choice of classes can determine how well they are prepared. Students obtain a broad knowledge of various subjects through general education classes and more specific knowledge through their particular discipline or major, and often…

Buyer--Be Informed

ERIC Educational Resources Information Center

Noll, Brandi

2017-01-01

On the basis of her experience with buying new curricular materials--specifically, for reading instruction and intervention--the author shares valuable lessons about how to make the most of such purchases. A program can be beneficial for some students but detrimental for others; programs should be presented to employees as tools to critique and…

Usage-Based Collection Evaluation with a Curricular Focus

ERIC Educational Resources Information Center

Kohn, Karen C.

2013-01-01

Systematic evaluation of a library's collection can be a useful tool for collection development. After reviewing three evaluation methods and their usefulness for our small academic library, I undertook a usage-based evaluation, focusing on narrow segments of our collection that served specific undergraduate courses. For each section, I collected…

Innovation and design of a web-based pain education interprofessional resource.

PubMed

Lax, Leila; Watt-Watson, Judy; Lui, Michelle; Dubrowski, Adam; McGillion, Michael; Hunter, Judith; Maclennan, Cameron; Knickle, Kerry; Robb, Anja; Lapeyre, Jaime

2011-01-01

The present article describes educational innovation processes and design of a web-based pain interprofessional resource for prelicensure health science students in universities across Canada. Operationalization of educational theory in design coupled with formative evaluation of design are discussed, along with strategies that support collaborative innovation. Educational design was driven by content, theory and evaluation. Pain misbeliefs and teaching points along the continuum from acute to persistent pain were identified. Knowledge-building theory, situated learning, reflection and novel designs for cognitive scaffolding were then employed. Design research principles were incorporated to inform iterative and ongoing design. An authentic patient case was constructed, situated in interprofessional complex care to highlight learning objectives related to pre-operative, postoperative and treatment up to one year, for a surgical cancer patient. Pain mechanisms, assessment and management framed content creation. Knowledge building scaffolds were used, which included video simulations, embedded resources, concurrent feedback, practice-based reflective exercises and commentaries. Scaffolds were refined to specifically support knowledge translation. Illustrative commentaries were designed to explicate pain misbeliefs and best practices. Architecture of the resource was mapped; a multimedia, interactive prototype was created. This pain education resource was developed primarily for individual use, with extensions for interprofessional collective discourse. Translation of curricular content scripts into representation maps supported the collaborative design process by establishing a common visual language. The web-based prototype will be formatively and summatively evaluated to assess pedagogic design, knowledge-translation scaffolds, pain knowledge gains, relevance, feasibility and fidelity of this educational innovation.

Using Continuing Professional Development to Create Meaningful Co-Curricular Learning Opportunities for all Student Pharmacists.

PubMed

Vos, Susan S; Sabus, Ashley; Seyfer, Jennifer; Umlah, Laura; Gross-Advani, Colleen; Thompson-Oster, Jackie

2018-05-01

Objective. To illustrate a method for integrating co-curricular activities, quantify co-curricular activities, and evaluate student perception of achievement of goals. Methods. Throughout a longitudinal course, students engaged in self-selected, co-curricular activities in three categories: professional service, leadership, and community engagement. Hours were documented online with minimum course requirements. Students reflected on experiences and assessed goal attainment. Assignments were reviewed by faculty and feedback was given to each student. Results. From 2010 to 2016, there were 29,341 co-curricular hours documented by 756 students. The most popular events were attending pharmacy organization meetings and participating in immunization clinics. More than half of the students agreed they were able to meet all of their professional goals (mix of career and course goals) while 70% indicated goals were challenging to meet. Conclusion. This method for integrating co-curricular activities using a continuing professional development model demonstrates a sustainable system for promoting professional development through experience and self-reflection.

Mapping the Future: Towards Oncology Curriculum Reform in Undergraduate Medical Education at a Canadian Medical School

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kwan, Jennifer Y.Y.; Nyhof-Young, Joyce; Catton, Pamela

Purpose: To evaluate (1) the quantity and quality of current undergraduate oncology teaching at a major Canadian medical school; and (2) curricular changes over the past decade, to enhance local oncology education and provide insight for other educators. Methods and Materials: Relevant 2011-2012 undergraduate curricular sessions were extracted from the University of Toronto curriculum mapping database using keywords and database identifiers. Educational sessions were analyzed according to Medical Council of Canada objectives, discussion topics, instructor qualifications, teaching format, program year, and course subject. Course-related oncology research projects performed by students during 2000 to 2012 were extracted from another internal database.more » Elective choices of clerks during 2008-2014 were retrieved from the institution. The 2011-2012 and 2000-2001 curricula were compared using common criteria. Results: The 2011-2012 curriculum covers 5 major themes (public health, cancer biology, diagnosis, principles of care, and therapy), which highlight 286 oncology teaching topics within 80 sessions. Genitourinary (10, 12.5%), gynecologic (8, 10.0%), and gastrointestinal cancers (7.9, 9.8%) were the most commonly taught cancers. A minority of sessions were taught by surgical oncologists (6.5, 8.1%), medical oncologists (2.5, 3.1%), and radiation oncologists (1, 1.2%). During 2000-2012, 9.0% of students (233 of 2578) opted to complete an oncology research project. During 2008-2014, oncology electives constituted 2.2% of all clerkship elective choices (209 of 9596). Compared with pre-2001 curricula, the 2012 oncology curriculum shows notable expansion in the coverage of epidemiology (6:1 increase), prevention (4:1), screening (3:1), and molecular biology (6:1). Conclusions: The scope of the oncology curriculum has grown over the past decade. Nevertheless, further work is needed to improve medical student knowledge of cancers, particularly those relevant to public health needs. Defining minimum curricular content, emphasizing content based on population needs, and ensuring educational delivery with the support and expertise of oncologists and non-oncologists will be essential next steps.« less

Factors Influencing Science Content Accuracy in Elementary Inquiry Science Lessons

NASA Astrophysics Data System (ADS)

Nowicki, Barbara L.; Sullivan-Watts, Barbara; Shim, Minsuk K.; Young, Betty; Pockalny, Robert

2013-06-01

Elementary teachers face increasing demands to engage children in authentic science process and argument while simultaneously preparing them with knowledge of science facts, vocabulary, and concepts. This reform is particularly challenging due to concerns that elementary teachers lack adequate science background to teach science accurately. This study examined 81 in-classroom inquiry science lessons for preservice education majors and their cooperating teachers to determine the accuracy of the science content delivered in elementary classrooms. Our results showed that 74 % of experienced teachers and 50 % of student teachers presented science lessons with greater than 90 % accuracy. Eleven of the 81 lessons (9 preservice, 2 cooperating teachers) failed to deliver accurate science content to the class. Science content accuracy was highly correlated with the use of kit-based resources supported with professional development, a preference for teaching science, and grade level. There was no correlation between the accuracy of science content and some common measures of teacher content knowledge (i.e., number of college science courses, science grades, or scores on a general science content test). Our study concluded that when provided with high quality curricular materials and targeted professional development, elementary teachers learn needed science content and present it accurately to their students.

Co-Curricular Engagement for Non-Traditional Online Learners

ERIC Educational Resources Information Center

Fontaine, Sherry J.; Cook, Shawn M.

2014-01-01

Engagement in co-curricular activities is a means of educating the whole student, providing an opportunity for the integration of academic, professional, and personal development. Residential programs offer students campus-based, co-curricular experiences that foster the development of student knowledge and personal development outside of the…

The transformation of primary school science and mathematics: A cross-national analysis, 1900-1995

NASA Astrophysics Data System (ADS)

McEneaney, Elizabeth H.

1998-12-01

The global rise of the liberal individualist polity produces several broad cultural changes that influence the content of mass educational curricula, and that do so on a worldwide basis. First, there is a dramatic broadening of the range of persons constituted as actors, so that subjects such as science are seen as relevant for everyone. Second, the cultural domain of science and mathematics expands so that they are understood to provide solutions to personal and societal problems of all kinds. A critical tension arises, however, since science also becomes increasingly differentiated, such that expertise becomes defined in ever-narrower fields. I argue that these global cultural changes transform the content and style of primary science and mathematics textbooks. World-polity theory guides the interpretation of a content analysis of upper elementary level textbooks from over 50 nations, published between 1900 and 1995. Science textbooks become much more participatory in their orientations over the course of the century, fully incorporating individual actors (with large increases, for example, in the inclusion of girls and women) and hands-on activities. School science also becomes more culturally accessible through an emphasis on personal relevance and humor or fun. Thus, science is portrayed as a truly human endeavor rather than as a body of knowledge unsullied by human experience. The trends are similar, though somewhat more muted, for mathematics. At the same time, the study shows that school science and mathematics retain a significant emphasis on disciplinary expertise, reflecting the increasingly specialized and technocratic nature of science. Multivariate statistical analyses support the claim that the construction of modern curricular materials such as textbooks is highly sensitive to various kinds of organizational, cultural, and professional linkages to world society. This helps explain why the data show that changes tend to be worldwide. In contrast, characteristics of individual nation-states tend to be relatively weak correlates of textbook content. I argue that the trends shown in science and mathematics are most accurately seen as part of a wider shift in curricular content, cutting across all subject areas and extending through university-level curricula.

Health Systems Science Curricula in Undergraduate Medical Education: Identifying and Defining a Potential Curricular Framework.

PubMed

Gonzalo, Jed D; Dekhtyar, Michael; Starr, Stephanie R; Borkan, Jeffrey; Brunett, Patrick; Fancher, Tonya; Green, Jennifer; Grethlein, Sara Jo; Lai, Cindy; Lawson, Luan; Monrad, Seetha; O'Sullivan, Patricia; Schwartz, Mark D; Skochelak, Susan

2017-01-01

The authors performed a review of 30 Accelerating Change in Medical Education full grant submissions and an analysis of the health systems science (HSS)-related curricula at the 11 grant recipient schools to develop a potential comprehensive HSS curricular framework with domains and subcategories. In phase 1, to identify domains, grant submissions were analyzed and coded using constant comparative analysis. In phase 2, a detailed review of all existing and planned syllabi and curriculum documents at the grantee schools was performed, and content in the core curricular domains was coded into subcategories. The lead investigators reviewed and discussed drafts of the categorization scheme, collapsed and combined domains and subcategories, and resolved disagreements via group discussion. Analysis yielded three types of domains: core, cross-cutting, and linking. Core domains included health care structures and processes; health care policy, economics, and management; clinical informatics and health information technology; population and public health; value-based care; and health system improvement. Cross-cutting domains included leadership and change agency; teamwork and interprofessional education; evidence-based medicine and practice; professionalism and ethics; and scholarship. One linking domain was identified: systems thinking. This broad framework aims to build on the traditional definition of systems-based practice and highlight the need for medical and other health professions schools to better align education programs with the anticipated needs of the systems in which students will practice. HSS will require a critical investigation into existing curricula to determine the most efficient methods for integration with the basic and clinical sciences.

Integration of basic science and clinical medicine: the innovative approach of the cadaver biopsy project at the Boston University School of Medicine.

PubMed

Eisenstein, Anna; Vaisman, Lev; Johnston-Cox, Hillary; Gallan, Alexander; Shaffer, Kitt; Vaughan, Deborah; O'Hara, Carl; Joseph, Lija

2014-01-01

Curricular integration has emerged as a consistent theme in medical education reform. Vertical integration of topics such as pathology offers the potential to bring basic science content into the clinical arena, but faculty/student acceptance and curricular design pose challenges for such integration. The authors describe the Cadaver Biopsy Project (CBP) at Boston University School of Medicine as a sustainable model of vertical integration. Faculty and select senior medical students obtained biopsies of cadavers during the first-year gross anatomy course (fall 2009) and used these to develop clinical cases for courses in histology (spring 2010), pathology (fall 2010-spring 2011), and radiology (fall 2011 or spring 2012), thereby linking students' first experiences in basic sciences with other basic science courses and later clinical courses. Project goals included engaging medical stu dents in applying basic science princi ples in all aspects of patient care as they acquire skills. The educational intervention used a patient (cadaver)-centered approach and small-group, collaborative, case-based learning. Through this project, the authors involved clinical and basic science faculty-plus senior medical students-in a collaborative project to design and implement an integrated curriculum through which students revisited, at several different points, the microscopic structure and pathophysiology of common diseases. Developing appropriate, measurable out comes for medical education initiatives, including the CBP, is challenging. Accumu lation of qualitative feedback from surveys will guide continuous improvement of the CBP. Documenting longer-term impact of the curricular innovation on test scores and other competency-based outcomes is an ultimate goal.

Preservice Teachers' Belief Systems toward Curricular Outcomes for Physical Education

ERIC Educational Resources Information Center

Kulinna, Pamela Hodges; Brusseau, Timothy; Ferry, Matthew; Cothran, Donetta

2010-01-01

This study was grounded in the belief systems and physical activity literature and investigated preservice teachers' belief systems toward curricular outcomes for physical education programs. Preservice teachers (N = 486; men = 62%, women = 38%) from 18 U.S. colleges/universities shared their beliefs about curricular outcomes. Preservice teachers…

49 CFR 25.455 - Textbooks and curricular material.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 49 Transportation 1 2013-10-01 2013-10-01 false Textbooks and curricular material. 25.455 Section 25.455 Transportation Office of the Secretary of Transportation NONDISCRIMINATION ON THE BASIS OF SEX... Basis of Sex in Education Programs or Activities Prohibited § 25.455 Textbooks and curricular material...

Curricular Trends and Practices in the High School: A Second Look.

ERIC Educational Resources Information Center

Tubbs, Mary P.; Beane, James A.

1981-01-01

In this 1979 replication of a 1974 survey, 234 high school principals provided information on perceived influences on curriculum, groups involved in curricular decision making, and use of 20 curricular arrangements and offerings, such as departmentalization, independent study, competencies, moral education, and unified studies. Five-year trends…

The Future of Music Education: Continuing the Dialogue about Curricular Reform

ERIC Educational Resources Information Center

Miksza, Peter

2013-01-01

Professional discussion of curricular change and innovation is essential for maintaining and increasing the positive effects that music education can have on schoolchildren. Much recent discourse about curricular change has focused on critiques of the traditional large-ensemble model of music education, technological innovation applied to teaching…

Tracking Women's Transitions to Adulthood: Race, Curricular Tracking, and Young Adult Outcomes

ERIC Educational Resources Information Center

Beattie, Irenee R.

2017-01-01

Theories suggest curricular tracking is linked to racial/ethnic inequality. However, prior studies largely examine cognitive outcomes like standardized test scores and neglect behavioral outcomes. They also overlook potential racial/ethnic differences "within" curricular tracks. This study asks the following questions: (a) Is curricular…

Kansas Extended Curricular Standards for Mathematics.

ERIC Educational Resources Information Center

Kansas State Board of Education, Topeka.

This document is an extension of the Kansas Curricular Standards for Mathematics. These standards, benchmarks, and examples are intended to be used in developing curricular materials for students who are eligible for the alternative assessment. One difference in the extended mathematics standards from the general education standards is that grade…

Curricular Deliberation about "Hamlet": An Exercise in the Practical.

ERIC Educational Resources Information Center

Siegel, Judith Susan

This study attempts to clarify and exploit Joseph Schwab's recent and current work on "practical" and "eclectic" curriculums in a simulated deliberation about a concrete curricular question, How might "Hamlet" be taught to one group of high school juniors? By exemplifying curricular deliberation, it aims to clarify…

Curricular and Instructional Differentiation in Magnet Schools: Market Driven or Institutionally Entrenched?

ERIC Educational Resources Information Center

Hausman, Charles

This paper examines market and institutional perspectives to provide a framework for exploring curricular and instructional differentiation in school choice. It reviews previous research on the relationship between school choice and curricular, and instructional differentiation and innovation, and explores the extent to which principals and…

Variability and Similarity in Honors Curricula across Institution Size and Type

ERIC Educational Resources Information Center

Cognard-Black, Andrew J.; Savage, Hallie

2016-01-01

When a well-developed honors curriculum is paired with co-curricular opportunities, it serves to distinguish an institution's honors education. Together, these curricular and co-curricular experiences are described as best practices in the National Collegiate Honors Council's (NCHC's) "Basic Characteristics of a Fully Developed Honors…

Research on Curricular Development for Pre-Kindergarten Mathematics and Science

ERIC Educational Resources Information Center

Kinzie, Mable B.; Whittaker, Jessica Vick; McGuire, Pat; Lee, Youngju; Kilday, Carolyn

2015-01-01

Background/Context: As increasing attention is paid to preparing students to succeed in school, the development and adoption of research-based curricula have become progressively more important. However, many curricular designs lack a basis in scientific evidence; research and curricular design are frequently treated as two separate enterprises.…

Adapting an Infectious Diseases Course for “Engaged Citizen” Themes†

PubMed Central

Senchina, David S.

