Artists in Schools: "Kick Starting" or "Kicking Out" Dance from New Zealand Classrooms

ERIC Educational Resources Information Center

Snook, Barbara; Buck, Ralph

2014-01-01

New Zealand primary school teachers have access to a comprehensive arts curriculum that includes dance, drama, music, and visual arts. This research focused on several teachers' reality of implementing the dance curriculum in New Zealand primary schools, drawing on Snook's (2012) study in this field. Our research valued the voices of teachers,…

The Dangers of Minimalism: Health and Physical Education in the Draft New Zealand Curriculum

ERIC Educational Resources Information Center

Fitzpatrick, Katie

2006-01-01

In order to analyse physical education (PE) curriculum policy in England, Penney and Harris (2004) compared it with that in New Zealand. Their aim was to distinguish between policy as a source of either "stability and inequity in schools" or "resistance and change." While acknowledging that all curriculum policy documents are…

Olympism, Physical Education and Attitudes and Values: What Do Graduating Teachers in Aotearoa, New Zealand Know and Understand?

ERIC Educational Resources Information Center

Culpan, Ian; Stevens, Susannah

2017-01-01

Attitudes and values (A + V) are an important component of the New Zealand physical education (PE) curriculum. These A + V have a strong synergy with the philosophy of Olympism and New Zealand is recognised as one of the few countries to link these constructs in a national curriculum statement. While these two constructs are linked, little is…

Proceedings of the Towards Competency Seminar. A Seminar on Curriculum Development and Evaluation in Vocational Education in New Zealand (Wellington, New Zealand, August 30-31, 1988).

ERIC Educational Resources Information Center

Wagner, Graham, Ed.

These proceedings begin with opening remarks that discuss seminar concerns and objectives. These remarks define two concerns: (1) evaluation of the methods of curriculum development and evaluation appropriate for vocational education in New Zealand; and (2) development of guidelines to assist educators to meet the requirements for competency-based…

"I Think It's a Good Idea, I Just Don't Know How to Do It": The Struggle for PE Reform in China

ERIC Educational Resources Information Center

Hickey, Christopher; Jin, Aijing

2010-01-01

Among the many changes occurring across Chinese society in the early phase of Y2K is the construction and implementation of a new physical education (PE) curriculum. Not unlike recent changes in Australia, New Zealand and the UK, this process has seen a heightening of the emphasis on health. Presented within a wider framework for making the school…

Joint Study on Some Major Developments in Elementary School Curriculum in Asian and Pacific Countries: Research Design. Report of a Regional Workshop (Tokyo, Japan, February 28-March 15, 1984).

ERIC Educational Resources Information Center

National Inst. for Educational Research, Tokyo (Japan).

A basic framework for undertaking a study of elementary curricula in Pacific and Asian countries is presented. The material, which emerged from a regional workshop, is divided into two sections. A chart in section 1 summarizes major features of elementary school curricula in Australia, Bangladesh, China, India, Japan, Malaysia, Nepal, New Zealand,…

He Tatau Pounamu. Considerations for an Early Childhood Peace Curriculum Focusing on Criticality, Indigeneity, and an Ethic of Care, in Aotearoa New Zealand

ERIC Educational Resources Information Center

Ritchie, Jenny; Lockie, Colleen; Rau, Cheryl

2011-01-01

This article discusses some of the philosophical and pedagogical considerations arising in the development of a peace curriculum appropriate for use in early childhood education centres in Aotearoa New Zealand, with and by educators, parents/families and young children. It outlines contexts for the proposed curriculum, which include the history of…

Secondary School Technology Education in New Zealand: Does It Do What It Says on the Box?

ERIC Educational Resources Information Center

Reinsfield, Elizabeth

2014-01-01

Technology education, as mandated in the "New Zealand Curriculum" (Ministry of Education, 2007) provides an opportunity for schools and teachers to offer contextually relevant and innovative curriculum responses. Recent governmental initiatives appear to offer additional transitional pathways for "at risk" students but signpost…

The New Zealand Experiment: Assessment-Driven Curriculum--Managing Standards, Competition and Performance to Strengthen Governmentality

ERIC Educational Resources Information Center

O'Neill, Anne-Marie

2015-01-01

Following the Tomorrow's Schools administrative restructuring, a second wave of educational change installed globalised discourses as governmentality policies in Aotearoa New Zealand. Drawing on Foucault's "toolkit", this genealogical policy chronology traces the transformation of curriculum and assessment into a specific political…

Refocusing Assessment in Science

ERIC Educational Resources Information Center

Bull, Ally

2010-01-01

In New Zealand, as in many other countries, recent curriculum revisions have seen a change in focus in science education. There is an increased emphasis on students knowing about how the discipline of science works, with the aim of equipping them to become more critical users of science. In the New Zealand Curriculum document (Ministry of…

Pharmacy Law and Pharmacy Administration in the New Zealand B.Pharm Curriculum.

ERIC Educational Resources Information Center

Coville, Peter F.

1993-01-01

The role of pharmacy law and management in New Zealand's system of undergraduate pharmacy education is discussed. The areas of pharmaceutical sciences and pharmaceutical practice are seen as distinct but complementary and intersecting. The challenge is for educators to determine how to fit them into an already crowded curriculum. (MSE)

Mapping the Landscape of Writing Instruction in New Zealand Primary School Classrooms

ERIC Educational Resources Information Center

Parr, Judy M.; Jesson, Rebecca

2016-01-01

Writing instruction in New Zealand occurs in a context with potential for variability in curriculum and delivery. The national curriculum is broad; self governing schools are to interpret and apply as appropriate to their local context. There are no mandated tests, nor external examinations until the last three years of school. Schools report to…

Exploring Discursive Barriers to Sexual Health and Social Justice in the New Zealand Sexuality Education Curriculum

ERIC Educational Resources Information Center

Garland-Levett, Sarah

2017-01-01

Sexuality education is a compulsory part of "The New Zealand Curriculum" for state-funded schools. In 2015, the Ministry of Education has published an updated revision of their official guidelines for schools on the teaching of sexuality education. This paper employs Foucauldian discourse analysis to argue that this policy document,…

Teaching the Arts across the Curriculum: Meanings, Policy and Practice

ERIC Educational Resources Information Center

Buck, Ralph; Snook, Barbara

2016-01-01

As arts educators, we are concerned that the teaching and learning of the arts is remaining static within New Zealand primary school classrooms. Despite acceptance of research promoting the importance of arts education for students; a clear and valued arts curriculum in New Zealand since 2000; and, UNESCO policy strongly advocating for the role of…

From Singular to Over-Crowded Region: Curriculum Change in Senior Secondary School Music in New Zealand

ERIC Educational Resources Information Center

McPhail, Graham

2012-01-01

This paper discusses recent developments in the senior music curriculum in New Zealand. I suggest that school music is in transition from its clearly defined origins to its "regionalisation" by new content and knowledge. The concepts of knowledge differentiation and verticality are considered in relation to the subject's now diverse…

HPE in Aotearoa New Zealand: The Reconfiguration of Policy and Pedagogic Relations and Privatisation of Curriculum and Pedagogy

ERIC Educational Resources Information Center

Penney, Dawn; Petrie, Kirsten; Fellows, Sam

2015-01-01

This paper centres on research that investigated the contemporary policy, curriculum and pedagogical landscape of Health and Physical Education (HPE) in Aotearoa New Zealand, in the light of increasing impressions that provision was moving to an "open market" situation. Publicly available information sourced via the Internet was used to…

Making the Difference for Minority Children: The Development of an Holistic Language Policy at Richmond Road School, Auckland, New Zealand.

ERIC Educational Resources Information Center

May, Stephan A.

1991-01-01

Discusses the development of a holistic language policy, which recognized and included minority languages within the curriculum, at the Richmond Road school in New Zealand. The policy illustrates how the formulation and implementation of school-based curriculum development can be effectively achieved by the school. (25 references) (JL)

A Curriculum of Open Possibilities: A New Zealand Kindergarten Teacher's View of Professional Practice

ERIC Educational Resources Information Center

Dalli, Carmen

2011-01-01

Thematic analysis of a continuous video record of a day in the life of a New Zealand kindergarten teacher, and of a narrative reconstruction of the day during a follow-up interview, yielded a view of early childhood professional practice as focused on a "curriculum of open possibilities". This paper discusses elements of the teacher's…

Curriculum Liquefaction (Shifting Sands) in Senior School Physical Education in New Zealand: Critical Pedagogical Approaches and Dilemmas

ERIC Educational Resources Information Center

Bowes, Margot; Bruce, Judy

2011-01-01

This article explores the ongoing evolution of a critical approach to teaching physical education in senior school physical education (SSPE) within a New Zealand context. The nature and development of SSPE is briefly discussed in order to contextualise a shift toward a critical pedagogy in light of recent curriculum changes that focus on…

Parents, Participation, Partnership: Problematising New Zealand Early Childhood Education

ERIC Educational Resources Information Center

Chan, Angel; Ritchie, Jenny

2016-01-01

This article interrogates notions of teacher "partnership with parents" within early childhood care and education settings in the context of Aotearoa (New Zealand). "Te Whariki," the New Zealand early childhood curriculum, clearly positions children's learning and development as being fostered when their families' cultures and…

Early Childhood Services in New Zealand.

ERIC Educational Resources Information Center

Oborn, Glennie

2002-01-01

Describes the types and characteristics of New Zealand early childhood education services. Specific areas addressed include: (1) Te Whaariki, the New Zealand early childhood curriculum; (2) great outdoors as a feature of early education; (3) education and care centers; (4) kindergartens and playcenters; and (5) Te Kohanga Reo, Maori language and…

The First Shared Online Curriculum Resources for Veterinary Undergraduate Learning and Teaching in Animal Welfare and Ethics in Australia and New Zealand.

PubMed

Johnson, Jane; Collins, Teresa; Degeling, Christopher; Fawcett, Anne; Fisher, Andrew D; Freire, Rafael; Hazel, Susan J; Hood, Jennifer; Lloyd, Janice; Phillips, Clive J C; Stafford, Kevin; Tzioumis, Vicky; McGreevy, Paul D

2015-05-29

The need for undergraduate teaching of Animal Welfare and Ethics (AWE) in Australian and New Zealand veterinary courses reflects increasing community concerns and expectations about AWE; global pressures regarding food security and sustainability; the demands of veterinary accreditation; and fears that, unless students encounter AWE as part of their formal education, as veterinarians they will be relatively unaware of the discipline of animal welfare science. To address this need we are developing online resources to ensure Australian and New Zealand veterinary graduates have the knowledge, and the research, communication and critical reasoning skills, to fulfill the AWE role demanded of them by contemporary society. To prioritize development of these resources we assembled leaders in the field of AWE education from the eight veterinary schools in Australia and New Zealand and used modified deliberative polling. This paper describes the role of the poll in developing the first shared online curriculum resource for veterinary undergraduate learning and teaching in AWE in Australia and New Zealand. The learning and teaching strategies that ranked highest in the exercise were: scenario-based learning; a quality of animal life assessment tool; the so-called 'Human Continuum' discussion platform; and a negotiated curriculum.

Progression in Technology Education in New Zealand: Components of Practice as a Way Forward

ERIC Educational Resources Information Center

Compton, Vicki; Harwood, Cliff

2005-01-01

Understanding and undertaking technological practice is fundamental to student learning in technology education in New Zealand, and the enhancement of student technological literacy. The implementation of technology into New Zealand's core curriculum has reached the stage where it has become critical that learning programmes are based on student…

The Extra Strand of the Maori Science Curriculum

ERIC Educational Resources Information Center

Stewart, Georgina

2011-01-01

This paper comments on the process of re-development of the Maori-medium Science (Putaiao) curriculum, as part of overall curriculum development in Aotearoa New Zealand. A significant difference from the English Science curriculum was the addition of an "extra strand" covering the history and philosophy of science. It is recommended that…

Enhancing Primary Science Teaching: Interconnections of Content, Policy and Practice in a New Zealand Professional Learning and Development Programme

ERIC Educational Resources Information Center

Sexton, Steven S.

2018-01-01

This paper reports on an ongoing professional learning and development (PLD) initiative in New Zealand. The Academy is designed to provide primary and intermediate classroom teachers with the knowledge, materials and support needed for effective delivery of "The New Zealand Curriculum's" science subject area. Specifically, this paper…

Care as Curriculum: Investigating Teachers' Views on the Learning in Care

ERIC Educational Resources Information Center

Bussey, Katherine; Hill, Diti

2017-01-01

This article investigates the approach of care as curriculum and teachers' perceptions of this notion. It is a descriptive account of the interviews of four Aotearoa New Zealand-based infant and toddler teachers' perceptions of care as curriculum. Care as curriculum is a pedagogical approach that was brought to the research process. This was an…

Beliefs of Experienced and Student Teachers about the Nature and Purpose of Social Studies Education in New Zealand Elementary Schools

ERIC Educational Resources Information Center

Hawe, Eleanor M.; Browne, Isabel; Siteine, Alexis; Tuck, Bryan

2010-01-01

This paper reports on an investigation carried out in New Zealand into experienced elementary and student teachers' beliefs about the nature and purpose of social studies education. Since its inclusion in New Zealand's curriculum, social studies has been organized around the notion of citizenship education with curricula and programmes of work…

The "Making of a Soldier": Masculinity and Soldierhood as Portrayed in the "New Zealand School Journal," 1907-1925

ERIC Educational Resources Information Center

Bingham, Rosemary Jean

2017-01-01

This article discusses how early curriculum resources available to all school children in New Zealand attempted to shape children's attitudes to the First World War. The study reviewed issues of the "New Zealand School Journal" between the years 1907 and 1925. It found evidence of overt and covert attempts to influence children's…

From Curriculum to Workplace Requirements: Do They "Match"?

ERIC Educational Resources Information Center

Lomas, Gregor; Mills, Kelvin

2013-01-01

This paper examines correspondences and disjunctions within a national curriculum and between various aspects of its delivery, and how these align with the mathematical needs of the workplace. This is investigated in the context of the New Zealand school mathematics curriculum; the Numeracy Development Project; the senior school assessment regime,…

The 2010 Canterbury Earthquake: Curriculum Shockwaves

ERIC Educational Resources Information Center

Taylor, Mike; Moeed, Azra

2013-01-01

This paper reports data from an exploratory questionnaire designed to capture "curriculum P-waves"--those curriculum responses that were the fastest and therefore measured first--following a significant earthquake in New Zealand. As well as taking a professional interest in a major disaster in their backyard, it is assumed that social…

Nurses' occupational health as a driver for curriculum change emphasising health promotion: an historical research study.

PubMed

Wood, Pamela J

2014-05-01

Reasons stated for curriculum change in nursing education are usually shifts in knowledge, care delivery, roles, regulatory standards and population health needs. In New Zealand in the 1930s, a curriculum change was driven instead by the need to protect and promote nurses' health. Tuberculosis was an international occupational health risk among nurses. Mary Lambie, New Zealand's chief nurse, considered nursing a "hazardous profession". One remedy she instituted was curriculum change in the national nurse training programme to emphasise health promotion among nurses. Global nursing issues today also impact on nurses' health. Curriculum changes again address this by promoting self-care and resilience. To examine how international and national concern for nurses' occupational health drove a curriculum change in New Zealand nurse training in the 1930s. Historical Research International occupational health reports (1930s), Lambie's annual reports (1932-1950), and questions and examiners' comments in a new state examination (1940s-1950s), were analysed to identify the reasons for and direction of the curriculum change. Findings were interpreted within international and national concerns and measures related to occupational health in nursing. Lambie used the political leverage of international and national worry over tuberculosis as a nursing occupational health risk to protect nurses' health more generally. In 1933 she revised the first year of the three-year national nursing curriculum to emphasise personal hygiene and bacteriology related to cross-infection, and in 1938 introduced a State Preliminary Examination at the end of the first year of training to test this knowledge. Analysis of examinations, 1940s-1950s, confirms that the curriculum change driver was a concern to make nursing a less "hazardous profession". Nurse educators today should be aware of the variety of factors that can lead to curriculum change in nursing. In addition, concern for nurses' health today demonstrates the continuing need for health promotion in nursing curricula. © 2013.

Pacific Ocean Fisheries Project. A Study of International Cooperation in Curriculum Design.

ERIC Educational Resources Information Center

Pottenger, Francis M., III

Common educational curricula have been suggested to be advantageous in enhancing the stability of the community of nations. This paper describes a multinational curriculum design effort by four Pacific rim nations (Australia, Japan, New Zealand, and the United States) which has created a common curriculum program. This joint venture resulted in…

Everyday Spirituality: An Aspect of the Holistic Curriculum in Action

ERIC Educational Resources Information Center

Bone, Jane; Cullen, Joy; Loveridge, Judith

2007-01-01

Early childhood education in Aotearoa New Zealand includes different philosophical perspectives, may be part of the public or private sector and aims to be inclusive and holistic. The early childhood curriculum, Te Whariki, supports these aims. Aspects of the curriculum that are holistic may be conceptualized in diverse ways and this qualitative…

Bridging Two Worlds: Special Education and Curriculum Policy

ERIC Educational Resources Information Center

Millar, Ruth; Morton, Missy

2007-01-01

In a report to the Aotearoa New Zealand Ministry of Education entitled "Curriculum Policy and Special Education Support" (2004), the team of writers noted the lack of collaboration between experts in these two fields. This paper explores the apparently separate worlds of special education and curriculum policy in order to develop an…

Simulation and curriculum design: a global survey in dental education.