2016-01-01

This article describes philosophies and perspectives underpinning scientific citizenship–focused curricular changes implemented into a pre-existing undergraduate infectious diseases course. Impetus for the curricular changes was a novel, campus-wide, multidisciplinary “Engaged Citizen” theme for the general education curriculum. The first half of the article describes the larger contexts from which the curricular changes were borne and the resulting instructional model. The second half of the article shares both student and instructor perspectives on the curricular changes and potential application of the model to other science courses. PMID:27047601

Perspective: deconstructing integration: a framework for the rational application of integration as a guiding curricular strategy.

PubMed

Goldman, Ellen; Schroth, W Scott

2012-06-01

In response to historical criticism, evolving accreditation standards, and recent reports on curricula, medical educators and medical schools have been eagerly pursuing integration as a goal of curricular reform. The general education literature broadly considers integration to be the deliberate unification of separate areas of knowledge, and it provides support for the concept that integration better meets the needs of adult learners in professional education. The use of integration as a curricular goal is not without its critics, however, nor is it free of difficulties in implementation. In this perspective, the authors propose that most of these difficulties arise from a failure to recognize that integration is a strategy for curricular development rather than a goal in itself, and they argue that adopting a systematic approach to integration offers many potential benefits. They articulate the conceptual and practical issues that they believe are critical to consider in order to achieve successful curricular integration, and they suggest that integration should be approached as a subset of broader curriculum development decisions. They propose a three-level framework for applying integration as a guiding curricular strategy, in which decisions about integration must follow curricular decisions made at the program level, the course level, and then the individual session level.

Analyses of Teaching Strategies and Learning of Concepts of Astronomy in Elementary Education II

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Poffo, M. Roberta

2012-07-01

The proposed curricular of the State of Sao Paulo suggests for the discipline of Physical and Biological Sciences contents related to Astronomy for the Elementary Education. In 2010, a study was realised in a public school in Santo Andr to examine the pupils' previous knowledge. Only 19% of them reached a satisfactory note. In this year the contents were presented with three different teaching strategies. In the first class an expositive lesson with audiovisual aids was held, in the second one an expositive lesson in dialogue form was used, and in the third class a textbook research. After the approach a clear improvement of the performance was observe, and the class where the contents had been presented in an expositive lesson with dialogue showed the best effectsciency. This study facilitates analyses of the learning procedure and teaching strategies to improve the Astronomy education in the discipline of Science.

The use of "vertical integration groups" to help define and update course/clerkship content.

PubMed

Nierenberg, D W

1998-10-01

Faculty at many medical schools are working hard to improve the quality of their curricula. While the world "curriculum" means different things to different people, curricular change often includes improving the structure of the teaching/learning environment (e.g., seminars or problem-based learning groups vs lectures), the content of courses and clerkships (the core set of knowledge, skills, and attitudes that should be learned), and the manner in which student learning of knowledge and skills is evaluated (the sense that evaluation can help "drive" the curriculum). The author describes how "vertical integration groups" have been used over four years at Dartmouth Medical School to improve and modernize the content of courses and clerkships. In this approach, students and faculty work together to address and improve content areas that normally are not associated with traditional, discipline-centered courses or clerkships. The author discusses the advantages of this approach, the challenges encountered during implementation, and examples of how the approach has been put into action.

Form and Function of Educational Technology in Developmental Curricula in a Community College

ERIC Educational Resources Information Center

Hess, Patrice M.

2012-01-01

This qualitative action research study examines the form (where and how) and function (specific use) of Educational Technology in developmental curricula at a community college. The study uses theoretical frameworks of Educational Technology and Instructional Systems Design to review and analyze curricular materials (print and electronic) and…

Navigating the Problem of Inclusion as Enclosure in Native Culture-Based Education: Theorizing Shadow Curriculum

ERIC Educational Resources Information Center

Richardson, Troy

2011-01-01

This conceptual essay explores how Gerald Vizenor's (Anishinaabe) literary discussions of "shadow survivance" provide opportunities to work against the containment of Indigenous knowledge in mainstream and culture-based curricular practices. More specifically, the essay considers how constructivism is deployed as an opening to the inclusion of…

Ideology, Rationality and Reproduction in Education: A Critical Discourse Analysis

ERIC Educational Resources Information Center

Lim, Leonel

2014-01-01

In undertaking a critical discourse analysis of the professed aims and objectives of one of the most influential curricula in the teaching of thinking, this article foregrounds issues of power and ideology latent in curricular discourses of rationality. Specifically, it documents the subtle but powerful ways in which political and class…

Graduate and Employer Report, 1996-97 Graduates. Volumes One and Two.

ERIC Educational Resources Information Center

Horry-Georgetown Technical Coll., Conway, SC.

Horry-Georgetown Technical College (SC) has completed graduate and employer surveys since 1994. The reports are divided into specific curricular areas leading to degrees or certificates for most of the programs offered at the college. Each section contains the original survey forms for employers and graduates, and the survey results and comments…

Contemporary Navajo Affairs: Navajo History Volume III, Part B.

ERIC Educational Resources Information Center

Eck, Norman K.

Written specifically for Navajo junior high through college students, but also serving those interested in modern reservation developments and processs, the third volume of a curricular series on Navajo history provides a synthesis of data and pictorial records on current events in the areas of Navajo government, economic development, and health.…

Preparing MSW Students for Social Work Licensure: A Curricular Case Example

ERIC Educational Resources Information Center

Miller, J. Jay; Grise-Owens, Erlene; Escobar-Ratliff, Laura

2015-01-01

Licensing has been a dynamic tension for the social work profession for many years, specifically in social work education. Increasingly, social work programs are using factors related to social work licensing (pass rates, number of test takers, etc.) as an indicator of programmatic success. Yet few, if any, published papers examine curricular…

A Challenge for Social Studies Educators: Teaching about Islam, "Jihad," and "Shari'ah" Law

ERIC Educational Resources Information Center

Moore, James R.

2012-01-01

In this article, the author investigates the controversial curricular and instructional aspects of teaching about Islam in social studies courses. Specifically, the author discusses pedagogically sound approaches to teaching about "jihad" and "Shari'ah" law, two of the most important and controversial concepts in Islam that often generate intense…

A Correlational Study on Critical Thinking in Nursing as an Outcome Variable for Success

ERIC Educational Resources Information Center

Porter, Rebecca Jean

2018-01-01

Critical thinking is a required curricular outcome for nursing education; however, the literature shows a gap related to valid and reliable tools to measure critical thinking specific to nursing and relating that critical thinking measurement to meaningful outcomes. This study examined critical thinking scores, as measured by Assessment…

Civic Engagement in the Field of Psychology

ERIC Educational Resources Information Center

Chenneville, Tiffany; Toler, Susan; Gaskin-Butler, Vicki T.

2012-01-01

The purpose of this article is to describe the importance of, and recommendations for how best to promote, civic engagement among undergraduate psychology majors. In this article, we will describe how the goals of civic engagement are consistent with the specific curricular goals of undergraduate psychology programs. We also will (a) review the…

Seeking Evidence for "Curricular Relevancy" within Undergraduate, Liberal Arts Chemistry Textbooks

ERIC Educational Resources Information Center

Naughton, Wendy; Schreck, James; Heikkinen, Henry

2008-01-01

Interviews with representatives of nine municipal agencies involved in air-quality education were analyzed for concepts and skills perceived as important for citizens in addressing air-quality concerns. Interviewees focused mainly on general air quality-related understandings (60.2%), although cognitive skills (22.0%) and specific concepts (17.8%)…

Historical Amnesia? The Politics of Textbooks in Post-Apartheid South Africa.

ERIC Educational Resources Information Center

Polakow-Suransky, Sasha S.

The issue of history, specifically history textbooks, has been at the center of South Africa's educational reform debates for years. One of the consequences of South Africa's delayed curricular reform is the continued use of apartheid-era history textbooks, which, among other things, deny European colonization and conquest and claim that whites…

The Politics of International League Tables: PISA in Japan's Achievement Crisis Debate

ERIC Educational Resources Information Center

Takayama, Keita

2008-01-01

Using the political-economic analysis of globalisation and education as well as a culturalist approach to education policy borrowing, the paper analyses the role of local actors, specifically, national newspapers and the Ministry of Education, in mediating the potentially homogenising curricular policy pressure of globalisation exerted through the…

The Effect of Curricular and Extracurricular Activities on University Students' Entrepreneurial Intention and Competences

ERIC Educational Resources Information Center

Arranz, Nieves; Ubierna, Francisco; Arroyabe, Marta. F.; Perez, Carlos; Fernandez de Arroyabe, J. C.

2017-01-01

This paper examines the effect of curricular and extracurricular activities on the entrepreneurial motivation and competences of university students. In order to address these issues, the authors have used Ajzen's model of planned behaviour, including curricular and extracurricular activities, analysing their effect on university students'…

Beyond Motivation: Exploring Mathematical Modeling as a Context for Deepening Students' Understandings of Curricular Mathematics

ERIC Educational Resources Information Center

Zbiek, Rose Mary; Conner, Annamarie

2006-01-01

Views of mathematical modeling in empirical, expository, and curricular references typically capture a relationship between real-world phenomena and mathematical ideas from the perspective that competence in mathematical modeling is a clear goal of the mathematics curriculum. However, we work within a curricular context in which mathematical…

Coupling Admissions and Curricular Data to Predict Medical Student Outcomes

ERIC Educational Resources Information Center

Sesate, Diana B.; Milem, Jeffrey F.; McIntosh, Kadian L.; Bryan, W. Patrick

2017-01-01

The relative impact of admissions factors and curricular measures on the first medical licensing exam (United States Medical Licensing Exam [USMLE] Step 1) scores is examined. The inclusion of first-year and second-year curricular measures nearly doubled the variance explained in Step 1 scores from the amount explained by the combination of…

Exploring Curricular Transformation to Promote Innovation and Entrepreneurship: An Institutional Case Study

ERIC Educational Resources Information Center

McClure, Kevin R.

2015-01-01

Colleges and universities in the United States have developed and implemented a wide array of opportunities for undergraduate students to learn about innovation and entrepreneurship. Drawing upon an institutional case study, this article examines why one public research university initiated and supported curricular and co-curricular offerings in…

Extra-Curricular Social Studies in an Open Air History Museum

ERIC Educational Resources Information Center

Morris, Ronald Vaughan

2008-01-01

This article discusses extra-curricular social studies in an Open Air History Museum. Open Air History Museum, Conner Prairie Interpretive Park in Fishers, Indiana, is a cultural institution that encourages and supports talented students as they participate in an extra-curricular program. Ten-to sixteen-year-old youths "apply for jobs"…

Curricular Review and Renewal at Massey University: A Process to Implement Improved Learning Practices.

PubMed

Parkinson, Tim J; Weston, Jenny F; Williamson, Norman B

Curriculum managers of the Bachelor of Veterinary Science program at Massey University have undertaken major curricular review every 5-10 years and also made adjustments to the program as a result of student and other stakeholder feedback. New curricula introduced in 2003 and 2013 aimed to address specific stakeholder requirements in the veterinary, agricultural, and allied industries. The new curricula initially sought to strengthen clinical skills but more recently focused on the core professional skill of client communication, the integration of knowledge and clinical skills, and a better understanding of the effects of herd health interventions on farm economics. The need for greater emphasis on the veterinarian's role in One Health at the intersection of humans, animals, and the environment was also recognized. The most recent curricular review was preceded by faculty enlightenment and discussion about innovative models of medical education with a focus on student-centered and integrated learning. A new curriculum was introduced from 2013 that presented more material in its clinical context, attempted to manage curriculum overload through a focus on Day One Competences, implemented vertical and horizontal integration of subjects, and introduced more problem-based and student-centered learning. Regular reviews of student workload were needed to ensure that the objectives were achieved, but student feedback has generally been positive.

The importance of pedagogical content knowledge in curriculum development for illumination engineering

NASA Astrophysics Data System (ADS)

Pompea, Stephen M.; Walker, Constance E.

2017-08-01

An understanding of pedagogical content knowledge (PCK) and educative materials has been critical to our teaching programs in illumination engineering. We will discuss the PCK basis of a number of innovative curriculum efforts at the National Optical Astronomy and how we develop "educative materials" that improve educator content knowledge, pedagogical knowledge, and contextual knowledge. We also describe the process and team approach required to create these "educative materials." The foundation of our work at NOAO were two previous projects at the NASA Classroom of the Future. These projects created educative curricular materials with sophisticated science content integrated with a deep, authentic understanding of science process. Additional curricula with these attributes were developed at NOAO for the NSF-sponsored Hands-On Optics project (SPIE, OSA, and NOAO), for the citizen science project Globe at Night (NOAO), and for the Quality Lighting Teaching Kits (NOAO, International Astronomical Union, OSA Foundation, SPIE, CIE, and the International Dark Sky Association). These projects all strove to create educative instructional materials that can enhance the pedagogical content knowledge of educators.

Content and face validity of a comprehensive robotic skills training program for general surgery, urology, and gynecology.

PubMed

Dulan, Genevieve; Rege, Robert V; Hogg, Deborah C; Gilberg-Fisher, Kristine K; Tesfay, Seifu T; Scott, Daniel J

2012-04-01

The authors previously developed a comprehensive, proficiency-based robotic training curriculum that aimed to address 23 unique skills identified via task deconstruction of robotic operations. The purpose of this study was to determine the content and face validity of this curriculum. Expert robotic surgeons (n = 12) rated each deconstructed skill regarding relevance to robotic operations, were oriented to the curricular components, performed 3 to 5 repetitions on the 9 exercises, and rated each exercise. In terms of content validity, experts rated all 23 deconstructed skills as highly relevant (4.5 on a 5-point scale). Ratings for the 9 inanimate exercises indicated moderate to thorough measurement of designated skills. For face validity, experts indicated that each exercise effectively measured relevant skills (100% agreement) and was highly effective for training and assessment (4.5 on a 5-point scale). These data indicate that the 23 deconstructed skills accurately represent the appropriate content for robotic skills training and strongly support content and face validity for this curriculum. Copyright © 2012. Published by Elsevier Inc.

Summary of the Journal of Geoscience Education Urban Theme Issue (Published in November, 2004)

NASA Astrophysics Data System (ADS)

Abolins, M. J.

2004-12-01

The urban geoscience education theme issue includes twelve manuscripts describing efforts to make geoscience more inclusive. These efforts reflect two central beliefs: (1) that urban geoscience education more effectively serves urban residents (slightly more than 80% of the American population) and (2) that urban education encourages minority participation in the geosciences. These convictions spawned educational programs serving many different kinds of learners. Educators developed unique curricula to meet the needs of each audience, but most curricula incorporate content associated with the built environment. The following paragraphs summarize audience characteristics and curricular content. Audience Urban geoscience education served many different kinds of learners. Although most programs targeted an audience with a specific level of educational experience (e.g., elementary school students) at a specific location (e.g., Syracuse, NY), audience characteristics varied greatly from one program to another: (1) Participants included elementary, middle, and high school students, undergraduates (both majors and non-majors), K-12 teachers (both pre-service and in-service), graduate students, realtors, and community members. (2) At least three programs served populations with substantial numbers of African American, Hispanic, and Asian American students. (3) Audiences were drawn from every corner of the nation except the Pacific Northwest and Florida and resided in cities varying greatly in population. These cities included the nation's largest combined metropolitan area (New York City, NY-NJ-CT-PA), other metropolitan areas containing populations of over one million, and communities as small as Ithaca, NY (population: 96,501). As illustrated by the preceding examples, urban geoscience education served learners with different levels of educational experience, some programs focused on minority learners, and program participants lived in cities both big and small. Content Most urban geoscience curricula include content associated with the built environment. Some content is organized around themes that are unique to the largest cities, but much content is explicitly suburban. Examples follow: (1) A good example of a theme unique to the largest cities is the impact of geology on the construction of early Twentieth Century skyscrapers. (2) Much explicitly suburban material addresses human-environment interactions in urbanizing areas. The above examples show that curricula described in the theme issue include content relevant to both big city and suburban learners. Summary Although urban geoscience education programs serve many different kinds of learners, most curricula include content focusing on the built environment. Taken together, urban geoscience education programs utilized content relevant to both big city and suburban learners and served audiences with different levels of educational experience and various ethnic backgrounds.