PubMed

Perry, S; Burrow, M F; Leung, W K; Bridges, S M

2017-12-01

Curriculum reforms are being driven by globalization and international standardization. Although new information technologies such as dental haptic virtual reality (VR) simulation systems have provided potential new possibilities for clinical learning in dental curricula, infusion into curricula requires careful planning. This study aimed to identify current patterns in the role and integration of simulation in dental degree curricula internationally. An original internet survey was distributed by invitation to clinical curriculum leaders in dental schools in Asia, Europe, North America, and Oceania (Australia and New Zealand). The results (N = 62) showed Asia, Europe and Oceania tended towards integrated curriculum designs with North America having a higher proportion of traditional curricula. North America had limited implementation of haptic VR simulation technology but reported the highest number of scheduled simulation hours. Australia and New Zealand were the most likely regions to incorporate haptic VR simulation technology. This survey indicated considerable variation in curriculum structure with regionally-specific preferences being evident in terms of curriculum structure, teaching philosophies and motivation for incorporation of VR haptic simulation into curricula. This study illustrates the need for an improved evidence base on dental simulations to inform curriculum designs and psychomotor skill learning in dentistry. © 2017 Australian Dental Association.

The First Shared Online Curriculum Resources for Veterinary Undergraduate Learning and Teaching in Animal Welfare and Ethics in Australia and New Zealand

PubMed Central

Johnson, Jane; Collins, Teresa; Degeling, Christopher; Fawcett, Anne; Fisher, Andrew D.; Freire, Rafael; Hazel, Susan J.; Hood, Jennifer; Lloyd, Janice; Phillips, Clive J. C.; Stafford, Kevin; Tzioumis, Vicky; McGreevy, Paul D.

2015-01-01

Simple Summary There is a need for teaching Animal Welfare and Ethics in veterinary schools and we are developing online resources to meet this need. In this paper we describe how we prioritized the development of these resources by polling experts in the field. Abstract The need for undergraduate teaching of Animal Welfare and Ethics (AWE) in Australian and New Zealand veterinary courses reflects increasing community concerns and expectations about AWE; global pressures regarding food security and sustainability; the demands of veterinary accreditation; and fears that, unless students encounter AWE as part of their formal education, as veterinarians they will be relatively unaware of the discipline of animal welfare science. To address this need we are developing online resources to ensure Australian and New Zealand veterinary graduates have the knowledge, and the research, communication and critical reasoning skills, to fulfill the AWE role demanded of them by contemporary society. To prioritize development of these resources we assembled leaders in the field of AWE education from the eight veterinary schools in Australia and New Zealand and used modified deliberative polling. This paper describes the role of the poll in developing the first shared online curriculum resource for veterinary undergraduate learning and teaching in AWE in Australia and New Zealand. The learning and teaching strategies that ranked highest in the exercise were: scenario-based learning; a quality of animal life assessment tool; the so-called ‘Human Continuum’ discussion platform; and a negotiated curriculum. PMID:26479241

Critical Health Education in Aotearoa New Zealand

ERIC Educational Resources Information Center

Fitzpatrick, Katie; Burrows, Lisette

2017-01-01

Health education in Aotearoa New Zealand is an enigma. Premised on ostensibly open and holistic philosophical premises, the school curriculum not only permits, but in some ways prescribes, pedagogies and teacher dispositions that engage with the diversity of young people at its centre. A capacity, to not only understand contemporary health…

"Children's Science"

ERIC Educational Resources Information Center

Milne, Ian

2007-01-01

The revamped New Zealand curriculum emphasises "scientific literacy for all students" and provides teachers with an opportunity to promote science as an integral element of the primary school curriculum. Exploring and explaining the natural world in primary science can provide authentic contexts for the development of knowledge, skills,…

Secondary School Students' Understanding of the Socio- Emotional Nature of the New Zealand Key Competencies

ERIC Educational Resources Information Center

Brudevold-Iversen, Tessa; Peterson, Elizabeth R.; Cartwright, Claire

2013-01-01

In its 2007 curriculum, New Zealand introduced Key Competencies (KCs) that are intended to ensure students' future participation in the economy, communities, and also to introduce metacognitive and socio-emotional dimensions to learning. The KCs also have important implications for contributing to students' wellbeing and resilience. However, they…

Learner Agency: A Dynamic Element of the New Zealand Key Competencies

ERIC Educational Resources Information Center

Charteris, Jennifer

2013-01-01

Seven years ago The New Zealand Curriculum (NZC) was launched with its emphasis on key competencies as "the capabilities that young people need for growing, working, and participating in their communities" ("Ministry of Education," 2007, p. 38). This raises the question of what dispositions are required for students to…

Early Childhood Inclusion in Aotearoa New Zealand

ERIC Educational Resources Information Center

Foster-Cohen, Susan H.; van Bysterveldt, Anne K.

2016-01-01

Early childhood education is encouraged for all 3- to 5-year-old children in New Zealand (known in the Maori language as Aotearoa) and is supported by a well-constructed bicultural curriculum (Te Whariki) and reasonably generous government funding. However, a number of factors mitigate against inclusion of children with developmental delays and…

Emergent Literacy as Sociocultural Practice: How Well Do New Zealand Parents Fit with "Te Whariki?"

ERIC Educational Resources Information Center

Zhang, Qilong

2017-01-01

A sociocultural approach to emergent literacy and growing concerns over the de-emphasis on literacy of the New Zealand early childhood education curriculum "Te Whariki" call for locally situated emergent literacy programmes co-constructed by teachers, parents and children. While teachers' approach to emergent literacy takes centre stage…

The Good Life: New Zealand Children's Perspectives on Health and Self

ERIC Educational Resources Information Center

Burrows, Lisette; Wright, Jan

2004-01-01

In New Zealand, the introduction of a new health and physical education curriculum, coupled with extraordinary levels of lay and professional concern about children's health (as recorded by the Adolescent Health Research Group in 2003) has contributed to a reconceptualisation of health education practices in schools. Policy and professional…

Developing "Butterfly Warriors": A Case Study of Science for Citizenship

ERIC Educational Resources Information Center

Chen, Junjun; Cowie, Bronwen

2013-01-01

Given worldwide concern about a decline in student engagement in school science and an increasing call for science for citizenship in New Zealand Curriculum, this study focused on a butterfly unit that investigated how students in a year-4 primary classroom learnt about New Zealand butterflies through thinking, talking, and acting as citizen…

Knowledge Equivalence Discourse in New Zealand Secondary School Science

ERIC Educational Resources Information Center

Rata, Elizabeth; Taylor, Anita

2015-01-01

The theoretical inquiry undertaken in this paper examines the discourse of knowledge equivalence used to justify conflating academic and non-academic subjects in New Zealand secondary school science. The purpose is to open up a critical discussion of the discourse and its influence on curriculum and pedagogy. Using a conceptual methodology, we…

Making Art Matter-ings: Engaging (with) Art in Early Childhood Education, in Aotearoa New Zealand

ERIC Educational Resources Information Center

Craw, Janita

2015-01-01

This article examines the special nature of "Te Whariki," Aotearoa New Zealand's early childhood national curriculum, as a dynamic social, cultural document through an exploration of two art-inspired imaginary case studies. Thinking with "Te Whariki" retains the potential to ignite thinking post-developmentally about art,…

Teaching Gender Geography in Aotearoa New Zealand

ERIC Educational Resources Information Center

Longhurst, Robyn

2011-01-01

In New Zealand universities, gender is still not a substantial part of the curriculum in most geography departments. Although at the University of Waikato, the situation is different. Its specific history of radical scholarship has enabled feminist academics in a variety of disciplines including geography to have had a stronger voice than in other…

Older Adult Education in Two Universities: A Comparison in the New Zealand and Scottish Contexts

ERIC Educational Resources Information Center

Findsen, Brian; Mark, Rob

2016-01-01

This article examines the character of older adult education provision in two universities at opposite ends of the globe. The universities of Waikato (New Zealand) and Strathclyde (Scotland) are analysed in terms of specific domains: funding, curriculum and provision, older people's participation and university-community relationships. These two…

A Reshaping of Counselling Curriculum: Responding to the Changing (Bi)Cultural Context

ERIC Educational Resources Information Center

Flintoff, Vivianne J.; Rivers, Shirley

2012-01-01

This article describes some of the local Aotearoa New Zealand context of a general "mainstream" undergraduate counselling degree. Students' learning is shaped to produce a professional practice for the local context of Aotearoa New Zealand. As counsellor educators informed by social constructionism, we detail our theoretical position and…

The Implementation, Evolution and Impact of New Zealand's National Qualifications Framework

ERIC Educational Resources Information Center

Strathdee, Robert

2011-01-01

This article outlines some of the major factors leading to the introduction of the New Zealand National Qualifications Framework (NQF). It also describes the NQF's design, outlines changes that were introduced following its introduction in 1991, and explores its impact to date. The New Zealand case is interesting, as the agency responsible for the…

Identifying the Comparative Academic Performance of Secondary Schools

ERIC Educational Resources Information Center

Bendikson, Linda; Hattie, John; Robinson, Viviane

2011-01-01

Purpose: One of the features of the New Zealand secondary schools system is that achievement closely reflects the taught curriculum. The National Certificate of Educational Achievement (NCEA) directly assesses student achievement on the secondary school curriculum through a combination of criterion-based internal and external assessments. The…

What does the Development of the European Core Curriculum for Cardiovascular Nurses Mean for Australia?

PubMed

Neubeck, Lis; Lin, Stella Hsi-Man; Ferry, Cate; Gallagher, Robyn

2016-04-01

A core curriculum for the continuing professional development of nurses has recently been published by the Council on Cardiovascular Nursing and Allied Professions of the European Society of Cardiology. This core curriculum was envisaged to bridge the educational gap between qualification as a nurse and an advance practice role. In addition, the shared elements and international consensus on core themes creates a strong pathway for nursing career development that is directly relevant to Australia. Education programs for nurses in Australia must meet the mandatory standards of the Australian Nursing and Midwifery Accreditation Council (ANMAC), but without a national core curriculum, there can be considerable variation in the content of such courses. The core curriculum is developed to be adapted locally, allowing the addition of nationally relevant competencies, for example, culturally appropriate care of Aboriginal and Torres Strait Islander individuals. Two existing specialist resources could be utilised to deliver a tailored cardiovascular core curriculum; the Heart Education Assessment and Rehabilitation Toolkit (HEART) online (www.heartonline.org.au) and HeartOne (www.heartone.com.au). Both resources could be further enhanced by incorporating the core curriculum. The release of the European core curriculum should be viewed as a call to action for Australia to develop a core curriculum for cardiovascular nurses. Copyright © 2015 Australian and New Zealand Society of Cardiac and Thoracic Surgeons (ANZSCTS) and the Cardiac Society of Australia and New Zealand (CSANZ). Published by Elsevier B.V. All rights reserved.

Restorative Practices Meet Key Competencies: Class Meetings as Pedagogy

ERIC Educational Resources Information Center

Gray, Sheridan; Drewery, Wendy

2011-01-01

New Zealand is going through a major educational shift. It has just brought in a new curriculum that focuses on students, rather than content, as the centre of learning. New Zealand has an increasingly multi-cultural and diverse population and this is reflected in some of the complexities confronting education. Suspensions and exclusions of young…

New Zealand Perspectives on Early Childhood Education: Naku Te Rourou Nau Te Rourou Ka Ora Ai Te Iwi

ERIC Educational Resources Information Center

Tesar, Marek

2016-01-01

This special issue focuses on histories, pedagogies, policies, philosophies and alternative perspectives in early childhood education. "Te Whariki" is heralded as the first bicultural curriculum not only in New Zealand, but in the world. Its importance is reflected in national and international research and early childhood discourses.…

Comparative Study of Children's Current Health Conditions and Health Education in New Zealand and Japan

ERIC Educational Resources Information Center

Watanabe, Kanae; Dickinson, Annette

2015-01-01

In New Zealand (NZ) and Japan, despite comprehensive national health and physical education (HPE) curriculums in schools, there continues to be significant health issues for children. A qualitative interpretative descriptive research method was used to compare how primary school teachers taught HPE in both countries. In NZ, there is some freedom…

The Politics of Teaching of Indigenous Traditions in Aotearoa/New Zealand

ERIC Educational Resources Information Center

Wiseman, Wendy A.

2015-01-01

Reflecting on two study abroad trips to New Zealand in 2005 and 2007, I suggest in this essay that it is possible to mitigate the risk of (American or European) students recapitulating imperial attitudes through development of a rigorous curriculum focusing on the legacies of colonialism, institutional racism, and the somewhat dubious phenomenon…

The Educationalising of Early Childhood in Aotearoa New Zealand: Tracking "Free Play" 1940s-2010

ERIC Educational Resources Information Center

Stover, Sue

2016-01-01

Geographically isolated in the south-west Pacific but intellectually and culturally connected to Western Europe, Aotearoa New Zealand's early childhood education sector is a unique mix of influences. The imprint of progressive education is evident in a legacy of "free play" programmes, yet its national curriculum is built on the…

Indigenous Rights in Aotearoa/New Zealand--Inakitia Rawatia Hei Kakano Mo aPopo: Students' Encounters with Bicultural Commitment

ERIC Educational Resources Information Center

Gordon-Burns, Diane; Campbell, Leeanne

2014-01-01

Teacher quality and the preparation of quality teachers have been at the center of debates and discussions related to improving educational outcomes among diverse student populations across the world. In New Zealand, the education system emphasizes high-quality, bicultural practice among teachers through regulations and curriculum that call for…

Out of Place: Economic Imperialisms in Early Childhood Education

ERIC Educational Resources Information Center

Stuart, Margaret

2016-01-01

New Zealand has received world-wide accolades for its Early Childhood Education (ECE) curriculum, Te Whariki. This paper explores the tension between economic imperialism, and a curriculum acknowledged as visionary. The foundational ideas of Te Whariki emanate from sociocultural and anti-racist pedagogies. However, its implementation is hampered…

A Longitudinal Study of Student Attitudes toward Computers: Resolving an Attitude Decay Paradox.

ERIC Educational Resources Information Center

McKinnon, David H.; Nolan, C. J. Patrick; Sinclair, Kenneth E.

2000-01-01

Describes results of an integrated curriculum project in New Zealand that generated paradoxical results regarding student motivation and attitudes toward computer use during junior high school, where attitudes became less positive. Examines implications for the design and implementation of curriculum projects involving student use of computer…

Elementary Integrated Curriculum Framework

ERIC Educational Resources Information Center

Montgomery County Public Schools, 2010

2010-01-01

The Elementary Integrated Curriculum (EIC) Framework is the guiding curriculum document for the Elementary Integrated Curriculum and represents the elementary portion of the Montgomery County (Maryland) Public Schools (MCPS) Pre-K-12 Curriculum Frameworks. The EIC Framework contains the detailed indicators and objectives that describe what…

Enhancing Technology Education by Forming Links with Industry: A New Zealand Case Study

ERIC Educational Resources Information Center

Brunton, Margaret; Coll, Richard K.

2005-01-01

The New Zealand technology curriculum suggests that schools should seek to develop links with industry as a means of providing real-world examples of technology practice. However, if a school is to form links, what form might such links take, and with whom should they be made? The case study research reported here represents an investigation into…

Working Together for the Student: What I Learned from Two Years on a Primary School Board in New Zealand.