Analyse von Unterrichtsmaterialien der Menschenrechtsbildung

NASA Astrophysics Data System (ADS)

Lenhart, Volker

2002-07-01

This article surveys five manuals on human rights education, examining and comparing them according to a set of basic categories such as the educational level of the target audience, the learning objectives and the educational content. This approach is used to establish the overall curricular orientation of the manuals. In addition, one teaching unit from each manual is selected for special analysis. Based on the results of this survey, the author argues that the tradition of moral education elaborated by Lawrence Kohlberg should be integrated into our concept of human rights teaching and learning.

Bridging the Gap: Linking Co-Curricular Activities to Student Learning Outcomes in Community College Students

ERIC Educational Resources Information Center

Storey, Katie Lauren

2010-01-01

This study investigated the extent to which participation in co-curricular events enhances the achievement of student-learning outcomes in community college students. One community college in Illinois--Chicago Metropolitan Area Community College (CMACC), a pseudonym--was selected to research based on its robust co-curricular activity programming.…

Teaching about Genocide: A Cross-Curricular Approach in Art and History

ERIC Educational Resources Information Center

Thorsen, Mark J.

2010-01-01

This study describes the experiences of suburban area high school 10th, 11th, and 12th grade art students immersed in a cross-curricular study of the Holocaust and genocide. Three participant-educators, art teachers, and I, a history teacher, designed a two week curricular unit which was implemented in January, 2010, to increase…

Would You Credit It? Navigating the Transitions between Curricular and Extra-Curricular Learning in University Music Departments

ERIC Educational Resources Information Center

Pitts, Stephanie E

2013-01-01

Extra-curricular activities have for many years been a prominent and valuable feature of UK university music departments, but the current political and economic climate poses several significant threats to their survival, including uncertain funding, demands on students’ time (including the need to undertake paid employment), and, potentially, the…

An Exploration of the Participation of Kindergarten-Aged Hong Kong Children in Extra Curricular Activities

ERIC Educational Resources Information Center

Lau, Eva Yi Hung; Cheng, Doris Pui Wah

2016-01-01

In this study, we used a mixed-methods research design to investigate the extra curricular participation of kindergarten-aged Hong Kong children, based on reports provided by 1260 parents, and parents' perceptions of their children's extra curricular participation, through nine individual interviews. The results of the survey indicated that…

English Learner "Curricular Streams" in Four Middle Schools: Triage in the Trenches

ERIC Educational Resources Information Center

Estrada, Peggy

2014-01-01

Little is known about the curricular experiences schools provide English learner students (ELs) to meet the dual goals of attaining English language proficiency (ELP) and grade-level achievement. I introduce the concept of "Curricular Streams" to provide a more nuanced comparative analysis of four urban middle schools, focusing on: (a)…

Children's self-allocation and use of classroom curricular time.

PubMed

Ingram, J; Worrall, N

1992-02-01

A class of 9-10 year-olds (N = 12) in a British primary school were observed as it moved over a one-year period through three types of classroom environment, traditional directive, transitional negotiative and established negotiative. Each environment offered the children a differing relationship with curricular time, its control and allocation, moving from teacher-allocated time to child allocation. Pupil self-report and classroom observation indicated differences in the balance of curricular spread and allocated time on curricular subject in relation to the type of classroom organisation and who controlled classroom time. These differences were at both class and individual child level. The established negotiative environment recorded the most equitable curricular balance, traditional directive the least. While individual children responded differently within and across the three classroom environments, the established negotiative where time was under child control recorded preference for longer activity periods compared to where the teacher controlled time allocations.

A Conceptual Model for Promoting Study Skills and Test-Taking Techniques among Secondary School Students: Curricular, Instructional/Guidance, and Assessment Perspectives.

ERIC Educational Resources Information Center

Guedry-Hymel, Linda; Hymel, Glenn M.

This paper develops a conceptual model involving curricular, instructional/guidance, and assessment perspectives on the promotion of study skills and test-taking techniques among secondary school students. From the curricular standpoint, consideration is given to a recommended range of topical coverage and a diversified array of printed/mediated…

Reassembling Curricular Concepts: A Multimodal Approach to the Study of Curriculum and Instruction

ERIC Educational Resources Information Center

Tang, Kok-Sing

2011-01-01

Based on the multidisciplinary field of multimodality, this paper offers a theoretical perspective on the construct of a curricular concept which is commonly used in a school curriculum and applies it to an analysis of a typical curricular text and classroom instruction that exposit the physics concept of work-energy. Theorizing a concept as a…

Academic Master Planning in the California State University and Colleges 1972-73 through 1976-77.

ERIC Educational Resources Information Center

California State Colleges, Los Angeles. Div. of Academic Planning.

The California State University and Colleges have devised a system of academic Master Planning that allows them to design curricular models for the future while at the same time evaluating their present curricular offerings. It provides for a continual curricular evaluation cycle for each campus within the system. The materials contained in this…

Assessing the Impact of Curricular Reform--Measures of Course Efficiency and Effectiveness. AIR 1999 Annual Forum Paper.

ERIC Educational Resources Information Center

Andrade, Sally J.

This paper proposes an alternative curriculum assessment model to the traditional approach of examining semester course grades as a measure of curricular or instructional change. The alternative model focuses on the academic success of students in the next course in a curricular sequence and was applied with a gateway mathematics course…

When Does an Opportunity Become an Opportunity? Unpacking Classroom Practice through the Lens of Ecological Psychology

ERIC Educational Resources Information Center

Gresalfi, Melissa Sommerfeld; Barnes, Jacqueline; Cross, Dionne

2012-01-01

Drawing on ecological psychology, this paper considers how student engagement is an accomplishment of the classroom system. Specifically, this paper presents an analysis of two teachers and their students who were using a project-based unit in their mathematics classes. The two teachers used identical curricular materials, but had dramatically…

The Role of Principal Leadership in Achievement beyond Test Scores: An Examination of Leadership, Differentiated Curriculum and High-Achieving Students

ERIC Educational Resources Information Center

Else, Danielle F.

2013-01-01

Though research has validated a link between principal leadership and student achievement, questions remain regarding the specific relationship between the principal and high-achieving learners. This association facilitates understanding about forming curricular decisions for high ability learners. The study was conducted to examine the perceived…

Optimising ICT Effectiveness in Instruction and Learning: Multilevel Transformation Theory and a Pilot Project in Secondary Education

ERIC Educational Resources Information Center

Mooij, Ton

2004-01-01

Specific combinations of educational and ICT conditions including computer use may optimise learning processes, particularly for learners at risk. This position paper asks which curricular, instructional, and ICT characteristics can be expected to optimise learning processes and outcomes, and how to best achieve this optimization. A theoretical…

Standards as a Tool for Teaching and Assessing Cross-Curricular Writing

ERIC Educational Resources Information Center

Evensen, Lars Sigfred; Berge, Kjell Lars; Thygesen, Ragnar; Matre, Synnove; Solheim, Randi

2016-01-01

The Berge et al. article in this volume presents the functional construct of writing that underlies summative and formative assessment of writing as a key competency in Norway. A functional construct implies that specific acts of writing and their purposes constrain what is a relevant selection among the semiotic resources that writing generally…

Illegal Aliens, Criminals, and Hypersexual Spitfires: Latin@ Youth and Pedagogies of Citizenship in Media Texts

ERIC Educational Resources Information Center

Bondy, Jennifer M.; Pennington, Lisa K.

2016-01-01

This article aims to broaden the ways we conceptualize citizenship and implement citizenship education in social studies. To do so, the authors explore media texts as a curricular and pedagogical site for teaching lessons about citizenship. Specifically, the authors investigate how media drafts the boundaries of citizenship for Latin@ youth, and…

Criterion Referenced Assessment: Delineating Curricular Related Performance Skills Necessary for the Development of a Table of Test Specifications

ERIC Educational Resources Information Center

MacQuarrie, David; Applegate, Brooks; Lacefield, Warren

2008-01-01

This study focused on defining and delineating core skills and tasks needed for successful CTE student educational growth and success through a curriculum and assessment alignment process. The context for this project lies within Automotive Service Technology (AST), which must additionally meet the National Institute of Automotive Service…

Evaluating the Impact of an Environmental Education Programme: An Empirical Study in Mexico

ERIC Educational Resources Information Center

Ruiz-Mallen, Isabel; Barraza, Laura; Bodenhorn, Barbara; Reyes-Garcia, Victoria

2009-01-01

This study draws on information from 11 in-depth interviews, two focus groups and 72 written questionnaires to evaluate an extra-curricular environmental education programme on forestry designed for preparatory school students from a small rural community in Mexico. Specifically, the study assessed the impact of the programme on the ecological…

On-Line Quizzes to Evaluate Comprehension and Integration Skills

ERIC Educational Resources Information Center

Badia Valiente, José David; Olmo Cazevieille, Françoise; Navarro Jover, José Manuel

2016-01-01

This work demonstrates the use of a 2.0 tool, namely, Socrative, to evaluate one of the cross-curricular competences indicated by the Universitat Politècnica de València, specifically, comprehension and integration. It has been applied to the courses in different areas: sciences, engineering and languages. As part of its implementation, activities…

Diving in and Exploring Curricular Frameworks: The New Zealand Marine Studies Centre Programme

ERIC Educational Resources Information Center

Riley, Tracy; MacIntyre, Bill; Bicknell, Brenda; Cutler, Steve

2010-01-01

The New Zealand Marine Studies Centre has developed a programme for secondary gifted and talented students offering hands-on science in the real world. These programmes are designed to include elements of the Enrichment Triad Model (ETM), specifically the three types of enrichment, and, to a lesser degree, some aspects of the Schoolwide Enrichment…

"Although Adolescence Need Not Be Violent...": Preservice Teachers' Connections between "Adolescence" and Literacy Curriculum

ERIC Educational Resources Information Center

Lewis, Mark A.; Petrone, Robert

2010-01-01

This article reports the findings of a study that examined how and why a group of pre-service secondary literacy teachers conceptualized and created various curricular activities involving young adult literary texts as part of their work for a teacher education course on teaching literature. Specifically, this article examines the systems of…

Making Facts Come Alive: Choosing Quality Nonfiction Literature K-8.

ERIC Educational Resources Information Center

Bamford, Rosemary A., Ed.; Kristo, Janice V., Ed.

Noting that nonfiction literature for children is plentiful, this book presents 16 essays by educators who write about selecting and sharing the best in nonfiction with elementary and middle school students. The ideas in the book progress from trends in nonfiction, criteria for selection, and nonfiction in specific curricular areas to use in the…

Unlocking Women's Leadership Potential: A Curricular Example for Developing Female Leaders in Academia

ERIC Educational Resources Information Center

Knipfer, Kristin; Shaughnessy, Brooke; Hentschel, Tanja; Schmid, Ellen

2017-01-01

Women in academia face unique challenges when it comes to advancing to professorship. Using latest research about gender and academic leadership, we present a training curriculum that is sensitive to the unique demands of women in and aspiring to leadership positions in academia. The context-specific and evidence-based approach and a focus on…

Effects of a Reform High School Mathematics Curriculum on Student Achievement: Whom Does It Benefit?

ERIC Educational Resources Information Center

Krupa, Erin E.; Confrey, Jere

2017-01-01

This study compared the effects of an integrated reform-based curriculum to a subject-specific curriculum on student learning of 19,526 high school algebra students. Using hierarchical linear modelling to account for variation in student achievement, the impact of the reform-based "Core-Plus Mathematics" curricular materials on student…

"Hey, I Can Do This!" The Benefits of Conducting Undergraduate Psychology Research for Young Adult Development

ERIC Educational Resources Information Center

Searight, H. Russell; Ratwik, Susan; Smith, Todd

2010-01-01

Many undergraduate programs require students to complete an independent research project in their major field prior to graduation. These projects are typically described as opportunities for integration of coursework and a direct application of the methods of inquiry specific to a particular discipline. Evaluations of curricular projects have…

Two Decades of Curricular Reforms in the Spanish University

ERIC Educational Resources Information Center

Troiano, Helena; Masjuan, Josep M.; Elias, Marina

2007-01-01

In this article we present the topic of the orientation of university curricula, the pressures that exist today as a response to the demands of the market, and we examine specifically the transformation that has developed in Spain during the last two decades. We have tried to base the statements and analyses that are presented on empirical data…

Let's Bring Back the Magic of Song for Teaching Reading

ERIC Educational Resources Information Center

Iwasaki, Becky; Rasinski, Timothy; Yildirim, Kasim; Zimmerman, Belinda S.

2013-01-01

Based on a first grade teacher's search for approaches to promote successful reading acquisition in her first grade classroom, the authors present a curricular engagement in which the teacher explored using music, specifically singing songs, as a fun and motivating way to accelerate reading progress. The premise is that singing (while at the…

A Comparison of Student Performance on Discipline-Specific versus Integrated Exams in a Medical School Course

ERIC Educational Resources Information Center

Thompson, Andrew R.; Braun, Mark W.; O'Loughlin, Valerie D.

2013-01-01

Curricular reform is a widespread trend among medical schools. Assessing the impact that pedagogical changes have on students is a vital step in review process. This study examined how a shift from discipline-focused instruction and assessment to integrated instruction and assessment affected student performance in a second-year medical school…

Toward a Democratic Ethic of Curricular Decision-Making: A Guide for Educational Practitioners

ERIC Educational Resources Information Center

Simpson, Douglas J.; Jackson, Michael J. B.; Bunuan, Rommel L.; Chan, Yoke-Meng; Collins, B. Renee; King, Erica L.; Mosley, Linder K.

2004-01-01

In this article, the authors present a philosophical exploration of the import of a democratic ethic in making decisions concerning curricula. Specifically, the authors offer a guide for ethical decision making that is concerned with promoting fairness and acting on social justice principles. The ethical responsibilities of educators are explored,…

Using the Curriculum Emphasis Concept to Investigate Teachers' Curricular Beliefs in the Context of Educational Reform

ERIC Educational Resources Information Center

van Driel, Jan H.; Bulte, Astrid M. W.; Verloop, Nico

2008-01-01

This paper reports a study on teachers' domain-specific beliefs about the chemistry curriculum for upper-secondary education in The Netherlands. Teachers' beliefs were investigated using a questionnaire focused on the goals of the chemistry curriculum. The design of the questionnaire was based on three curriculum emphases: "fundamental…

What Makes Teacher Professional Development Work? The Influence of Instructional Resources on Change in Physical Education

ERIC Educational Resources Information Center

McCaughtry, Nate; Martin, Jeffrey; Kulinna, Pamela Hodges; Cothran, Donetta

2006-01-01

The purpose of this study was to understand factors that make teacher professional development successful and what success might mean in terms of teachers' instructional practices and feelings about change. Specifically, this study focused on the impact of instructional resources on the large-scale curricular reform of 30 urban physical education…

Competency-based reforms of the undergraduate biology curriculum: integrating the physical and biological sciences.

PubMed

Thompson, Katerina V; Chmielewski, Jean; Gaines, Michael S; Hrycyna, Christine A; LaCourse, William R

2013-06-01

The National Experiment in Undergraduate Science Education project funded by the Howard Hughes Medical Institute is a direct response to the Scientific Foundations for Future Physicians report, which urged a shift in premedical student preparation from a narrow list of specific course work to a more flexible curriculum that helps students develop broad scientific competencies. A consortium of four universities is working to create, pilot, and assess modular, competency-based curricular units that require students to use higher-order cognitive skills and reason across traditional disciplinary boundaries. Purdue University; the University of Maryland, Baltimore County; and the University of Miami are each developing modules and case studies that integrate the biological, chemical, physical, and mathematical sciences. The University of Maryland, College Park, is leading the effort to create an introductory physics for life sciences course that is reformed in both content and pedagogy. This course has prerequisites of biology, chemistry, and calculus, allowing students to apply strategies from the physical sciences to solving authentic biological problems. A comprehensive assessment plan is examining students' conceptual knowledge of physics, their attitudes toward interdisciplinary approaches, and the development of specific scientific competencies. Teaching modules developed during this initial phase will be tested on multiple partner campuses in preparation for eventual broad dissemination.

Curricular trends in Malaysian medical schools: innovations within.