ERIC Educational Resources Information Center

Dyer, Samuel Coad

1998-01-01

A former board member of a New Zealand primary school describes the country's political climate as radical economic libertarian; contract bidding among schools will soon be required. Elementary schools are child-centered and multicultural, operate year-round, involve the board and community, follow a national curriculum, and have overworked,…

A Future-Focus for Teaching and Learning: Technology Education in Two New Zealand Secondary Schools

ERIC Educational Resources Information Center

Reinsfield, Elizabeth

2016-01-01

Technology education has been a part of the New Zealand curriculum in many forms since its inception as a craft subject. With a global push towards technological innovation and an increased awareness of the impact of technology on society, it is reasonable to assume that technology education has an established role in student learning around the…

The Coming of Age of Statistics Education in New Zealand, and Its Influence Internationally

ERIC Educational Resources Information Center

Forbes, Sharleen

2014-01-01

New Zealand has been leading the world in terms of the data handling, and in more recent years, data visualisation approach in its school statistics curriculum. In 2013, bootstrapping and randomisation were added to the senior secondary school (Ministry of Education 2012). This paper gives an historical perspective of the people and groups that…

Complex Possibilities: "Working Theories" as an Outcome for the Early Childhood Curriculum

ERIC Educational Resources Information Center

Hargraves, Vicki

2014-01-01

"Working theories" are described as one of the two principal outcomes of Te Whariki, the early childhood curriculum in Aotearoa New Zealand. Despite its prominence as a curricular outcome, the theoretical positioning of the concept of working theory remains relatively undebated, with researchers readily attributing the term to a…

Teaching for Present "and Future" Competency: A Productive Focus for Professional Learning

ERIC Educational Resources Information Center

Hipkins, Rosemary; McDowall, Sue

2013-01-01

The key competencies are a potentially transformative feature of the New Zealand Curriculum. However, the way in which they have been understood and implemented in schools points to tensions and challenges that may prevent them from acting as agents of curriculum change. One recent researcher/practitioner partnership developed materials that show…

Inquiry Learning with Senior Secondary Students: Yes It Can Be Done

ERIC Educational Resources Information Center

Stotter, Jill; Gillon, Kirsty

2010-01-01

This workshop will model for classroom teachers, one way to plan, teach, resource and assess inquiry-based learning which encompasses the guiding principles of a newly gazetted curriculum. The vision of the New Zealand curriculum is to produce "...young people who will be confident, connected, actively involved lifelong learners" (p. 8).…

Curriculum Decisions--The Challenges of Teacher Autonomy over Knowledge Selection for History

ERIC Educational Resources Information Center

Ormond, Barbara Mary

2017-01-01

This paper explores the challenges for teachers in positioning them as independent curriculum makers. History teachers in New Zealand have recently entered uncharted territory with the abandonment of prescribed topics for history and a new-found authority to determine the selection of historical knowledge taught to their senior secondary students.…

Kei hea te Ora? The Whereabouts of the Health of Children in the Early Childhood Curriculum of Aotearoa New Zealand

ERIC Educational Resources Information Center

Gibbons, Andrew

2015-01-01

The policies and practices of early childhood teaching in Aotearoa New Zealand have been an ongoing site of political, economic, social and cultural contestation. Competing values and beliefs regarding experiences of both the child and the teacher have been central to the contesting. Helen May (2001, 2009) tracks these tensions through the waxing…

Conductive Education: Feasibility Study on Developing a National Curriculum Plan for Those Working in Conductive Education in New Zealand.

ERIC Educational Resources Information Center

Wagner, Graham A.

This study sought to determine whether there are national training needs among staff of conductive education programs in New Zealand. Conductive education is a unified system of education for children and adults with a motor disorder whose disability has been caused by damage to the central nervous system. The study, which focuses primarily on…

Development and Preliminary Evaluation of an Adaptation of Word Identification Fluency for Beginning Readers in New Zealand

ERIC Educational Resources Information Center

Schaughency, Elizabeth; McLennan, Kathryn M.; McDowall, Philippa S.

2015-01-01

A New Zealand (NZ) version of Word Identification Fluency (NZWIF) was administered to 120 children in their second school year at the beginning, middle, and end of the year, along with a curriculum-based measure of oral passage reading fluency at mid- and end-year. Outcome measures included standardized and high-stakes school-used indicators of…

Positioning Thinking within National Curriculum and Assessment Systems: Perspectives from Israel, New Zealand and Northern Ireland

ERIC Educational Resources Information Center

Gallagher, Carmel; Hipkins, Rosemary; Zohar, Anat

2012-01-01

Over the past decade there has been a major move to position "thinking" (however thinking is defined and enacted) as a more explicit outcome within the curriculum of many nations, with implications for teachers' professional development, assessment, and examination requirements. This paper analyses approaches to this challenge taken by…

Looking for Peace in National Curriculum: The PECA Project in New Zealand

ERIC Educational Resources Information Center

Standish, Katerina

2016-01-01

This is the pilot study for the Peace Education Curricular Analysis Project--a project that seeks to become a longitudinal and global analysis of national curriculum statements for pro-peace values. National education as a system of organized learning can act as a transmission belt--a cultural institution that assigns communal ideals and values…

Critical Thinking Graduates: A Curriculum Development Case Study in Business.

ERIC Educational Resources Information Center

Bygrave, Jenny; Gerbic, Philippa

The critical thinking curriculum used in the four-year business degree program at the Auckland Institute of Technology Faculty of Commerce in New Zealand is described. The design of the business program is modeled on the authors' view of critical thinking as concerned with the intellectual maturity of the whole person. Key intellectual standards…

Sexuality and gender identity teaching within preclinical medical training in New Zealand: content, attitudes and barriers.

PubMed

Taylor, Oscar; Rapsey, Charlene M; Treharne, Gareth J

2018-06-22

To investigate inclusion of sexuality and gender identity content, attitudes and barriers to inclusion of content in preclinical curricula of New Zealand medical schools from the perspective of key teaching staff. Staff responsible for curriculum oversight at New Zealand's two medical schools were invited to complete a mixed-methods survey about sexuality and gender identity content in their modules. Of 24 respondents, the majority included very little content relating to sexuality or gender identity (33%) or none at all (54%). This content was deemed important by most participants (69%), and none believed there should be less such content in their curriculum. Time was reported to be the main barrier limiting inclusion of such content. Our finding of limited content is consistent with international literature. Our findings extend the literature by revealing that barriers to greater inclusion of content are not due to overt negative attitudes. Staff responsible for preclinical medical curriculum oversight have positive attitudes about content relating to sexuality and gender identity but perceive curriculum space to be a limiting barrier. This is important as it informs approaches to change. Future interventions with medical schools should focus on methods to increase diverse content as part of existing teaching, education to increase knowledge of LGBTQI relevant material and potentially incorporate strategies used to address unconscious bias. Addressing the perceived barriers of time constraints and lack of relevance is required to ensure medical students receive training to develop the competencies to provide positive healthcare experiences for all patients regardless of sexuality and gender identity.

A Framework for Curriculum Research.

ERIC Educational Resources Information Center

Kimpston, Richard D.; Rogers, Karen B.

1986-01-01

A framework for generating curriculum research is proposed from a synthesis of Dunkin and Biddle's model of teaching variables with Beauchamp's "curriculum system" planning functions. The framework systematically defines variables that delineate curriculum planning processes. (CJH)

Professional Development for E-Learning: Researching a Strategy for New Zealand's Tertiary Education Sector

ERIC Educational Resources Information Center

Shephard, Kerry; Mansvelt, Juliana; Stein, Sarah; Suddaby, Gordon; Harris, Irene; O'Hara, Duncan

2011-01-01

This collaborative research project devised a framework to support professional development for e-learning within New Zealand's diverse and integrated tertiary education sector. The research was supported by New Zealand's Ministry of Education. The research included reviews of developments in the United Kingdom, Australia and New Zealand and a…

Coping With Curriculum. Papers and Proceedings of the National Workshop on Distance Education (2nd, Perth, Western Australia, July 13-15, 1983).

ERIC Educational Resources Information Center

Western Australia Education Dept., Perth.

The proceedings of the 3-day Australian National Workshop on Distance Education, whose theme was "Coping with Curriculum," include 18 papers, 2 workshop reports, and appendices that list participants and state, territory, and New Zealand representatives. The 36 recommendations developed by the workshop groups include recommendations to…

The Right to Enhancement: Students Talking about Music Knowledge in the Secondary Curriculum

ERIC Educational Resources Information Center

McPhail, Graham John

2014-01-01

In this paper the idea of social entitlement to conceptual knowledge is considered in relation to students' views of music at secondary school in New Zealand. The data was collected as a means of triangulating the key focus of a study concerning the beliefs and actions of teachers in relation to curriculum. In interpreting the student data I…

Sun protection policies and practices in New Zealand primary schools.

PubMed

Reeder, Anthony I; Jopson, Janet A; Gray, Andrew

2012-02-10

For schools with primary age students, to report the percentages meeting specific requirements of the New Zealand SunSmart Schools Accreditation Programme (SSAP). Schools were randomly selected, within geographic regions, from the Ministry of Education schools database. A questionnaire, mailed to school principals, assessed schools regarding 12 criteria for accreditation: policy, information, hats, 'play in the shade', sunscreen, clothing, role modelling, curriculum, planning, rescheduling, shade provision and review. Post-stratification weights (for achieving each criterion) were used to compensate for oversampling within some regions and differential response rates between regions, using the number of schools per region. 388 schools (representative in socioeconomic decile, size and type) participated. Less than 4% fully met accreditation criteria. Clothing (42%), curriculum delivery and shade (each 54%) requirements were met by the fewest schools. Staff role modelling (92%) was the most commonly met. Schools with uniforms tended to have more protective clothing expectations. Ongoing promotion is needed to consolidate gains and encourage comprehensive sun protection through policies, practices, environment and curriculum. Staff role modelling requirements may be strengthened by implementing existing occupational guidelines for mitigating UVR hazards. There is a need to further assist schools, particularly regarding sun protective clothing, curriculum delivery and environmental shade.

Preschool Curriculum Framework.

ERIC Educational Resources Information Center

Shasta County Office of Education, Redding, CA.

Designed for use in curriculum development and as an instructional guide for preschool programs in Shasta County, California, this framework provides information on curriculum areas, developmental indicators, and appropriate activities at the preschool level. Specifically, this framework represents a resource for teachers, curriculum specialists,…

It's Different for Daughters: A History of the Curriculum for Girls in New Zealand Schools, 1900-1975. Educational Research Series No. 65.

ERIC Educational Resources Information Center

Fry, Ruth

This book examines the evolution in the education of New Zealand women from 1900 through 1975. Early in the century, differences in boys' and girls' schooling were more visible on the secondary than the elementary level. At the same time, a government report concluded that many parents felt girls needed little more than half the education of boys.…

Introducing glacial geomorphology to secondary schools - an edutainment resource targeting the New Zealand curriculum

NASA Astrophysics Data System (ADS)

Hemmingsen, Maree; Winkler, Stefan

2015-04-01

Outreach has become an important undertaking for many tertiary institutions and government agencies. Quite often universities and other tertiary institutions view outreach solely as a tool for the recruitment of future students or as a cost-effective way of meeting governmental obtruded institutional obligations towards community engagement. But for every serious scientist outreach should have an importance beyond that. Competent scientists value the opportunities that an effective outreach programme brings, to inform others of the significance of their particular discipline within the wider framework of science. In this context, glacial geomorphology and related fields of research constitute no exception. Although outreach activities seem to be becoming increasingly popular among scientists in New Zealand, there is still a lack of understanding of what is actually useful for the end user. Often what scientists assume will be useful for school is not. An effective outreach programme needs to be aligned to and represent the school curriculum, regardless of the fact that this may not always be the main focus of the scientist. The most successful resources are those which are developed in collaboration with teachers, by practitioners with an ability to develop outreach activities appropriate for "real" school life with all its restrictions. Sadly, all too often academics and scientists assume they know what schools want and what is important. We cannot stress highly enough that the resources produced need to be accessible to the teachers, who often lack a deep enough scientific background or do not have an appropriate confidence in their own scientific knowledge as well as meet the needs of their students. Frequently educators report their frustration when they cannot properly access resources or run simulations because of IT incompatibility or limited supportive guidance. Geomorphology and its individual sub-disciplines like e.g. glacial geomorphology has an excellent opportunity to become increasingly implemented in outreach programmes. Geomorphologists can promote their subject as well as demonstrate the importance of geomorphology across countless scientific and engineering disciplines. Within the New Zealand secondary school's curriculum there are, for example, several opportunities where "landforms" are the topics of scientific teaching, providing an excellent opportunity for (glacial) geomorphological outreach. The morpho-memory resource presented here incorporates and utilises a number of educational principles. Its competitive character links it to "edutainment" which has successfully been applied in self directed and instructional museum programmes and popular science, enhancing the active engagement ("interaction") and acceptance by students in preference to more traditional methods. Another principle easily integrated is "visualisation", i.e. combining textual or numerical information with supportive visual information to enhance both understanding and deep memorisation. Evidence of the success of morpho-memory was already demonstrated empirically when used in the context of university block seminars and field trips. And updated and specifically version targeting the New Zealand curriculum for years 11 to 13 has now been developed and is currently supplied to a considerable number of schools for practical application and subsequent evaluation. Strength of our resource is that its concept easily allows for any future adjustment to individual requirements because the actual level of information provided as well as the selection of features/processes displayed can quickly be modified following teacher's feedback and practical experience. Summarising, this outreach resource also helps to highlight (glacial) geomorphology as an essential topic within the broad field of geosciences/earth system science, giving it the focus it deserves.

Toward Global Comparability of Sexual Orientation Data in Official Statistics: A Conceptual Framework of Sexual Orientation for Health Data Collection in New Zealand's Official Statistics System

PubMed Central

Gray, Alistair; Veale, Jaimie F.; Binson, Diane; Sell, Randell L.

2013-01-01

Objective. Effectively addressing health disparities experienced by sexual minority populations requires high-quality official data on sexual orientation. We developed a conceptual framework of sexual orientation to improve the quality of sexual orientation data in New Zealand's Official Statistics System. Methods. We reviewed conceptual and methodological literature, culminating in a draft framework. To improve the framework, we held focus groups and key-informant interviews with sexual minority stakeholders and producers and consumers of official statistics. An advisory board of experts provided additional guidance. Results. The framework proposes working definitions of the sexual orientation topic and measurement concepts, describes dimensions of the measurement concepts, discusses variables framing the measurement concepts, and outlines conceptual grey areas. Conclusion. The framework proposes standard definitions and concepts for the collection of official sexual orientation data in New Zealand. It presents a model for producers of official statistics in other countries, who wish to improve the quality of health data on their citizens. PMID:23840231

Cultural Competency Education in Academic Dental Institutions in Australia and New Zealand: A Survey Study.

PubMed

Nicholson, Sheree L; Hayes, Melanie J; Taylor, Jane A

2016-08-01

The aim of this study was to assess the status of cultural competency education in Australian and New Zealand dental, dental hygiene, and oral health therapy programs. The study sought to explore the extent to which cultural competence is included in these programs' curricula, building on similar studies conducted in the United States and thus contributing to the international body of knowledge on this topic. A 12-item instrument was designed with questions in four areas (demographics, content of cultural competency education, organization of overall program curriculum, and educational methods used to teach cultural competence) and was sent to all Australian and New Zealand dental, dental hygiene, and oral health therapy educational programs. Of the total 24 programs, 15 responded for a response rate of 62.5%. The results showed that lectures were the most frequent teaching method used in cultural competency education; however, the variation in responses indicated inconsistencies across study participants, as discussions and self-directed learning also featured prominently in the responses. The majority of respondents reported that cultural competence was not taught as a specific course but rather integrated into their programs' existing curricula. The variations in methods may indicate the need for a standardized framework for cultural competency education in these countries. In addition, the notion of cultural competency education in academic dental institutions demands additional evaluation, and further research is required to develop a solid evidence base on which to develop cultural competency education, specifically regarding content, most effective pedagogies, and assessment of student preparedness.

Small Country, Big Business? New Zealand as Education Exporter

ERIC Educational Resources Information Center

Martens, Kerstin; Starke, Peter

2008-01-01

This paper discusses New Zealand's role in the global market for tertiary education. The internationalisation and liberalisation of education markets is progressing rapidly in today's globalising world, as reflected by the incorporation of education as a service into the GATS framework. Through the example of New Zealand as a case study for the…

Massachusetts Adult Basic Education Curriculum Framework for Mathematics and Numeracy

ERIC Educational Resources Information Center

Massachusetts Department of Education, 2005

2005-01-01

Over the past number of years, several initiatives have set the stage for writing the Massachusetts ABE (Adult Basic Education) Curriculum Frameworks for Mathematics and Numeracy. This current version of the "Massachusetts ABE Mathematics Curriculum Frameworks" is a second revision of that first framework, but it is heavily influenced by…

A comparison of paediatrics occupational therapy university program curricula in New Zealand, Australia, and Canada.

PubMed

Rodger, Sylvia; Brown, G Ted; Brown, Anita; Roever, Carsten

2006-01-01

Comparisons were made of the paediatric content of professional entry-level occupational therapy university program curricula in Australia, New Zealand, and Canada using an ex post facto survey methodology. The findings indicated that in Australia/New Zealand, paediatrics made up 20% of the total curriculum, but only 13% in Canada. Canadian reference materials were utilized less often in Canadian universities than in Australia/New Zealand. Theories taught most often in Australia/New Zealand were: Sensory Integration, Neurodevelopmental Therapy, Client-Centered Practice, Playfulness, and the Model of Human Occupation. In Canada, the most frequent theories were: Piaget's Stages of Cognitive/Intellectual Development, Neurodevelopmental Therapy, Erikson's Eight Stages of Psychosocial Development and Sensory Integration. The most frequently taught paediatric assessment tools in both regions were the Bruininks-Oseretsky Test of Motor Proficiency and Miller Assessment for Preschoolers. Paediatric intervention methods taught to students in all three countries focused on activities of daily living/self-care, motor skills, perceptual and visual motor integration, and infant and child development.