PubMed

Azila, Nor Mohd Adnan; Rogayah, Jaafar; Zabidi-Hussin, Zabidi Azhar Mohd Hussin

2006-09-01

Various curricular innovations were adopted by medical schools worldwide in an attempt to produce medical graduates that could meet future healthcare needs of society locally and globally. This paper presents findings on curricular approaches implemented in Malaysian medical schools, in trying to meet those needs. Information was obtained from published records, responses from various questionnaires, personal communication and involvement with curricular development. Curricular innovations tended to be implemented in new medical schools upon their establishment. Established medical schools seemed to implement these innovations much later. Curricular trends appear to move towards integration, student-centred and problem-based learning as well as community-oriented medical education, with the Student-centred learning, Problem-based learning, Integrated teaching, Community-based education, Electives and Systematic programme (SPICES) model used as a reference. The focus is based on the premise that although the short-term aim of undergraduate medical education in Malaysia is to prepare graduates for the pre-registration house officer year, they must be able to practise and make decisions independently and be sensitive to the needs of the country's multiracial, multi-religious, and often remote communities. In most cases, curricular planning starts with a prescriptive model where planners focus on several intended outcomes. However, as the plan is implemented and evaluated it becomes descriptive as the planners reassess the internal and external factors that affect outcomes. A common trend in community-oriented educational activities is evident, with the introduction of interesting variations, to ensure that the curriculum can be implemented, sustained and the intended outcomes achieved.

Sexual and Gender Minority Health Curricula and Institutional Support Services at U.S. Schools of Public Health.

PubMed

Talan, Ali J; Drake, Carolyn B; Glick, Jennifer L; Claiborn, Camilla Scott; Seal, David

2017-01-01

Limited research has examined the ways in which public health training programs equip students to address health disparities affecting the lesbian, gay, bisexual, and transgender (LGBT) community and other sexual and gender minority (SGM) populations. This study outlines the availability of public health curricula on SGM health topics, and the prevalence of LGBT and SGM-inclusive institutional support services across CEPH-accredited U.S. schools of public health. Content analysis of all course offerings related to gender and sexuality revealed a limited focus on sexual and gender minority health: just 4.7% of courses contained keywords indicating that LGBT or SGM health topics were covered. Similar analysis of institutional support services available at U.S. schools of public health found that only 25% of schools had LGBT student organizations, and just 19% had an office of diversity that specifically advertised LGBT or SGM-inclusive programming or services on the institution's Web site. Finally, only two of 52 schools offered an educational certificate centered on LGBT health. These findings illustrate a significant need for enhanced curricular content and institutional support services that equip public health students to address SGM health disparities. Improvement in this area may encourage future health care professionals to work to reduce these disparities, to improve SGM persons' experiences in health care settings, and to generate further research in this area.

Innovation and design of a web-based pain education interprofessional resource

PubMed Central

Lax, Leila; Watt-Watson, Judy; Lui, Michelle; Dubrowski, Adam; McGillion, Michael; Hunter, Judith; MacLennan, Cameron; Knickle, Kerry; Robb, Anja; Lapeyre, Jaime

2011-01-01

INTRODUCTION: The present article describes educational innovation processes and design of a web-based pain interprofessional resource for prelicensure health science students in universities across Canada. Operationalization of educational theory in design coupled with formative evaluation of design are discussed, along with strategies that support collaborative innovation. METHODS: Educational design was driven by content, theory and evaluation. Pain misbeliefs and teaching points along the continuum from acute to persistent pain were identified. Knowledge-building theory, situated learning, reflection and novel designs for cognitive scaffolding were then employed. Design research principles were incorporated to inform iterative and ongoing design. RESULTS: An authentic patient case was constructed, situated in inter-professional complex care to highlight learning objectives related to pre-operative, postoperative and treatment up to one year, for a surgical cancer patient. Pain mechanisms, assessment and management framed content creation. Knowledge building scaffolds were used, which included video simulations, embedded resources, concurrent feedback, practice-based reflective exercises and commentaries. Scaffolds were refined to specifically support knowledge translation. Illustrative commentaries were designed to explicate pain misbeliefs and best practices. Architecture of the resource was mapped; a multimedia, interactive prototype was created. This pain education resource was developed primarily for individual use, with extensions for interprofessional collective discourse. DISCUSSION: Translation of curricular content scripts into representation maps supported the collaborative design process by establishing a common visual language. The web-based prototype will be formatively and summatively evaluated to assess pedagogic design, knowledge-translation scaffolds, pain knowledge gains, relevance, feasibility and fidelity of this educational innovation. PMID:22184552

Development of a comprehensive e-learning resource in pain management.

PubMed

Yanni, Leanne M; Priestley, John W; Schlesinger, Jeanne B; Ketchum, Jessica M; Johnson, Betty A; Harrington, Sarah E

2009-01-01

The prevalence of chronic nonmalignant pain (CNMP), the lack of confidence and reward among trainees and providers caring for patients with CNMP, and the lack of a comprehensive curriculum in pain management prompted the creation of the Virginia Commonwealth University (VCU) Chronic Nonmalignant Pain Management curriculum, an innovative e-learning resource. This article describes the development of the curriculum and presents initial evaluation data. The curriculum is organized into six modules that cover 20 specific Accreditation Council of Graduate Medical Education competency-based objectives. Broad content and effective instructional design elements promote its utility among a range of learner levels in a variety of medical disciplines. Twenty-four physician reviewers and over 430 trainees (medical students and graduate medical residents) have evaluated the curriculum. Of the respondents to course evaluation questions, 85.7% (366/427) stated that they would access the practice resources again, 86.3% (366/424) agreed that the treatment of CNMP was more important to them after completing the curriculum, 73.9% (312/422) stated that they would make changes in their behavior or practice, and 92.3% (386/418) stated that they would recommend the curriculum to their colleagues. Qualitative data are uniformly positive. Results of pretest and posttest scores and item analyses have been used to make content changes. The VCU Chronic Nonmalignant Pain Management curriculum is an e-learning resource that has the potential to fill a significant training void. Design and content changes have been made as a result of initial evaluation data. Data from ongoing evaluation will allow curricular refinement.

Utility of the AAMC’s Graduation Questionnaire to Study Behavioral and Social Sciences Domains in Undergraduate Medical Education

PubMed Central

Carney, Patricia A.; Rdesinski, Rebecca; Blank, Arthur E.; Graham, Mark; Wimmers, Paul; Chen, H. Carrie; Thompson, Britta; Jackson, Stacey A.; Foertsch, Julie; Hollar, David

2010-01-01

Purpose The Institute of Medicine (IOM) report on social and behavioral sciences (SBS) indicated that 50% of morbidity and mortality in the United States is associated with SBS factors, which the report also found were inadequately taught in medical school. A multischool collaborative explored whether the Association of American Medical Colleges Graduation Questionnaire (GQ) could be used to study changes in the six SBS domains identified in the IOM report. Method A content analysis conducted with the GQ identified 30 SBS variables, which were narrowed to 24 using a modified Delphi approach. Summary data were pooled from nine medical schools for 2006 and 2007, representing 1,126 students. Data were generated on students’ perceptions of curricular experiences, attitudes related to SBS curricula, and confidence with relevant clinical knowledge and skills. The authors determined the sample sizes required for various effect sizes to assess the utility of the GQ. Results The 24 variables were classified into five of six IOM domains representing a total of nine analytic categories with cumulative scale means ranging from 60.8 to 93.4. Taking into account the correlations among measures over time, and assuming a two-sided test, 80% power, alpha at .05, and standard deviation of 4.1, the authors found that 34 medical schools would be required for inclusion to attain an estimated effect size of 0.50 (50%). With a sample size of nine schools, the ability to detect changes would require a very high effect size of 107%. Conclusions Detecting SBS changes associated with curricular innovations would require a large collaborative of medical schools. Using a national measure (the GQ) to assess curricular innovations in most areas of SBS is possible if enough medical schools were involved in such an effort. PMID:20042845

Physician, know thyself: the role of reflection in bioethics and professionalism education.

PubMed

Wasson, Katherine; Bading, Eva; Hardt, John; Hatchett, Lena; Kuczewski, Mark G; McCarthy, Michael; Michelfelder, Aaron; Parsi, Kayhan

2015-01-01

Reflection in medical education is becoming more widespread. Drawing on our Jesuit Catholic heritage, the Loyola University Chicago Stritch School of Medicine incorporates reflection in its formal curriculum and co-curricular programs. The aim of this type of reflection is to help students in their formation as they learn to step back and analyze their experiences in medical education and their impact on the student. Although reflection is incorporated through all four years of our undergraduate medical curriculum, this essay will focus on three areas where bioethics faculty and medical educators have purposefully integrated reflection in the medical school, specifically within our bioethics education and professional development efforts: 1) in our three-year longitudinal clinical skills course Patient Centered Medicine (PCM), 2) in our co-curricular Bioethics and Professionalism Honors Program, and 3) in our newly created Physician's Vocation Program (PVP).

Pluralism and heterogeneity as criticism: Undergraduate history and systems of psychology courses in Argentinian psychology education (1983-2017).

PubMed

Fierro, Catriel

2018-05-01

Multiple studies have analyzed the aims, resources, and approaches to undergraduate and graduate history of psychology education in several countries. Argentina is one of the countries with the highest historiographical production in Latin America. However, to date, there are no published studies on the collective debates among professionals, institutions, and associations that were instrumental in the development of the historiography of science becoming a mandatory part of the curriculum in Argentinian psychology programs. This study describes and analyzes the role of undergraduate history of psychology courses in official debates that took place during the last 30 years regarding Argentinian psychologists' training and education, in the context of regional and international historiography. Data was retrieved from several primary sources, such as minutes and official dossiers, working documents on accreditation standards, and nationwide curricular diagnoses on undergraduate psychology education, as well as individual scholars' ideas. Our findings suggest that, in line with regional and international historiography, history of psychology courses in Argentina have repeatedly been considered as core content in debates and discussions about psychology education, from the restoration of democracy in 1983 to the present day, in which they are currently considered to be mandatory minimum curricular content. Although throughout its history Argentinian psychology has largely been reduced to the teaching of Freudian and Lacanian psychoanalysis, historical education has been perceived as a gateway toward a more plural and critical local psychology. We conclude by discussing some potential and actual concerns that pose a threat to Argentinian undergraduate history courses. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

What schools teach our patients about sex: content, quality, and influences on sex education.

PubMed

Lindau, Stacy Tessler; Tetteh, Adjoa S; Kasza, Kristen; Gilliam, Melissa

2008-02-01

To identify predictors of comprehensive sex education in public schools. Using a three-stage design, 335 sex education teachers from a probability sample of 201 schools in 112 Illinois school districts were surveyed regarding the 2003-2004 school year. Coverage of at least all of the following topics constituted "comprehensiveness": abstinence, human immunodeficiency virus (HIV)/acquired immunodeficiency syndrome (AIDS), other sexually transmitted diseases (STDs), and contraception. A logistic regression model identified predictors of comprehensiveness. Representing 91.3% of sampled schools, the teacher survey response rate was 62.4%. The most frequently taught topics included HIV/AIDS (97%), STDs (96%), and abstinence-until-marriage (89%). The least frequently taught topics were emergency contraception (31%), sexual orientation (33%), condom (34%) and other contraceptive (37%) use, and abortion (39%). Abstinence-only curricula were used by 74% of teachers, but 33% of these teachers supplemented with "other" curricula. Overall, two thirds met comprehensiveness criteria based on topics taught. Curricular material availability was most commonly cited as having a "great deal" of influence on topics taught. Thirty percent had no training in sex education; training was the only significant predictor of providing comprehensive sex education in multivariable analysis. Illinois public school-based sex education emphasizes abstinence and STDs and is heavily influenced by the available curricular materials. Nearly one in three sex education teachers were not trained. Obstetrician-gynecologists caring for adolescents may need to fill gaps in adolescent knowledge and skills due to deficits in content, quality, and teacher training in sex education. III.

The Implementation of a Course Design Using Online Curricular Tools for Assurance of Learning at a Small Private AACSB School of Business

ERIC Educational Resources Information Center

Fratto, Victoria A.

2010-01-01

This study was designed to determine if the use of online curricular tools as a pedagogical supplement to an introductory accounting course would improve student accounting knowledge as compared to traditional teaching methodology. The curricular model employed course-embedded online assessments and tools that were designed to assist an accounting…

Moving Physical Activity beyond the School Classroom: A Social-Ecological Insight for Teachers of the Facilitators and Barriers to Students' Non-Curricular Physical Activity

ERIC Educational Resources Information Center

Hyndman, Brendon; Telford, Amanda; Finch, Caroline F.; Benson, Amanda C.

2012-01-01

Non-curricular avenues such as active play during school breaks have been established as a major source for children's physical and cognitive development, yet there is little information for teachers on the influences affecting primary and secondary school students' non-curricular physical activity. During this study focus groups and drawing were…

The Relations among School Status Variables, Teacher Academic and Arts Curricular Emphases, and Student Academic Achievement in Grades 1, 3, and 5

ERIC Educational Resources Information Center

Neddeau, Browning

2013-01-01

The National Center of Education Statistics' Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) data were used to explore the curricular emphasis in schools of varying socioeconomic status in both public and private schools. Data collected between 1998 and 2003 were used in the secondary analyses of curricular emphasis in…

Multilevel Assessment of Middle School Students’ Interest in the Health Sciences: Development and Validation of a New Measurement Tool

PubMed Central

Romine, William L.; Miller, Michele E.; Knese, Shawn A.; Folk, William R.

2016-01-01

Using the context of a 2-wk instructional unit focused on eye and vision health, we developed and validated a multilevel measure of middle school students’ interest in science and health careers. This survey contained three subscales positioned differently with respect to curricular content. Interest in Vision Care was most related, but less transferrable to other contexts. Interest in Science was most general, and Interest in Healthcare was positioned between the two. We found that, with two exceptions, items fitted well with validity expectations and were stable across a 2-wk intervention. Further, measures of interest in science, health, and vision-care careers were shown to be reliable and valid. We found that ease of facilitating change across the intervention was generally greater in subscales closely related to the curricular context but that the average magnitude of change in Interest in Healthcare and Interest in Science was not significantly different. We discuss use of these measures in informing instructional efforts and advise that changes in students’ perceptions of how science and healthcare relate should be considered in longitudinal analyses. PMID:27252297

Supporting transvisibility and gender diversity in nursing practice and education: embracing cultural safety.

PubMed

Kellett, Peter; Fitton, Chantelle

2017-01-01

Many nursing education programs deserve a failing grade with respect to supporting gender diversity in their interactions with their students and in terms of the curricular content directed toward engaging in the safe and supportive nursing care of transgender clients. This situation contributes to transinvisibility in the nursing profession and lays a foundation for nursing practice that does not recognize the role that gender identity plays in the health and well-being of trans-clients and trans-nurses. This article seeks to raise readers' awareness about the problems inherent to transinvisibility and to propose several curricular and structural-level interventions that may serve to gradually increase the recognition of gender diversity in the planning and delivery of nursing education and practice. Contextualized in gender and intersectionality theory, cultural safety is presented as a viable and appropriate framework for engaging in these upstream approaches to addressing gender diversity in nursing education and practice. Among the structural interventions proposed are as follows: inclusive information systems, creation of gender neutral and safe spaces, lobbying for inclusion of competencies that address care of trans-persons in accreditation standards and licensure examinations and engaging in nursing research in this area. © 2016 John Wiley & Sons Ltd.

[Educational model to develop trustworthy professional activities].

PubMed

Hamui-Sutton, Alicia; Varela-Ruiz, Margarita; Ortiz-Montalvo, Armando; Torruco-García, Uri

2015-01-01

The reorganization of the national health system (SNS), enforces reflection and transformation on medical education in clinical contexts. The study presents an educational model to develop entrusted professionals activities (MEDAPROC) to train human resources in health with reliable knowledge, skills and attitudes to work in the shifting scenario of the SNS. The paper discusses international and national documents on skills in medicine. Based on the analysis of 8 domains, 50 skills and 13 entrusted professional activities (RPA) proposed by the Association of the American Medical College (AAMC) we propose a curriculum design, with the example of the undergraduate program of Gynecology and Obstetrics, with the intention to advance to internship and residency in a continuum that marks milestones and clinical practices. The pedagogical design of MEDAPROC was developed within three areas: 1) proposal of the AAMC; 2) curricular content of programs in pre and postgraduate education 3) organization of the daily agenda with academic mechanisms to develop the competencies, cover program items and develop clinical practice in deliberate learning activities, as well as milestones. The MEDAPROC offers versatility, student mobility and curricular flexibility in a system planed by academic units in diverse clinical settings.

Web-based curriculum improves residents' knowledge of health care business.