Massachusetts Science and Technology Engineering Curriculum Framework

ERIC Educational Resources Information Center

Massachusetts Department of Education, 2006

2006-01-01

This 2006 "Massachusetts Science and Technology/Engineering Curriculum Framework" provides a guide for teachers and curriculum coordinators regarding specific content to be taught from PreK through high school. Following this "Organization" chapter, the "Framework" contains the following sections: (1) Philosophy and…

How Australian and New Zealand schools of optometry prepare students for culturally competent practice.

PubMed

Truong, Mandy; Bentley, Sharon A; Napper, Genevieve A; Guest, Daryl J; Anjou, Mitchell D

2014-11-01

This study is an investigation of how Australian and New Zealand schools of optometry prepare students for culturally competent practice. The aims are: (1) to review how optometric courses and educators teach and prepare their students to work with culturally diverse patients; and (2) to determine the demographic characteristics of current optometric students and obtain their views on cultural diversity. All Australian and New Zealand schools of optometry were invited to participate in the study. Data were collected with two surveys: a curriculum survey about the content of the optometric courses in relation to cultural competency issues and a survey for second year optometry students containing questions in relation to cultural awareness, cultural sensitivity and attitudes to cultural diversity. Four schools of optometry participated in the curriculum survey (Deakin University, Flinders University, University of Melbourne and University of New South Wales). Sixty-three students (22.3 per cent) from these four schools as well as the University of Auckland participated in the student survey. Cultural competency training was reported to be included in the curriculum of some schools, to varying degrees in terms of structure, content, teaching method and hours of teaching. Among second year optometry students across Australia and New Zealand, training in cultural diversity issues was the strongest predictor of cultural awareness and sensitivity after adjusting for school, age, gender, country of birth and language other than English. This study provides some evidence that previous cultural competency-related training is associated with better cultural awareness and sensitivity among optometric students. The variable approaches to cultural competency training reported by the schools of optometry participating in the study suggest that there may be opportunity for further development in all schools to consider best practice training in cultural competency. © 2014 The Authors. Clinical and Experimental Optometry © 2014 Optometrists Association Australia.

Curriculum Policies for Students with Special Needs in Australia

ERIC Educational Resources Information Center

Aspland, Tania; Datta, Poulomee; Talukdar, Joy

2012-01-01

The curriculum policies for students with special needs across Australia have been reviewed. The Curriculum Framework in the Australian Capital Territory is used to inform their school based curriculum. The Northern Territory Curriculum Framework describes what learners are expected to achieve and what learners have achieved. The New South Wales…

Business Education. Vocational Education Program Courses Standards.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Community Education.

This document contains vocational education program courses standards (curriculum frameworks and student performance standards) for business technology education programs in Florida. Each program courses standard is composed of two parts: a curriculum framework and student performance standards. The curriculum framework includes four major…

Book Banquets and Fiction Feasts. Tempting Teenage Literacy Tastebuds.

ERIC Educational Resources Information Center

Armstrong, Eileen

2001-01-01

Discusses the reading program of the Literacy Resource Center at Cramlington High School in New Zealand. Describes how the librarian considers the whole curriculum to experiment with new ways to promote reading for pleasure. (JOW)

Improving the Quality of Learning: A Framework for Target-Oriented Curriculum Renewal in Hong Kong. Revised.

ERIC Educational Resources Information Center

Clark, John L.; And Others

This document sets out a "Framework" to underpin the development and ongoing renewal of the school curriculum in Hong Kong. It also indicates the bases on which the Framework is developed. The Framework forms the foundation of Hong Kong's Target-Oriented Curriculum (TOC) initiative and provides a useful reference for curriculum…

The indigenous and the imported: The New Zealand school system

NASA Astrophysics Data System (ADS)

Snook, Ivan

1990-06-01

New Zealand (Aotearoa) was colonized from Britain and the colonizers imposed on the indigenous Maori people a foreign view of education. From then on tradition has vied with local adaptations to produce a school system with substantial traces of the `Old Country' but with many local features. The curriculum for boys continued to dominate, with that for girls struggling to make itself felt. There has been constant debate about `basics' and `frills' though these terms have not been clearly defined. More recently there has been more serious consideration of the curriculum but this has been overtaken by a `market forces' view of schooling. A new administration system comes into operation on 1st October 1989. The future is unclear but it is reasonable to hope that there will continue a dialectic which may one day produce a genuine synthesis suited to the multicultural nature of Aotearoa.

Health data research in New Zealand: updating the ethical governance framework.

PubMed

Ballantyne, Angela; Style, Rochelle

2017-10-27

Demand for health data for secondary research is increasing, both in New Zealand and worldwide. The New Zealand government has established a large research database, the Integrated Data Infrastructure (IDI), which facilitates research, and an independent ministerial advisory group, the Data Futures Partnership (DFP), to engage with citizens, the private sector and non-government organisations (NGOs) to facilitate trusted data use and strengthen the data ecosystem in New Zealand. We commend these steps but argue that key strategies for effective health-data governance remain absent in New Zealand. In particular, we argue in favour of the establishment of: (1) a specialist Health and Disability Ethics Committee (HDEC) to review applications for secondary-use data research; (2) a public registry of approved secondary-use research projects (similar to a clinical trials registry); and (3) detailed guidelines for the review and approval of secondary-use data research. We present an ethical framework based on the values of public interest, trust and transparency to justify these innovations.

Food for thought: edible gardens in New Zealand primary and secondary schools.

PubMed

Collins, C; Richards, R; Reeder, A I; Gray, A R

2015-04-01

School gardens are a potentially important health promotion tool, allowing the growth and consumption of fruit and vegetables to be embedded within the students' educational experience. This study aimed to investigate the implementation of edible gardens in New Zealand (NZ) primary and secondary schools. A questionnaire mailed to principals from a randomly selected sample of 764 NZ schools included questions on whether or not the school had a garden and, if so, what produce was grown; how long the garden had been in place; how harvested crops were distributed; and curriculum integration. Among 491 responding schools (64.3% response rate), 52.9% currently had an edible garden - with most gardens started in the previous two years. Vegetables, herbs and tree fruit were commonly grown. Gardens were integrated into curriculum subjects, cooking lessons, recipes and messages promoting increased fruit and vegetable consumption. Edible gardens were common within NZ schools, though often relatively new, and were used for teaching in a variety of curriculum areas. SO WHAT?: Given the current popularity of school gardens, there are opportunities to deliver health promotion messages regarding consumption of fruit and vegetables, and for these to be reinforced by real life experience growing and preparing healthy food.

Radiology curriculum topics for medical students: students' perspectives.

PubMed

Subramaniam, Rathan M; Beckley, Vaughan; Chan, Michael; Chou, Tina; Scally, Peter

2006-07-01

We sought to establish medical students' perspectives of a set of curriculum topics for radiology teaching. A multicenter study was conducted in New Zealand. A modified Delphi method was adopted. Students enrolled in two New Zealand Universities received a questionnaire. Each learning topic was graded on a scale of 1 (very strongly disagree) to 6 (very strongly agree). Students could also put forward and grade suggestions that were not on the questionnaire. Of 200 questionnaires, 107 were returned. Fifty male and 57 female students participated, with an average age of 23.7 years. The five highest ranking curriculum topics in order of importance were developing a system for viewing chest radiographs (5.77, SD 0.7), developing a system for viewing abdominal radiographs (5.66, SD 0.8), developing a system for viewing bone and joint radiographs (5.56, SD 0.8), distinguishing normal structures from abnormal in chest and abdominal radiographs (5.38, SD 0.9), and identifying gross bone or joint abnormalities in skeletal radiographs (5.29, SD 0.9). Medical students want to know how to look at radiographs, how to distinguish normal from abnormal, and how to identify gross abnormalities.