PubMed

Hauge, Linnea S; Frischknecht, Adam C; Gauger, Paul G; Hirshfield, Laura E; Harkins, Deborah; Butz, David A; Taheri, Paul A

2010-12-01

Curricular options for teaching and evaluating surgery residents' outcomes in systems-based practice are limited. A Web-based curriculum, MDContent, developed collaboratively by experts in business and surgery, provides learning experiences in the business of health care. The purpose of this study is to describe surgery residents' experience and learning outcomes associated with the curriculum. Twenty-eight PGY3 to 6 general and plastic surgery residents were enrolled in the Web-based curriculum. Twenty-two residents (79%) completed the pretest, 11 modules, the post-test, and the course evaluation by the end of 1 year. The pretest and the post-test were 30-item multiple-choice exams based on a blueprint of the curricular objectives. Descriptive statistics were calculated on course evaluation and module completion data. Paired t-tests were used to compare pre- and post-test performance. Content analysis was performed on course evaluation written responses. Residents' performance on the multiple choice exam improved significantly (p = 0.0001) from the pre-test (mean 59%, SD 12.1) to the post-test (mean 78%, SD 9.4), with an average gain of 19 percentage points. Participants rated their Web-based learning experience as very positive, with a majority of residents agreeing that the content was well organized, relevant, and an excellent learning experience around content not taught elsewhere in medical school or residency. Participation in a Web-based curriculum on health care business improves surgery residents' knowledge about health care business concepts and principles. Residents with varying levels of interest in health care business provide positive ratings about their learning experience and indications that lessons learned would be applied in their clinical practice. MDContent is a feasible and effective method for teaching and assessing systems-based practice concepts. Copyright © 2010 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

[Communication in medicine: a new and much needed curricular alternative].

PubMed

Halac, Eduardo; Quiroga, Daniel; Olmas, Josè M; Trucchia, Silvina M

2016-01-01

Medical education must emphasize communication practices mostly for undergraduate medical students. To introduce an approach for teaching and learning communication in medicine. An approach for developing communicational practices for both undergraduate and post graduate students is presented. Medical communication is not taught adequately in modern medical schools and is allotted a brief curricular space.. This curricular time must be widened in order to support communication's central role.

Culture Matters in Educational Policy Transfer: The Case of Curricular Reforms in the Two Koreas during the Soviet and US Military Occupation

ERIC Educational Resources Information Center

Kim, Sun

2017-01-01

This paper investigates the influence of cultural and historical factors on educational policy transfer, drawing on an analysis of the curricular reforms made during the Soviet and US military occupation of the two Koreas. In South Korea, curricular changes were made, such as the introduction of the subject of social studies, in order to teach…

Surmounting the unique challenges in health disparities education: a multi-institution qualitative study.

PubMed

Carter-Pokras, Olivia; Bereknyei, Sylvia; Lie, Desiree; Braddock, Clarence H

2010-05-01

The National Consortium for Multicultural Education for Health Professionals (Consortium) comprises educators representing 18 US medical schools, funded by the National Institutes of Health. Collective lessons learned from curriculum implementation by principal investigators (PIs) have the potential to guide similar educational endeavors. Describe Consortium PI's self-reported challenges with curricular development, solutions and their new curricular products. Information was collected from PIs over 2 months using a 53-question structured three-part questionnaire. The questionnaire addressed PI demographics, curriculum implementation challenges and solutions, and newly created curricular products. Study participants were 18 Consortium PIs. Descriptive analysis was used for quantitative data. Narrative responses were analyzed and interpreted using qualitative thematic coding. Response rate was 100%. Common barriers and challenges identified by PIs were: finding administrative and leadership support, sustaining the momentum, continued funding, finding curricular space, accessing and engaging communities, and lack of education research methodology skills. Solutions identified included engaging stakeholders, project-sharing across schools, advocacy and active participation in committees and community, and seeking sustainable funding. All Consortium PIs reported new curricular products and extensive dissemination efforts outside their own institutions. The Consortium model has added benefits for curricular innovation and dissemination for cultural competence education to address health disparities. Lessons learned may be applicable to other educational innovation efforts.

Introducing a Framework for Physics Innovation and Entrepreneurship (PIE) Education

NASA Astrophysics Data System (ADS)

Roughani, Bahram

A desired outcome for Physics Innovation and Entrepreneurship (PIE) education is preparing physics majors with an innovative and entrepreneurial mindset who are capable of opportunity recognition and adept in leveraging physics knowledge to address specific needs. Physics as a discipline is well-recognized to prepare students who become problem solvers and critical thinkers, gifted in dealing with abstract ideas and ambiguities in the context of complex and real-world problems. These characteristics when enhanced through appropriate combinations of curricular, co-curricular, and extra-curricular programs can prepare physics majors for careers and future challenges that may involve translating physics knowledge into useful products and services either as part of a technical team within an organization or through startups. A viable PIE education model prepares graduates for various career paths in addition to the traditional options such as pursuing graduate studies or becoming a science teacher. Having a well-defined ``third option'' for physics will benefit the robustness of the physics discipline through recruitment and retention of prospective students who in principle are interested in physics as a subject, but in practice they may overlook physics as their preferred major primarily because they are uncertain about a viable career path based on an undergraduate physics education. The ''Pathways to Innovation'' at Loyola is established based on the program developed by VentureWell and Epicenter (NSF Supported).

Honors and Non-Honors Student Engagement: A Model of Student, Curricular, and Institutional Characteristics

ERIC Educational Resources Information Center

Buckner, Ellen; Shores, Melanie; Sloane, Michael; Dantzler, John; Shields, Catherine; Shader, Karen; Newcomer, Bradley

2016-01-01

The purpose of this study was to apply several measures of learning and engagement to a comparable cohort of honors and non-honors students in order to generate a preliminary model of student engagement. Specific purposes were the following: (1) to determine the feasibility for use of several measures of student characteristics that may affect…

Physical Education Resources, Class Management, and Student Physical Activity Levels: A Structure-Process-Outcome Approach to Evaluating Physical Education Effectiveness

ERIC Educational Resources Information Center

Bevans, Katherine B.; Fitzpatrick, Leslie-Anne; Sanchez, Betty M.; Riley, Anne W.; Forrest, Christopher

2010-01-01

Background: This study was conducted to empirically evaluate specific human, curricular, and material resources that maximize student opportunities for physical activity during physical education (PE) class time. A structure-process-outcome model was proposed to identify the resources that influence the frequency of PE and intensity of physical…

The Utility of Needs Analysis for Nondomain Expert Instructors in Designing Task-Based Spanish for the Professions Curricula

ERIC Educational Resources Information Center

Serafini, Ellen J.; Torres, Julio

2015-01-01

The demand for Spanish for specific purposes (SSP) university courses in the United States has prompted widespread curricular change in language departments over the last two decades (Klee, 2015; Sánchez-López, 2013). However, many instructors lack the tools and training needed to design SSP curricula that meet learners' communicative needs in…

Indians of Northwest California: History/Social Science and Literature Based Curriculum Units.

ERIC Educational Resources Information Center

Supahan, Sarah, Ed.

This curriculum guide was developed to provide material about the Indian culture of Northwest California for students in grades K-6. Many of the units were developed for a specific grade, but can be adapted for older or younger children. The material can be integrated with such curricular areas as language, literature, social studies, science, and…

A Curricular Intervention for Teaching and Learning: Measurement of Gains of First-Year College Student Learning

ERIC Educational Resources Information Center

Cox, Thomas D.; Lemon, Mark A.

2016-01-01

There is continued debate about the changing and varied nature of first year college courses in American higher education institutions; therefore, additional research is needed to inform faculty and administration of the specific areas on which to focus for teaching and learning in these courses. This study is one possible approach to easily…

Potential Teaching Model for Applying Novel Approaches of Renewed Estonian National Curriculum into Visual Art Classes in Primary School

ERIC Educational Resources Information Center

Vahter, Edna

2015-01-01

In 2010, the renewed national curriculum was legislated in Estonia. Major changes include a new list of cross-curricular topics, increased importance of integration and specification of the components of the art learning process. In this situation, the question arises--how to fully implement the challenges of the renewed curriculum in primary…

Talent Development in Physical Education: A National Survey of Policy and Practice in England

ERIC Educational Resources Information Center

Bailey, Richard; Morley, David; Dismore, Harriet

2009-01-01

Background: Although there has been a great deal of research on talent development in sport and education, there has been a distinct lack of research on developing talent specifically in a curricular physical education context. Yet, all schools in England are expected to identify and support their talented pupils. Purpose: In order to investigate…

Bases Para Organizar Capacitacion en Servicio de Profesionales en Curriculum (Bases for Organizing In-Service Training for Curriculum Specialists).

ERIC Educational Resources Information Center

Valle, Victor M.

There is an increasing awareness of the importance of curricular issues in the educational undertaking. The curriculum, which in all its definitions contains as a common denominator the organization of educational opportunities that schools provide for their pupils, demands and needs some specific type of professional educators. Such professionals…

Assessing Students' Understanding of Human Behavior: A Multidisciplinary Outcomes Based Approach for the Design and Assessment of an Academic Program Goal.

ERIC Educational Resources Information Center

Keith, Bruce; Meese, Michael J.; Efflandt, Scott; Malinowski, Jon C.; LeBoeuf, Joseph; Gallagher, Martha; Hurley, John; Green, Charles

2002-01-01

Presents a strategy for the curricular design and assessment of one multidisciplinary program goal: understanding human behavior. Discusses how to assess a desired outcome based on four specific areas: (1) organizational context; (2) articulation of a learning model; (3) program design and implementation; and (4) outcomes assessment. (Author/KDR)

Curricular reform and inquiry teaching in biology: where are our efforts most fruitfully invested?

PubMed

Timmerman, Briana E; Strickland, Denise C; Carstensen, Susan M

2008-08-01

University faculty often express frustration with the accuracy of students' understanding of science in general and of evolution in particular. A rich research literature suggests that inquiry-based pedagogies are more effective in producing meaningful learning than are traditional, didactic approaches. A pragmatic investigation into the efficacy of inquiry-based curricular reforms compared to traditional laboratory activities was undertaken in the introductory biology course for majors at a large state university in the southeastern United States. The topics of the course focused on biodiversity, evolution, and plant and animal anatomy and physiology. Students' learning in the inquiry versus traditional units was compared using both a test of pre-post content knowledge as well as open-ended written responses in which students described events in which there was meaningful learning and conceptual changes. The pre-post tests were replicated over five semesters of the same course (n = 1493 students). Students' misconceptions as well as examples of meaningful learning were gathered for two semesters in the same course (n = 518 students). Results consistently revealed that descriptive, concrete topics such as anatomy can be taught effectively using traditional didactic methods; average effect sizes (a measure of the difference between pretest scores and posttest scores) range from 1.8 to 2.1. The inquiry units also increased knowledge of content on the topics of evolution and biodiversity by a significant degree (average effect sizes range from 1.0 to 1.1), despite the fact that students spent less than half the instructional time on these units compared to the didactic units. In addition, a literature review indicated that highly abstract or mathematical concepts such as evolution or geologic time require greater formal reasoning ability and that students often show lesser gains in these areas compared to more concrete topics. It was therefore especially notable that the frequency of meaningful learning events was significantly higher in the units on evolution compared to the traditional units (χ(2) P < 0.5 to 0.001). A catalog of students' misconceptions (some of which were quite unexpected) was also generated and found useful for future teaching. Therefore, we feel that when time and resources for curricular reform are limited, those efforts should prioritize abstract and foundational topics such as evolution. Didactic teaching appears sufficient for more concrete topics such as anatomy.

Global Health Teaching in India: A Curricular Landscape

PubMed Central

Pati, Sanghamitra; Sinha, Rajeshwari; Panda, Meely; Pati, Sandipana; Sharma, Anjali; Zodpey, Sanjay

2017-01-01

Today, health has transcended national boundaries and become more multifaceted. Global health has evolved as a new paradigm and is recently being identified as a thrust area now in India. Despite an existing need for a standardized global health curriculum, there is little information available on its education and curriculum in medical and health education space. In the Indian context, we are yet to have a fuller picture of the current status, including, content, structure, selection, teaching methods of global health, and how students are evaluated in India. The objective of this study was to map courses relating to studies on global health in India and analyze its mode of delivery. A detailed Internet search was carried out to identify global health courses and analyzed for: (i) whether global health is a part of the teaching curriculum, (ii) mode of teaching, (iii) broad contents, (iv) instructional formats, (v) assessment, and (vi) selection process. It was found that delivery of global health education in India was fragmented with limited focus at the undergraduate and postgraduate levels. Global health teaching was largely based on certificate courses or online courses, with hardly any institutions imparting a distinct global health education program. There is also no definite specification as to which institutes can impart teaching on global health education and what the specific eligibility requirements are. Our analysis suggests that efforts should be directed toward integrating global health education into broader public health curriculum. At the same time, the need for generation of global health leaders, creation of a common forum for addressing merits and demerits of global health issues, as well as creation of more opportunities for placements are recognized. PMID:29021978

Global Health Teaching in India: A Curricular Landscape.

PubMed

Pati, Sanghamitra; Sinha, Rajeshwari; Panda, Meely; Pati, Sandipana; Sharma, Anjali; Zodpey, Sanjay

2017-01-01

Today, health has transcended national boundaries and become more multifaceted. Global health has evolved as a new paradigm and is recently being identified as a thrust area now in India. Despite an existing need for a standardized global health curriculum, there is little information available on its education and curriculum in medical and health education space. In the Indian context, we are yet to have a fuller picture of the current status, including, content, structure, selection, teaching methods of global health, and how students are evaluated in India. The objective of this study was to map courses relating to studies on global health in India and analyze its mode of delivery. A detailed Internet search was carried out to identify global health courses and analyzed for: (i) whether global health is a part of the teaching curriculum, (ii) mode of teaching, (iii) broad contents, (iv) instructional formats, (v) assessment, and (vi) selection process. It was found that delivery of global health education in India was fragmented with limited focus at the undergraduate and postgraduate levels. Global health teaching was largely based on certificate courses or online courses, with hardly any institutions imparting a distinct global health education program. There is also no definite specification as to which institutes can impart teaching on global health education and what the specific eligibility requirements are. Our analysis suggests that efforts should be directed toward integrating global health education into broader public health curriculum. At the same time, the need for generation of global health leaders, creation of a common forum for addressing merits and demerits of global health issues, as well as creation of more opportunities for placements are recognized.

Examining curricular coherence in an exemplary elementary school program.

PubMed

Ennis, Catherine D

2008-03-01

A coherent curriculum is characterized by visible connections between purposes and experiences so that students acknowledge the content's immediate value. This study examined an exemplary elementary physical education curriculum for coherence components. Research questions examined the role of coherence in connecting and engaging students meaningfully in physical education. Observations and interviews were conducted to collect qualitative data in one program for 22 weeks. Data were analyzed using open, axial, and selective coding. Results described two units, Balls Skills, leading to modified basketball, and Scooter City, a theme-based unit emphasizing student choice and responsibility. Students reported that both units were enjoyable. Although the Balls Skills unit was well planned, taught, and managed, some students commented that the skill and games content was valuable only in basketball. In the Scooter City unit, students identified numerous connections to out-of-school activities that enhanced content value. Comparisons with Beane's coherence criteria suggested that students valued Scooter City based on concrete connections to their lived experiences.

Adventure Learning: Theory and Implementation of Hybrid Learning

NASA Astrophysics Data System (ADS)

Doering, A.

2008-12-01

Adventure Learning (AL), a hybrid distance education approach, provides students and teachers with the opportunity to learn about authentic curricular content areas while interacting with adventurers, students, and content experts at various locations throughout the world within an online learning environment (Doering, 2006). An AL curriculum and online environment provides collaborative community spaces where traditional hierarchical classroom roles are blurred and learning is transformed. AL has most recently become popular in K-12 classrooms nationally and internationally with millions of students participating online. However, in the literature, the term "adventure learning" many times gets confused with phrases such as "virtual fieldtrip" and activities where someone "exploring" is posting photos and text. This type of "adventure learning" is not "Adventure Learning" (AL), but merely a slideshow of their activities. The learning environment may not have any curricular and/or social goals, and if it does, the environment design many times does not support these objectives. AL, on the other hand, is designed so that both teachers and students understand that their online and curriculum activities are in synch and supportive of the curricular goals. In AL environments, there are no disparate activities as the design considers the educational, social, and technological affordances (Kirschner, Strijbos, Kreijns, & Beers, 2004); in other words, the artifacts of the learning environment encourage and support the instructional goals, social interactions, collaborative efforts, and ultimately learning. AL is grounded in two major theoretical approaches to learning - experiential and inquiry-based learning. As Kolb (1984) noted, in experiential learning, a learner creates meaning from direct experiences and reflections. Such is the goal of AL within the classroom. Additionally, AL affords learners a real-time authentic online learning experience concurrently as they study the AL curriculum. AL is also grounded in an inquiry- based approach to learning where learners are pursuing answers to questions they have posed rather than focusing on memorizing and regurgitating isolated, irrelevant facts. Both the curriculum and the online classroom are developed to foster students' abilities to inquire via "identifying and posing questions, designing and conducting investigations, analyzing data and evidence, using models and explanations, and communicating findings" (Keys and Bryan, 2001, p 121). The union of experiential and inquiry-based learning is the foundation of AL, guiding and supporting authentic learning endeavors. Based on these theoretical foundations, the design of the adventure learning experiences follows seven interdependent principles that further operationalize AL: researched curriculum grounded in inquiry; collaboration and interaction opportunities between students, experts, peers, and content; utilization of the Internet for curriculum and learning environment delivery; enhancement of curriculum with media and text from the field delivered in a timely manner; synched learning opportunities with the AL curriculum; pedagogical guidelines of the curriculum and the online learning environment; and adventure-based education. (Doering, 2006).

Advancing Social Work Education for Health Impact.

PubMed

Browne, Teri; Keefe, Robert H; Ruth, Betty J; Cox, Harold; Maramaldi, Peter; Rishel, Carrie; Rountree, Michele; Zlotnik, Joan; Marshall, Jamie

2017-12-01

Social work education plays a critical role in preparing social workers to lead efforts that improve health. Because of the dynamic health care landscape, schools of social work must educate students to facilitate health care system improvements, enhance population health, and reduce medical costs. We reviewed the existing contributions of social work education and provided recommendations for improving the education of social workers in 6 key areas: aging, behavioral health, community health, global health, health reform, and health policy. We argue for systemic improvement in the curriculum at every level of education, including substantive increases in content in health, health care, health care ethics, and evaluating practice outcomes in health settings. Schools of social work can further increase the impact of the profession by enhancing the curricular focus on broad content areas such as prevention, health equity, population and community health, and health advocacy.

Voices of chief nursing executives informing a doctor of nursing practice program.

PubMed

Embree, Jennifer L; Meek, Julie; Ebright, Patricia

The purpose of this article is to describe the business case framework used to guide doctor of nursing practice (DNP) program enhancements and to discuss methods used to gain chief nurse executives' (CNEs) perspectives for desired curricular and experiential content for doctor of nursing practice nurses in health care system executive roles. Principal results of CNE interview responses were closely aligned to the knowledge, skills and/or attitudes identified by the national leadership organizations. Major conclusions of this article are that curriculum change should include increased emphasis on leadership, implementation science, and translation of evidence into practice methods. Business, information and technology management, policy, and health care law content would also need to be re-balanced to facilitate DNP graduates' health care system level practice. Copyright © 2017 Elsevier Inc. All rights reserved.

Analysis of curricular reform practices at Chinese medical schools.

PubMed

Huang, Lei; Cai, Qiaoling; Cheng, Liming; Kosik, Russell; Mandell, Greg; Wang, Shuu-Jiun; Xu, Guo-Tong; Fan, Angela P

2014-01-01

A comprehensive search of the literature published between 2001 and 2010 was performed to gain a greater understanding of curricular reform practices at Chinese medical schools. There were 10,948 studies published between 2001 and 2010 that were retrieved from the database. Following preliminary screening, 76 publications from 49 different medical schools were selected. Thirty-one publications regarding clinical medicine curricular reforms were analyzed further. Of the 76 studies, 53 described curricular reforms that were instituted in theoretical courses, 22 described curricular reforms that were instituted in experimental courses, and 1 described curricular reforms that were instituted in a clinical skills training course. Of the 31 clinical medicine publications, 2 described reforms that were implemented for 3-year program medical students, 12 described reforms that were implemented for 5-year program medical students, 6 described reforms that were implemented for 7-year program medical students, and 2 described reforms that were implemented for 8-year program medical students. Currently, the majority of medical schools in China use the discipline-based curriculum model. Thirteen studies described transition to an organ-system-based curriculum model, 1 study described transition to a problem-based curriculum model, and 3 studies described transition to a clinical presentation-based curriculum model. In 7 studies educators decided to retain the discipline-based curriculum model while integrating 1 or several new courses to remedy the weaker aspects of the traditional curriculum, in 7 studies educators decided to integrate the preclinical courses with the clinical courses by using the systemic-integrating curricular system that dilutes classical disciplines and integrates material based on organ systems, and in 2 studies educators limited reforms to clinical courses only. Eight studies discussed the implementation of a formative evaluation system, 4 studies discussed faculty training, and 15 studies discussed the application of various instructional methods. Other issues that were also addressed include enhancing research, improving patient-doctor communication, developing interpersonal and teamwork skills, cultivating independent lifelong learning habits, and improving problem-solving capabilities. The medical schools in our study have adopted various comprehensive curricular changes, moving from a knowledge-based to a competency-based model, and from traditional standards to international standards. Many institutions face challenges when implementing curricular reforms, such as what to integrate and how to do so, the unintended omission of important material, ensuring coordination between different organizations and departments, and the training of faculty.

LGBTQ Experiences in Curricular Contexts

ERIC Educational Resources Information Center

Linley, Jodi L.; Nguyen, David J.

2015-01-01

This chapter examines curricula as important microsystems for LGBTQ college students. The authors explore sociocultural influences on curricula and discuss strategies for creating positive curricular experiences for LGBTQ students.

Development of a Curricular Framework for Pediatric Hospital Medicine Fellowships.

PubMed

Jerardi, Karen E; Fisher, Erin; Rassbach, Caroline; Maniscalco, Jennifer; Blankenburg, Rebecca; Chase, Lindsay; Shah, Neha

2017-07-01

Pediatric Hospital Medicine (PHM) is an emerging field in pediatrics and one that has experienced immense growth and maturation in a short period of time. Evolution and rapid expansion of the field invigorated the goal of standardizing PHM fellowship curricula, which naturally aligned with the field's evolving pursuit of a defined identity and consideration of certification options. The national group of PHM fellowship program directors sought to establish curricular standards that would more accurately reflect the competencies needed to practice pediatric hospital medicine and meet future board certification needs. In this manuscript, we describe the method by which we reached consensus on a 2-year curricular framework for PHM fellowship programs, detail the current model for this framework, and provide examples of how this curricular framework may be applied to meet the needs of a variety of fellows and fellowship programs. The 2-year PHM fellowship curricular framework was developed over a number of years through an iterative process and with the input of PHM fellowship program directors (PDs), PHM fellowship graduates, PHM leaders, pediatric hospitalists practicing in a variety of clinical settings, and other educators outside the field. We have developed a curricular framework for PHM Fellowships that consists of 8 education units (defined as 4 weeks each) in 3 areas: clinical care, systems and scholarship, and individualized curriculum. Copyright © 2017 by the American Academy of Pediatrics.

Surmounting the Unique Challenges in Health Disparities Education: A Multi-Institution Qualitative Study

PubMed Central

Bereknyei, Sylvia; Lie, Desiree; Braddock, Clarence H.

2010-01-01

Background The National Consortium for Multicultural Education for Health Professionals (Consortium) comprises educators representing 18 US medical schools, funded by the National Institutes of Health. Collective lessons learned from curriculum implementation by principal investigators (PIs) have the potential to guide similar educational endeavors. Objective Describe Consortium PI’s self-reported challenges with curricular development, solutions and their new curricular products. Methods Information was collected from PIs over 2 months using a 53-question structured three-part questionnaire. The questionnaire addressed PI demographics, curriculum implementation challenges and solutions, and newly created curricular products. Study participants were 18 Consortium PIs. Descriptive analysis was used for quantitative data. Narrative responses were analyzed and interpreted using qualitative thematic coding. Results Response rate was 100%. Common barriers and challenges identified by PIs were: finding administrative and leadership support, sustaining the momentum, continued funding, finding curricular space, accessing and engaging communities, and lack of education research methodology skills. Solutions identified included engaging stakeholders, project-sharing across schools, advocacy and active participation in committees and community, and seeking sustainable funding. All Consortium PIs reported new curricular products and extensive dissemination efforts outside their own institutions. Conclusion The Consortium model has added benefits for curricular innovation and dissemination for cultural competence education to address health disparities. Lessons learned may be applicable to other educational innovation efforts. PMID:20352503

In the Midst of ELT Curricular Reform: An Activity Theory Analysis of Teachers' and Students' Experiences in South Korea

ERIC Educational Resources Information Center

Kim, Eun-Ju

2008-01-01

This study examines the extent to which the communicative language teaching (CLT)-based English curriculum reform in South Korea is being experienced at the local level after a decade long effort of Ministry of Education. The study specifically focuses on the extent to which teachers understand the curriculum and implement it in their own…

Research in Science Education. Volume 13. Proceedings of the Annual Conference of the Australian Science Education Research Association (14th, University of Waikato, New Zealand, May 1983).

ERIC Educational Resources Information Center

Tisher, Richard P., Ed.

1983-01-01

This publication contains a review of trends in research over the past decade followed by 24 studies focusing on cognitive structure, instructional strategies, curricular issues, and attitudes. Among the specific areas investigated are: concept maps as reflectors of conceptual understanding; equations, translations, and number skills in learning…

The French Curricular Exception and the Troubles of Education and Internationalisation: Will It Be Enough to "Rearrange the Deckchairs"?

ERIC Educational Resources Information Center

Gauthier, Roger-Francois; Le Gouvello, Margaux

2010-01-01

The history of education in France, with its inherited link between the Republic and the religion of knowledge, produces a specific form of educational functioning, consubstantial to a tradition of selection and a symptomatic lack of what elsewhere is called a curriculum. While the recent introduction of the "common grounding of knowledge and…

Entering Adulthood: Balancing Stress for Success. A Curriculum for Grades 9-12. Contemporary Health Series. [Teacher's Guide and] Student Workbook.

ERIC Educational Resources Information Center

Hart, Susan J.

This curriculum guide provides high school students with specific tools to develop insights, attitudes and life skills they need to meet life's challenges and covers critical health and family life topics. It is part of a series designed to provide educators with the curricular tools necessary to challenge students to take personal responsibility…

Development of Follow-Up Questionnaires for Vocational and Transfer Students at the El Paso Community College and Development of Faculty Motivation Scales. Consulting Report.

ERIC Educational Resources Information Center

Whitmore, Paul G.

The primary purpose of the student follow-up questionnaires was to identify instructional and curricular deficiencies in sufficiently specific terms to provide a basis for correcting the deficiencies. This effort was part of the evaluation component of a program dealing with the systematization of instruction. Two instruments were developed: one…

Decolonizing Teaching: A Cross-Curricular and Collaborative Model for Teaching about Race in the University

ERIC Educational Resources Information Center

St. Clair, Darlene; Kishimoto, Kyoko

2010-01-01

Teaching about race in college settings began in the 1960s and 1970s when Ethnic Studies and other race-specific programs emerged as a response to the absence of histories and perspectives of people of color in academia. However, there have been challenges to this inclusion of discussions of race in the curriculum. For example, the teaching about…

28 CFR 54.455 - Textbooks and curricular material.

Code of Federal Regulations, 2013 CFR

2013-07-01

... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 54.455 Textbooks and curricular material...

A Comprehensive Survey of Preclinical Microbiology Curricula Among US Medical Schools.

PubMed

Melber, Dora J; Teherani, Arianne; Schwartz, Brian S

2016-07-15

A strong foundational understanding of microbiology is crucial for the 21st century physician. Given recent major advances in medical microbiology, curricular changes will likely be needed. Before transforming curricula, we must first obtain a comprehensive understanding of contemporary medical student microbiology education. We disseminated a 38-question survey to microbiology course directors and curriculum deans at 142 US medical schools accredited by the Liason Committee on Medical Education. Survey questions focused on course leadership, curricular structure, course content, and educator perceptions about microbiology education locally and nationally. One hundred and four (73%) of 142 schools completed the survey. Ninety-four (90%) schools identified a course director. Of these, 48% were led by microbiologists alone, 23% co-led by a microbiologist and a clinician, 20% by a clinician alone, and 8% by a laboratory medicine physician with or without a co-director. At 55 (53%) schools, the curricula were organized in a single block or course and at 47 (45%) it was integrated into other curricula. Areas of emerging importance, such as antimicrobial stewardship, global health, infection control, and the microbiome, were addressed at 66%, 65%, 64%, and 47% of institutions, respectively. Respondents reported the following concerns: challenges integrating microbiology into other courses, reduced total teaching hours, and difficulty balancing basic and clinical science topics. Preclinical microbiology course directors report significant challenges in meeting the needs of changing curriculum structure and content. Enhanced local collaboration between microbiologists and clinicians, as well as national collaboration among relevant societies to design best practices and support research, may be strategies for future success. © The Author 2016. Published by Oxford University Press for the Infectious Diseases Society of America. All rights reserved. For permissions, e-mail journals.permissions@oup.com.

43 CFR 41.455 - Textbooks and curricular material.

Code of Federal Regulations, 2014 CFR

2014-10-01

... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 41.455 Textbooks and curricular...

Numerical Capacities as Domain-Specific Predictors beyond Early Mathematics Learning: A Longitudinal Study

PubMed Central

Reigosa-Crespo, Vivian; González-Alemañy, Eduardo; León, Teresa; Torres, Rosario; Mosquera, Raysil; Valdés-Sosa, Mitchell

2013-01-01

The first aim of the present study was to investigate whether numerical effects (Numerical Distance Effect, Counting Effect and Subitizing Effect) are domain-specific predictors of mathematics development at the end of elementary school by exploring whether they explain additional variance of later mathematics fluency after controlling for the effects of general cognitive skills, focused on nonnumerical aspects. The second aim was to address the same issues but applied to achievement in mathematics curriculum that requires solutions to fluency in calculation. These analyses assess whether the relationship found for fluency are generalized to mathematics content beyond fluency in calculation. As a third aim, the domain specificity of the numerical effects was examined by analyzing whether they contribute to the development of reading skills, such as decoding fluency and reading comprehension, after controlling for general cognitive skills and phonological processing. Basic numerical capacities were evaluated in children of 3rd and 4th grades (n=49). Mathematics and reading achievements were assessed in these children one year later. Results showed that the size of the Subitizing Effect was a significant domain-specific predictor of fluency in calculation and also in curricular mathematics achievement, but not in reading skills, assessed at the end of elementary school. Furthermore, the size of the Counting Effect also predicted fluency in calculation, although this association only approached significance. These findings contrast with proposals that the core numerical competencies measured by enumeration will bear little relationship to mathematics achievement. We conclude that basic numerical capacities constitute domain-specific predictors and that they are not exclusively “start-up” tools for the acquisition of Mathematics; but they continue modulating this learning at the end of elementary school. PMID:24255710

Numerical capacities as domain-specific predictors beyond early mathematics learning: a longitudinal study.

PubMed

Reigosa-Crespo, Vivian; González-Alemañy, Eduardo; León, Teresa; Torres, Rosario; Mosquera, Raysil; Valdés-Sosa, Mitchell

2013-01-01

The first aim of the present study was to investigate whether numerical effects (Numerical Distance Effect, Counting Effect and Subitizing Effect) are domain-specific predictors of mathematics development at the end of elementary school by exploring whether they explain additional variance of later mathematics fluency after controlling for the effects of general cognitive skills, focused on nonnumerical aspects. The second aim was to address the same issues but applied to achievement in mathematics curriculum that requires solutions to fluency in calculation. These analyses assess whether the relationship found for fluency are generalized to mathematics content beyond fluency in calculation. As a third aim, the domain specificity of the numerical effects was examined by analyzing whether they contribute to the development of reading skills, such as decoding fluency and reading comprehension, after controlling for general cognitive skills and phonological processing. Basic numerical capacities were evaluated in children of 3(rd) and 4(th) grades (n=49). Mathematics and reading achievements were assessed in these children one year later. Results showed that the size of the Subitizing Effect was a significant domain-specific predictor of fluency in calculation and also in curricular mathematics achievement, but not in reading skills, assessed at the end of elementary school. Furthermore, the size of the Counting Effect also predicted fluency in calculation, although this association only approached significance. These findings contrast with proposals that the core numerical competencies measured by enumeration will bear little relationship to mathematics achievement. We conclude that basic numerical capacities constitute domain-specific predictors and that they are not exclusively "start-up" tools for the acquisition of Mathematics; but they continue modulating this learning at the end of elementary school.

A proposed contents astronomy for basic education

NASA Astrophysics Data System (ADS)

Albrecht, E.; Voelzke, M. R.

2014-08-01

A Astronomia é um tema que sempre exerceu fascínio sobre as pessoas de um modo geral. Conhecer e estudar o que há nos “céus”, além de nossos olhos, continua sendo instigador e de grande interesse. Baseado nestas justificativas desenvolveu-se uma pesquisa de Doutorado, na qual, o objetivo principal foi investigar sobre a presença dos conteúdos de Astronomia nas Propostas Curriculares da região Sul do Brasil, a saber, os estados de Paraná, Rio Grande do Sul e Santa Catarina e, posterior comparação com os Parâmetros Curriculares Nacionais (PCN) que trazem propostas de conteúdos para toda a Educação Básica brasileira. Tal investigação pautou-se na abordagem de caráter qualitativo e utilizouse para tal da Análise de Conteúdos (Bardin, 2011), que possibilitou a construção de quatro categorias, nas quais os conteúdos astronômicos foram agrupados: Terra, Sistema Solar, Via Láctea e Universo. Após a leitura, coleta de dados, construção de categorias, observou-se a dicotomia na apresentação destes conteúdos. As propostas curriculares analisadas foram as de Geografia, Ciências e Física dos estados do Paraná (2008), Rio Grande do Sul (2009) e de Santa Catarina (1998), responsáveis pelo trabalho com Astronomia nestes estados. No Ensino Fundamental, a proposta curricular do estado do Paraná apresenta conteúdos ligados à Astronomia desde o sexto ano até o nono ano, como conteúdo do primeiro bimestre, o que também é apresentado na proposta curricular do estado do Rio Grande do Sul, porém, este, não divide os conteúdos por bimestre e nem por ano, mas por ciclos, sexto e sétimo anos como primeiro ciclo e oitavo e nono anos como segundo ciclo, deixando livre para o professor estruturar sua sequência de conteúdos. A proposta curricular de Santa Catarina não apresenta estes conteúdos de maneira explícita, não divide dos conteúdos nem por ano, nem por série, traz uma sequência de conteúdos para serem trabalhados ao longo dos quatro anos, nos quais, aparecem timidamente alguns conteúdos de Astronomia. Para o Ensino Médio, as propostas curriculares do Paraná e de Santa Catarina parecem que se repetem, apresentando apenas o conteúdo Gravitação Universal, na primeira série do Ensino Médio, já a proposta curricular do Rio Grande do Sul, traz uma sequência que é proposta nos PCN (Brasil, 1998; 1999; 2002), na qual aparece o tema em questão, porém, em todos os anos, em todas as propostas, não há um detalhamento do que, de como trabalhar os conteúdos. O detalhamento facilita a prática pedagógica, pois, conteúdos simples como as Estações do Ano, Fases da Lua, sequer são citados nas propostas curriculares pesquisadas. Outro aspecto observado é que os conteúdos de um modo geral não trazem uma sequência e não primam por partir do entorno do aluno, daquilo que ele conhece para estruturar novos conceitos. Tais aspectos dificultam o fazer pedagógico, pois, por ser uma região com características culturais semelhantes, era esperado que as propostas fossem mais próximas, o! que facilitaria em muito, por exemplo, transferências dentro de um mesmo estado ou interestaduais. Pautando-se no que foi observado, na falta de especificidade dos conteúdos, clareza, sequência dos conteúdos e propostas de trabalho é proposto uma sequência de conteúdos de Astronomia, com materiais e recursos, pois, como apontado por Langhi e Nardi (2009), é necessário fornecer além da informação, do conteúdo, o como fazer. Tal proposta não visa estabelecer-se como regra, mas como suporte ao professor para facilitar sua prática pedagógica e tornar o trabalho com Astronomia presente nas escolas brasileiras. Bardin, L. Análise de conteúdo. Tradução Luís Antero Reto, Augusto Pinheiro. São Paulo: Edições 70, 2011. 279 p. Langhi, R; Nardi, R. Ensino da astronomia no Brasil: educação formal, informal, não-formal e divulgação científica. Revista Brasileira de Ensino de Física, v. 31, n. 4, p. 4402-1 a 4402-11, 2009.

A Knowledge Base for Teaching Biology Situated in the Context of Genetic Testing

NASA Astrophysics Data System (ADS)

van der Zande, Paul; Waarlo, Arend Jan; Brekelmans, Mieke; Akkerman, Sanne F.; Vermunt, Jan D.

2011-10-01

Recent developments in the field of genomics will impact the daily practice of biology teachers who teach genetics in secondary education. This study reports on the first results of a research project aimed at enhancing biology teacher knowledge for teaching genetics in the context of genetic testing. The increasing body of scientific knowledge concerning genetic testing and the related consequences for decision-making indicate the societal relevance of such a situated learning approach. What content knowledge do biology teachers need for teaching genetics in the personal health context of genetic testing? This study describes the required content knowledge by exploring the educational practice and clinical genetic practices. Nine experienced teachers and 12 respondents representing the clinical genetic practices (clients, medical professionals, and medical ethicists) were interviewed about the biological concepts and ethical, legal, and social aspects (ELSA) of testing they considered relevant to empowering students as future health care clients. The ELSA suggested by the respondents were complemented by suggestions found in the literature on genetic counselling. The findings revealed that the required teacher knowledge consists of multiple layers that are embedded in specific genetic test situations: on the one hand, the knowledge of concepts represented by the curricular framework and some additional concepts (e.g. multifactorial and polygenic disorder) and, on the other hand, more knowledge of ELSA and generic characteristics of genetic test practice (uncertainty, complexity, probability, and morality). Suggestions regarding how to translate these characteristics, concepts, and ELSA into context-based genetics education are discussed.

Why competencies in graduate health management and policy education?

PubMed

Calhoun, Judith G; Vincent, Eric T; Calhoun, Gary L; Brandsen, Laura E

2008-01-01

During the past decade there has been a growing interest in learning and competency-based systems in various areas of education, training, and professional development. As a result, a number of competency initiatives have been undertaken across the health professions, including medicine, nursing, and pharmacy. Concurrent with these activities have been the resounding calls for: 1) both curricular content and process review in health administration and related training programs, 2) rethinking and reform of current educational practices, and 3) evidence-based, outcomes-focused education in health management and policy education. In spite of governmental mandates and accrediting body specification for educational improvement, the debate about the use of competency models, competencies themselves, and competency-based education (CBE) still continues in a number of post-secondary educational settings-both within and outside of the professions. Specifically, faculties in health management and policy educational programs, including undergraduate and graduate education across the US, have questioned the need for the evolving competencies, competency models, and outcomes-based educational processes and assessment methods currently being developed and or adopted within the profession. Outlined in this paper are four of the current inflection points related to the competency/outcomes-based movement in the professions during the past decade: 1) The Changing Workforce and Workplace, 2) Reform in the Educational Continuum, 3) Evolving Accreditation Requirements, and 4) Continuous Quality Improvement (CQI) in Health Management and Policy Education.

Independent or Integrated? The Impact on Subject Examination Scores of Changing a Neuropsychiatry Clerkship to Independent Clerkships in Psychiatry and Neurology.

PubMed

Anderson, Heather S; Gabrielli, William F; Paolo, Anthony; Walling, Anne

2017-08-01

This study was undertaken to assess any impact on National Board of Medical Examiners (NBME) neurology and psychiatry subject examination scores of changing from an integrated neuropsychiatry clerkship to independent neurology and psychiatry clerkships. NBME psychiatry and neurology subject examinations scores were compared for all 625 students completing the required neuropsychiatry clerkship in academic years 2005-2006 through 2008-2009 with all 650 students completing the independent neurology and psychiatry clerkships in academic years 2009-2010 through 2012-2013. Statistical adjustments were made to ensure comparability across groups and over time. A significant improvement in subject examination scores was associated with the independent clerkships. The independent clerkship model was associated with a modest improvement in NBME subject examination scores. This finding may be attributable to many causes or combination of causes other than curricular design. Curricular planners need to pay attention to the potential impact of course integration on specialty-specific NBME subject examination performance.

Investigating the role of educative curriculum materials in supporting teacher enactment of a field-based urban ecology investigation

NASA Astrophysics Data System (ADS)

Houle, Meredith

2008-10-01

This multiple case study examined how three urban science teachers used curriculum materials designed educatively. Educative curriculum materials have been suggested as one way to support science teacher learning, particularly around new innovations and new pedagogies and to support teachers in evaluating and modifying materials to meet the needs of their students (Davis & Krajcik, 2005). While not a substitute for professional development, educative curriculum materials may provide an opportunity to support teachers' enactment and learning in the classroom context (Davis & Krajcik, 2005; Remillard, 2005; Schneider & Krajcik, 2002). However, little work has examined how science teachers interact with written curriculum materials to design classroom instruction. Grounded in sociocultural analysis, this study takes the theoretical stance that teachers and curriculum materials are engaged in a dynamic and participatory relationship from which the planned and enacted curriculum emerges (Remillard, 2005). Teaching is therefore a design activity where teachers rely on their personal resources and the curricular resources to construct and shape their students' learning experiences (Brown, 2002). Specifically this study examines how teacher beliefs influence their reading and use of curriculum and how educative features in the written curriculum inform teachers' pedagogical decisions. Data sources included classroom observation and video, teacher interviews, and classroom artifacts. To make sense how teachers' make curricular decisions, video were analyzed using Brown's (2002) Pedagogical Design for Enactment Framework. These coded units were examined in light of the teacher interviews, classroom notes and artifacts to examine how teachers' beliefs influenced these decisions. Data sources were then reexamined for evidence of teachers' use of specific educative features. My analyses revealed that teachers' beliefs about curriculum influenced the degree to which teachers relied on their own personal resources or the curricular resources in designing the taught curriculum. Teacher experience was also found to influence the degree to which teachers relied on their personal resources. Implications for teacher learning, professional development and curriculum development are discussed.

Toward High School Biology: Helping Middle School Students Understand Chemical Reactions and Conservation of Mass in Nonliving and Living Systems

PubMed Central

Herrmann-Abell, Cari F.; Koppal, Mary; Roseman, Jo Ellen

2016-01-01

Modern biology has become increasingly molecular in nature, requiring students to understand basic chemical concepts. Studies show, however, that many students fail to grasp ideas about atom rearrangement and conservation during chemical reactions or the application of these ideas to biological systems. To help provide students with a better foundation, we used research-based design principles and collaborated in the development of a curricular intervention that applies chemistry ideas to living and nonliving contexts. Six eighth grade teachers and their students participated in a test of the unit during the Spring of 2013. Two of the teachers had used an earlier version of the unit the previous spring. The other four teachers were randomly assigned either to implement the unit or to continue teaching the same content using existing materials. Pre- and posttests were administered, and the data were analyzed using Rasch modeling and hierarchical linear modeling. The results showed that, when controlling for pretest score, gender, language, and ethnicity, students who used the curricular intervention performed better on the posttest than the students using existing materials. Additionally, students who participated in the intervention held fewer misconceptions. These results demonstrate the unit’s promise in improving students’ understanding of the targeted ideas. PMID:27909024

Characteristics and Core Curricular Elements of Medical Simulation Fellowships in North America.

PubMed

Ahmed, Rami A; Frey, Jennifer; Gardner, Aimee K; Gordon, James A; Yudkowsky, Rachel; Tekian, Ara

2016-05-01

Background In the past few years, there has been rapid growth in the number of simulation fellowships for physicians in the United States and Canada, with the objective of producing faculty with expertise and leadership training in medical simulation. Relatively little is known about the collective content and structure of these new fellowship opportunities. Objective We sought to identify a common set of core curricular elements among existing simulation fellowships and to obtain demographic background information on participants and leadership. Methods We designed a web-based survey and circulated it to simulation fellowship directors in the United States and Canada. The questions explored aspects of the fellowship curriculum. A grounded theory approach was used to qualitatively analyze fellowship goals and objectives. Results Of the 29 program directors surveyed, 23 responded (79%). The most commonly listed goals and objectives were to increase skills in simulation curriculum development, simulation operations and training environment setup, research, educational theory, administration, and debriefing. The majority of the responding fellowship directors (17 of 22, 77%) indicated that a set of consensus national guidelines would benefit their fellowship program. Conclusions Simulation fellowships are experiencing a period of rapid growth. Development of a common set of program guidelines is a widely shared objective among fellowship directors.

Characteristics and Core Curricular Elements of Medical Simulation Fellowships in North America

PubMed Central

Ahmed, Rami A.; Frey, Jennifer; Gardner, Aimee K.; Gordon, James A.; Yudkowsky, Rachel; Tekian, Ara

2016-01-01

Background In the past few years, there has been rapid growth in the number of simulation fellowships for physicians in the United States and Canada, with the objective of producing faculty with expertise and leadership training in medical simulation. Relatively little is known about the collective content and structure of these new fellowship opportunities. Objective We sought to identify a common set of core curricular elements among existing simulation fellowships and to obtain demographic background information on participants and leadership. Methods We designed a web-based survey and circulated it to simulation fellowship directors in the United States and Canada. The questions explored aspects of the fellowship curriculum. A grounded theory approach was used to qualitatively analyze fellowship goals and objectives. Results Of the 29 program directors surveyed, 23 responded (79%). The most commonly listed goals and objectives were to increase skills in simulation curriculum development, simulation operations and training environment setup, research, educational theory, administration, and debriefing. The majority of the responding fellowship directors (17 of 22, 77%) indicated that a set of consensus national guidelines would benefit their fellowship program. Conclusions Simulation fellowships are experiencing a period of rapid growth. Development of a common set of program guidelines is a widely shared objective among fellowship directors. PMID:27168898

Advancing Social Work Education for Health Impact

PubMed Central

Keefe, Robert H.; Ruth, Betty J.; Cox, Harold; Maramaldi, Peter; Rishel, Carrie; Rountree, Michele; Zlotnik, Joan; Marshall, Jamie

2017-01-01

Social work education plays a critical role in preparing social workers to lead efforts that improve health. Because of the dynamic health care landscape, schools of social work must educate students to facilitate health care system improvements, enhance population health, and reduce medical costs. We reviewed the existing contributions of social work education and provided recommendations for improving the education of social workers in 6 key areas: aging, behavioral health, community health, global health, health reform, and health policy. We argue for systemic improvement in the curriculum at every level of education, including substantive increases in content in health, health care, health care ethics, and evaluating practice outcomes in health settings. Schools of social work can further increase the impact of the profession by enhancing the curricular focus on broad content areas such as prevention, health equity, population and community health, and health advocacy. PMID:29236540

Lessons from industry: one school's transformation toward "lean" curricular governance.

PubMed

Stratton, Terry D; Rudy, David W; Sauer, Marlene J; Perman, Jay A; Jennings, C Darrell

2007-04-01

As medical education grapples with organizational calls for centralized curricular oversight, programs may be compelled to respond by establishing highly vertical, stacked governance structures. Although these models offer discrete advantages over the horizontal, compartmentalized structures they are designed to replace, they pose new challenges to ensuring curricular quality and the educational innovations that drive the curricula. The authors describe a hybrid quality-assurance (QA) governance structure introduced in 2003 at the University of Kentucky College of Medicine (UKCOM) that ensures centralized curricular oversight of the educational product while allowing individualized creative control over the educational process. Based on a Lean production model, this approach draws on industry experiences that strategically separate institutional accountability (management) for a quality curriculum from the decision-making processes required to ensure it (production). In so doing, the authors acknowledge general similarities and key differences between overseeing the manufacture of a complex product versus the education of a physician-emphasizing the structured, sequential, and measurable nature of each process. Further, the authors briefly trace the emergence of quality approaches in manufacturing and discuss the philosophical changes that accompany transition to an institutional governance system that relies on vigorous, robust performance measures to offer continuous feedback on curricular quality.

Developing Critical Thinking through Leadership Education

ERIC Educational Resources Information Center

Jenkins, Daniel M.; Andenoro, Anthony C.

2016-01-01

This chapter provides the critical leadership logic model as a tool to help educators develop leadership-learning opportunities. This proactive logic model includes curricular and co-curricular educational experiences to ensure critical thinking through leadership education.

An Analysis of a Nationwide Study on Curricular Emphasis in Basic Mechanics

ERIC Educational Resources Information Center

Raville, M. E.; Lnenicka, W. J.

1976-01-01

Discusses a survey of curricular allocations to mechanics in departments and schools of engineering. Tables show trends of coverage of mechanics topics and faculty perceptions of teaching and learning trends. (MLH)

Changing undergraduate human anatomy and physiology laboratories: perspectives from a large-enrollment course.

PubMed

Griff, Edwin R

2016-09-01

In the present article, a veteran lecturer of human anatomy and physiology taught several sections of the laboratory component for the first time and shares his observations and analysis from this unique perspective. The article discusses a large-enrollment, content-heavy anatomy and physiology course in relationship to published studies on learning and student self-efficacy. Changes in the laboratory component that could increase student learning are proposed. The author also points out the need for research to assess whether selective curricular changes could increase the depth of understanding and retention of learned material. Copyright © 2016 The American Physiological Society.

Effect of an Internet-based Curriculum on Postgraduate Education

PubMed Central

Sisson, Stephen D; Hughes, Mark T; Levine, David; Brancati, Frederick L

2004-01-01

We hypothesized that the Internet could be used to disseminate and evaluate a curriculum in ambulatory care, and that internal medicine residency program directors would value features made possible by online dissemination. An Internet-based ambulatory care curriculum was developed and marketed to internal medicine residency program directors. Utilization and knowledge outcomes were tracked by the website; opinions of program directors were measured by paper surveys. Twenty-four programs enrolled with the online curriculum. The curriculum was rated favorably by all programs, test scores on curricular content improved significantly, and program directors rated highly features made possible by an Internet-based curriculum. PMID:15109313

Perspectives of academic faculty and clinical instructors on entry-level DPT preparation for pediatric physical therapist practice.

PubMed

Kenyon, Lisa K; Dole, Robin L; Kelly, Stephanie P

2013-12-01

To prepare students for pediatric practice, the professional (entry-level) curriculum must reflect the essential knowledge, skills, and abilities (KSA) required for pediatric physical therapist practice. The aim of this study was to develop consensus concerning the pediatric-specific KSA that should be expected of doctor of physical therapy (DPT) students at various points in the curriculum: prior to a pediatric clinical education experience, after a pediatric clinical education experience, and at the end of a DPT program. The study was conducted using the Delphi method. Purposive and snowball sampling were used to recruit pediatric academic faculty and pediatric clinical instructors. Three Web-based survey rounds were used to achieve consensus, defined as agreement among ≥70% of informants. The first round identified pediatric-specific KSA that were essential for DPT students to demonstrate at the identified points in the curriculum. In the second round, informants indicated their level of agreement with each item identified in the first round. Items that achieved consensus were included in the third round, in which informants rated the level of proficiency that DPT students should demonstrate related to pediatric-specific KSA. Consensus revealed the informants' perspectives concerning pediatric-specific KSA that a DPT student should be able to demonstrate at the identified curricular points. Consensus was reached on items in the curricular categories of basic science and foundations for practice; common pediatric diagnoses/pathologies, examination, interventions/plan of care/documentation; and general skills and abilities. Limitations included the small sample size and the potential for informants to feel uncomfortable prioritizing KSA. This study is an initial step toward identifying pediatric-specific KSA that should be demonstrated by DPT students.

Official lay basic life support courses in Germany: is delivered content up to date with the guidelines? An observational study.

PubMed

Wagner, Patrick; Lingemann, Christian; Arntz, Hans-Richard; Breckwoldt, Jan

2015-07-01

Educating the lay public in basic life support (BLS) is a cornerstone to improving bystander cardiopulmonary resuscitation (CPR) rates. In Germany, the official rescue organisations deliver accredited courses based on International Liaison Committee on Resuscitation (ILCOR) guidelines to up to 1 million participants every year. However, it is unknown how these courses are delivered in reality. We hypothesised that delivered content might not follow the proposed curriculum, and miss recent guideline updates. We analysed 20 official lay BLS courses of 240 min (which in Germany are always embedded into either a 1-day or a 2-day first aid course). One expert rated all courses as a participating observer, remaining incognito throughout the course. Teaching times for specific BLS elements were recorded on a standardised checklist. Quality of content was rated by 5-point Likert scales, ranging from -2 (not mentioned) to +2 (well explained). Median total course time was 101 min (range 48-138) for BLS courses if part of a 1-day first aid course, and 123 min (53-244) if part of a 2-day course. Median teaching time for CPR was 51 min (range 20-70) and 60 min (16-138), respectively. Teaching times for recovery position were 44 min (range 24-66) and 55 min (24-114). Quality of content was rated worst for 'agonal gasping' (-1.35) and 'minimising chest compression interruptions' (-1.70). Observed lay BLS courses lasted only half of the assigned curricular time. Substantial teaching time was spent on non-evidence-based interventions (eg, recovery position), and several important elements of BLS were not included. The findings call for curriculum revision, improved instructor training and systematic quality management. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Contextualizing Nature of Science Instruction in Socioscientific Issues

NASA Astrophysics Data System (ADS)

Eastwood, Jennifer Lynne; Sadler, Troy D.; Zeidler, Dana L.; Lewis, Anna; Amiri, Leila; Applebaum, Scott

2012-10-01

The purpose of this study was to investigate the effects of two learning contexts for explicit-reflective nature of science (NOS) instruction, socioscientific issues (SSI) driven and content driven, on student NOS conceptions. Four classes of 11th and 12th grade anatomy and physiology students participated. Two classes experienced a curricular sequence organized around SSI (the SSI group), and two classes experienced a content-based sequence (the Content group). An open-ended NOS questionnaire was administered to both groups at the beginning and end of the school year and analyzed to generate student profiles. Quantitative analyses were performed to compare pre-instruction NOS conceptions between groups as well as pre to post changes within groups and between groups. Both SSI and Content groups showed significant gains in most NOS themes, but between-group gains were not significantly different. Qualitative analysis of post-instruction responses, however, revealed that students in the SSI group tended to use examples to describe their views of the social/cultural NOS. The findings support SSI contexts as effective for promoting gains in students' NOS understanding and suggest that these contexts facilitate nuanced conceptions that should be further explored.

Are professional psychology training programs willing the future to economic illiterates?: a clarion call for pedagogical action.

PubMed

Friedberg, Robert D

2016-10-01

The behavioral health care environment in the United States is changing and many experts expect seismic shifts in access, accountability and reimbursement policies. Students in professional psychology training programs will be called upon to administer, manage, supervise and deliver clinically sound as well as cost effective services. While in general, traditional professional psychology training curricula prepare students well for clinical challenges, most students enter the profession naïve to the economic, financial and business enterprise crucibles in the behavioral health care marketplace. This article examines the problem of such naiveté and offers several recommendations for improving graduate students' economic literacy. Moreover, the article argues that increased business and economic acumen may serve to close the research-practice gap in professional psychology. The article reviews literature pertinent to training psychologists and highlights pedagogical gaps. Several recommendations for curricular development are offered. Specifically, adding courses in health care economics and basic business principles is suggested. Integrating cost-effectiveness analyses across all course content is proposed. The article also emphasizes both didactic and experiential learning opportunities. Course work should be augmented with training opportunities at the practicum, internship, and post-doctoral fellowship level.

Health Policy Training: A Review of the Literature

PubMed Central

Heiman, Harry J.; Smith, L. Lerissa; McKool, Marissa; Mitchell, Denise N.; Roth Bayer, Carey

2015-01-01

The context within which health care and public health systems operate is framed by health policies. There is growing consensus about the need for increased health policy leadership and a health professional workforce prepared to assume these leadership roles. At the same time, there is strong evidence supporting the need for a broader policy lens and the need to intentionally target health disparities. We reviewed the published literature between 1983 and 2013 regarding health policy training. From 5124 articles identified, 33 met inclusion criteria. Articles varied across common themes including target audience, goal(s), health policy definition, and core curricular content. The majority of articles were directed to medical or nursing audiences. Most articles framed health policy as health care policy and only a small number adopted a broader health in all policies definition. Few articles specifically addressed vulnerable populations or health disparities. The need for more rigorous research and evaluation to inform health policy training is compelling. Providing health professionals with the knowledge and skills to engage and take leadership roles in health policy will require training programs to move beyond their limited health care-oriented health policy framework to adopt a broader health and health equity in all policies approach. PMID:26703657

Health Policy Training: A Review of the Literature.

PubMed

Heiman, Harry J; Smith, L Lerissa; McKool, Marissa; Mitchell, Denise N; Roth Bayer, Carey

2015-12-23

The context within which health care and public health systems operate is framed by health policies. There is growing consensus about the need for increased health policy leadership and a health professional workforce prepared to assume these leadership roles. At the same time, there is strong evidence supporting the need for a broader policy lens and the need to intentionally target health disparities. We reviewed the published literature between 1983 and 2013 regarding health policy training. From 5124 articles identified, 33 met inclusion criteria. Articles varied across common themes including target audience, goal(s), health policy definition, and core curricular content. The majority of articles were directed to medical or nursing audiences. Most articles framed health policy as health care policy and only a small number adopted a broader health in all policies definition. Few articles specifically addressed vulnerable populations or health disparities. The need for more rigorous research and evaluation to inform health policy training is compelling. Providing health professionals with the knowledge and skills to engage and take leadership roles in health policy will require training programs to move beyond their limited health care-oriented health policy framework to adopt a broader health and health equity in all policies approach.

Clinical Reasoning: Survey of Teaching Methods, Integration, and Assessment in Entry-Level Physical Therapist Academic Education.

PubMed

Christensen, Nicole; Black, Lisa; Furze, Jennifer; Huhn, Karen; Vendrely, Ann; Wainwright, Susan

2017-02-01

Although clinical reasoning abilities are important learning outcomes of physical therapist entry-level education, best practice standards have not been established to guide clinical reasoning curricular design and learning assessment. This research explored how clinical reasoning is currently defined, taught, and assessed in physical therapist entry-level education programs. A descriptive, cross-sectional survey was administered to physical therapist program representatives. An electronic 24-question survey was distributed to the directors of 207 programs accredited by the Commission on Accreditation in Physical Therapy Education. Descriptive statistical analysis and qualitative content analysis were performed. Post hoc demographic and wave analyses revealed no evidence of nonresponse bias. A response rate of 46.4% (n=96) was achieved. All respondents reported that their programs incorporated clinical reasoning into their curricula. Only 25% of respondents reported a common definition of clinical reasoning in their programs. Most respondents (90.6%) reported that clinical reasoning was explicit in their curricula, and 94.8% indicated that multiple methods of curricular integration were used. Instructor-designed materials were most commonly used to teach clinical reasoning (83.3%). Assessment of clinical reasoning included practical examinations (99%), clinical coursework (94.8%), written examinations (87.5%), and written assignments (83.3%). Curricular integration of clinical reasoning-related self-reflection skills was reported by 91%. A large number of incomplete surveys affected the response rate, and the program directors to whom the survey was sent may not have consulted the faculty members who were most knowledgeable about clinical reasoning in their curricula. The survey construction limited some responses and application of the results. Although clinical reasoning was explicitly integrated into program curricula, it was not consistently defined, taught, or assessed within or between the programs surveyed-resulting in significant variability in clinical reasoning education. These findings support the need for the development of best educational practices for clinical reasoning curricula and learning assessment. © 2017 American Physical Therapy Association

Who paints the picture? Images of health professions in rural and remote student resources.

PubMed

Gorton, Susan M

2015-01-01

Rural and remote Australia has a severe shortage of health professionals and the health of its people is relatively poor. For decades, national and international studies have demonstrated that health professionals who grow up in rural areas are more likely to practise in rural areas when compared with health professionals raised in the city. However, an often unrecognised consequence of the severe shortage of health professionals is the severe shortage of role models to inspire rural and remote school students to go on to become health professionals. So how do these school students paint a picture for themselves of what it would be like to be a health professional? Do they acquire images from school? Career development theorists suggest that children start to shape ideas about careers before preschool and then continue to shape these ideas throughout their school years. They also agree that, to aspire to a career, a student must first know about that career. At the time of writing, no review of primary school curricular materials in rural and remote Australia related to information inspiring students to health professions was available in the literature. This article reports on an analysis of all the Department of Education set curricular materials studied by rural and remote distance-education school students in years 3-7 in one Australian state. The aim was to look for content relevant to careers in the health professions. Students are provided with very little information to help them build an image of these careers. Some of the information, provided in the students' curricular materials, painted negative images of health professionals, especially doctors. These findings contribute to an understanding of why relatively few students from rural and remote Australia go on to become health professionals. It is exhilarating to realise these findings are modifiable, with the potential to improve future rural health workforce recruitment and retention.

Bioethics Principles, Informed Consent, and Ethical Care for Special Populations: Curricular Needs Expressed by Men and Women Physicians-in-Training

PubMed Central

Roberts, Laura Weiss; M.A., Cynthia; Geppert; Warner, Teddy D.; Green Hammond, Katherine A.; Lamberton, Leandrea Prosen

2006-01-01

Objective Physicians-in-training today are learning in an ethical environment that is unprecedented in its complexity. There is a call for new approaches in preparing medical students and residents for the ethical and professional issues they will encounter. The perspectives of physicians-in-training at different levels regarding the level of curricular attention needed for emerging bioethics concepts, practical informed consent considerations, and the care of special populations are unknown. Method The authors performed a hypothesis-driven, confidential survey study to assess perceived needs and preferences among medical students and residents related to medical ethics education at the University of New Mexico School of Medicine. Results A total of 336 physicians-in-training volunteered (62% response rate). Overall, strong interest was expressed for increased curricular attention to the domains of bioethics principles, informed consent, and care of special populations. Women students expressed greater interest generally. For certain domains, clinical students expressed relatively less curricular need and psychiatry and primary care residents expressed relatively greater curricular need. Two of the four hypotheses were supported, a third received partial support, and a fourth was not supported by the findings. Discussion To be valuable and effective, new ethics curricular approaches must be responsive to the current complex ethical environment and attentive to the preferences of medical students and residents of both genders, at different stages of training, with different patient care responsibilities. This hypothesis-driven study provides guidance for the inclusion of novel and important ethics domains in training curricula across medical school and diverse residency programs. PMID:16145189

Moral Fiber?

ERIC Educational Resources Information Center

Zirkel, Perry A.

2000-01-01

Discusses a 2000 federal trial court decision upholding a Kentucky district's termination of a tenured teacher who presented a curricular segment on industrial hemp as part of a "save-the-trees" unit. The decision underscores teachers' severely limited constitutional rights in the curricular context. (MLH)

The Role of Students and Content in Teacher Effectiveness

PubMed Central

Ennis, Catherine D.

2015-01-01

The process of effective teaching—teaching that directly leads to student learning of standards-based content—is tenuous at best and easily disrupted by contextual and behavioral factors. In this commentary, I discuss the role of student support and mediation in teacher effectiveness and curricular reform. The most vocal students in physical education classes appear to thrive in the current multiactivity, recreation-oriented sport culture that dominates many U.S. physical education programs. They expect lessons with minimal skill and tactical instruction and with maximum opportunities to play ball. I also comment on Ward’s emphasis on the value of content-rich definitions of teaching effectiveness and argue for additional disciplinary-based, concept-rich cognitive outcomes for physical education to complement and enrich skill, sport, and physical activity performance. I lend my voice to Rink’s call for comprehensive measures of teacher accountability as the most critical next step in physical education reform. I conclude by contesting McKenzie and Lounsbery’s accusation of “muddled goals” in physical education. Although physical education advocates may present diverse content perspectives, student learning is the primary goal of physical education. PMID:24749230

Expedition Earth and Beyond: Using NASA Data Resources and Integrated Educational Strategies to Promote Authentic Research in the Classroom

NASA Technical Reports Server (NTRS)

Graffi, Paige Valderrama; Stefanov, William; Willis, Kim; Runco, Sue

2009-01-01

Teachers in today s classrooms are bound by state required skills, education standards, and high stakes testing. How can they gain skills and confidence to replace units or individual activities with curriculum that incorporates project and inquiry-based learning and promotes authentic research in the classroom? The key to promoting classroom authentic research experiences lies in educator professional development that is structured around teacher needs. The Expedition Earth and Beyond Program is a new geosciences program based at the NASA Johnson Space Center designed to engage, inspire and educate teachers and students in grades 5-14. The program promotes authentic research experiences for classrooms and uses strategies that will help NASA reach its education goals while still allowing educators to teach required standards. Teachers will have access to experts in terrestrial and planetary remote sensing and geoscience; this will enhance their use of content, structure, and relevant experiences to gain the confidence and skills they need to actively engage students in authentic research experiences. Integrated and powerful educational strategies are used to build skills and confidence in teachers. The strategies are as follows: 1) creating Standards-aligned, inquiry-based curricular resources as ready-to-use materials that can be modified by teachers to fit their unique classroom situation; 2) providing ongoing professional development opportunities that focus on active experiences using curricular materials, inquiry-based techniques and expanding content knowledge; 3) connecting science experts to classrooms to deepen content knowledge and provide relevance to classroom activities and real world applications; 4) facilitating students sharing research with their peers and scientists reinforcing their active participation and contributions to research. These components of the Expedition Earth and Beyond Education Program will be enhanced by providing exciting and diverse research opportunities that are inspired by views of Earth from space taken by astronauts on board the International Space Station. The interest and connection to viewing our home planet from space will inevitably spark questions that will drive students to pursue their research investigations, as well as forming a basis for comparisons to the exploration of other planetary bodies in our solar system.