New Zealand Defense Policy Framework, A Strategic Reappraisal

DTIC Science & Technology

2004-03-19

viii THE NEW ZEALAND DEFENSE POLICY FRAMEWORK – A STRATEGIC APPRAISAL What we demand is that the world be made fit and safe to live in. Woodrow Wilson...pressure on some governments and often results in armed conflict. The former Yugoslavia and Soviet Union stand out as prominent examples of the... demand access to the products, services and lifestyles that are evident in other nations. This is problematic for governments who set values and

Why biosecurity matters: students' knowledge of biosecurity and implications for future engagement with biosecurity initiatives

NASA Astrophysics Data System (ADS)

Ram, Rajesh; France, Bev; Birdsall, Sally

2016-01-01

Background: Research on biosecurity is important as New Zealand's agricultural export-driven economy is susceptible to biosecurity threats. Because New Zealand is reliant on the primary industries to drive its economy, bovine diseases such as foot and mouth could have a devastating effect on the economy. Purpose: Making sure that the general public are aware of the importance of maintaining biosecurity is crucial in order to protect New Zealand's economy, human health, the environment, and social and cultural values. New Zealand Year 9 students' knowledge of biosecurity was gauged as these students represented the next generation of individuals tasked to maintain biosecurity in New Zealand. Design: A qualitative approach using the interpretive mode of inquiry was used to investigate the knowledge about biosecurity with New Zealand Year 9 students. Questionnaires and interviews were the data collection tools. Sample: One hundred and seventy-one students completed a questionnaire that consisted of Likert-type questions and open-ended questions. Nine students were interviewed about their knowledge. Results: The findings showed that New Zealand Year 9 students lacked specific knowledge about unwanted plants, animals and microorganisms. These students saw illicit drug plants as unwanted plants and mainly saw possums as unwanted animals in New Zealand. Their knowledge about unwanted microorganisms in New Zealand was dominated by human-disease-causing microbes. A lack of knowledge of biosecurity issues in New Zealand was seen as the major factor in these students limited understanding of biosecurity. Conclusions: Based on these findings, it can be said that knowledge of an issue is critical in enabling individuals to develop an understanding about biosecurity. Explicit teaching of biosecurity-related curriculum topics could provide New Zealand Year 9 students with an opportunity to develop knowledge about biosecurity in New Zealand.

Children's Working Theories: Invoking Disequilibrium

ERIC Educational Resources Information Center

Lovatt, Daniel; Hedges, Helen

2015-01-01

One of the outcomes of the New Zealand early childhood curriculum, "Te Whariki", is "working theories". Prior research on this concept has primarily utilised sociocultural theoretical underpinnings and neglected Piagetian constructivist theories. This paper explores ways the Piagetian concepts of equilibrium and disequilibrium…

Applying a Comprehensive Contextual Climate Change Vulnerability Framework to New Zealand's Tourism Industry.

PubMed

Hopkins, Debbie

2015-03-01

Conceptualisations of 'vulnerability' vary amongst scholarly communities, contributing to a wide variety of applications. Research investigating vulnerability to climate change has often excluded non-climatic changes which may contribute to degrees of vulnerability perceived or experienced. This paper introduces a comprehensive contextual vulnerability framework which incorporates physical, social, economic and political factors which could amplify or reduce vulnerability. The framework is applied to New Zealand's tourism industry to explore its value in interpreting a complex, human-natural environment system with multiple competing vulnerabilities. The comprehensive contextual framework can inform government policy and industry decision making, integrating understandings of climate change within the broader context of internal and external social, physical, economic, and institutional stressors.

Complementary Evaluation: The Development of a Conceptual Framework to Integrate External and Internal Evaluation in the New Zealand School Context

ERIC Educational Resources Information Center

Mutch, Carol

2012-01-01

One of the themes of current school evaluation research and debate is the extent to which it is possible to integrate internal and external evaluation and accountability and improvement. In this article, the author outlines how New Zealand has attempted to reconcile these differing perspectives and aims. New Zealand has a national system of school…

A Strategic Approach to Curriculum Design for Information Literacy in Teacher Education--Implementing an Information Literacy Conceptual Framework

ERIC Educational Resources Information Center

Klebansky, Anna; Fraser, Sharon P.

2013-01-01

This paper details a conceptual framework that situates curriculum design for information literacy and lifelong learning, through a cohesive developmental information literacy based model for learning, at the core of teacher education courses at UTAS. The implementation of the framework facilitates curriculum design that systematically,…

Biobanking: Relational obligations.

PubMed

Toki, Valmaine

2016-03-01

The nature of the relationship between the donor and donee within a biobanking framework is complex and dynamic. Issues such as ownership, rights and benefits often influence outcomes and access for researchers. In New Zealand, a raft of soft and hard law measures exist unconvincingly to govern this relationship. This article examines the current legislative provisions in New Zealand and explores possible avenues such as dynamic and broad consent, equity and contract that may provide a more appropriate framework for biobanking donors and donees.

Health economics and health policy: experiences from New Zealand.

PubMed

Cumming, Jacqueline

2015-06-01

Health economics has had a significant impact on the New Zealand health system over the past 30 years. In this paper, I set out a framework for thinking about health economics, give some historical background to New Zealand and the New Zealand health system, and discuss examples of how health economics has influenced thinking about the organisation of the health sector and priority setting. I conclude the paper with overall observations about the role of health economics in health policy in New Zealand, also identifying where health economics has not made the contribution it could and where further influence might be beneficial.

A Need for a Framework for Curriculum Evaluation in Oman

ERIC Educational Resources Information Center

Al-Jardani, Khalid Salim; Siraj, Saedah; Abedalaziz, Nabeel

2012-01-01

The field of curriculum evaluation is a key part of the educational process. This means that this area needs to be developed continuously and requires ongoing research. This paper highlights curriculum evaluation in Oman, different evaluation procedures and methods and instruments used. The need for a framework for curriculum evaluation is a vital…

Inclusion of Lesbian, Gay, Bisexual, Transgender, Queer, and Intersex Health in Australian and New Zealand Medical Education.

PubMed

Sanchez, Asiel Adan; Southgate, Erica; Rogers, Gary; Duvivier, Robbert J

2017-08-01

This study aims at establishing the scope of lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) health in Australian and New Zealand medical curricula. We sent medical school curriculum administrators an online cross-sectional survey. The response rate was 15 medical schools (71%): 14 Australian schools and 1 New Zealand school. Respondents included program directors (n = 5; 33%), course coordinators (n = 4; 27%), Heads of School (n = 2; 13%), one Dean (7%), and three others (20%). Most schools (n = 9; 60%) reported 0-5 hours dedicated to teaching LGBTQI content during the required pre-clinical phase; nine schools (60%) reported access to a clinical rotation site where LGBTQI patient care is common. In most schools (n = 9; 60%), LGBTQI-specific content is interspersed throughout the curriculum, but five schools (33%) have dedicated modules. The most commonly used teaching modalities include lectures (n = 12; 80%) and small-group sessions (n = 9; 60%). LGBTQI content covered in curricula is varied, with the most common topics being how to obtain information about same-sex sexual activity (80%) and the difference between sexual behavior and identity (67%). Teaching about gender and gender identity is more varied across schools, with seven respondents (47%) unsure about what is taught. Eight respondents (53%) described the coverage of LGBTQI content at their institution as "fair," two (13%) as "good," and two (13%) as "poor," with one respondent (7%) describing the coverage as "very poor." None of the respondents described the coverage as "very good." Currently, medical schools include limited content on LGBTQI health, most of which focuses on sexuality. There is a need for further inclusion of curriculum related to transgender, gender diverse, and intersex people.

RANZCR Body Systems Framework of diagnostic imaging examination descriptors.

PubMed

Pitman, Alexander G; Penlington, Lisa; Doromal, Darren; Slater, Gregory; Vukolova, Natalia

2014-08-01

A unified and logical system of descriptors for diagnostic imaging examinations and procedures is a desirable resource for radiology in Australia and New Zealand and is needed to support core activities of RANZCR. Existing descriptor systems available in Australia and New Zealand (including the Medicare DIST and the ACC Schedule) have significant limitations and are inappropriate for broader clinical application. An anatomically based grid was constructed, with anatomical structures arranged in rows and diagnostic imaging modalities arranged in columns (including nuclear medicine and positron emission tomography). The grid was segregated into five body systems. The cells at the intersection of an anatomical structure row and an imaging modality column were populated with short, formulaic descriptors of the applicable diagnostic imaging examinations. Clinically illogical or physically impossible combinations were 'greyed out'. Where the same examination applied to different anatomical structures, the descriptor was kept identical for the purposes of streamlining. The resulting Body Systems Framework of diagnostic imaging examination descriptors lists all the reasonably common diagnostic imaging examinations currently performed in Australia and New Zealand using a unified grid structure allowing navigation by both referrers and radiologists. The Framework has been placed on the RANZCR website and is available for access free of charge by registered users. The Body Systems Framework of diagnostic imaging examination descriptors is a system of descriptors based on relationships between anatomical structures and imaging modalities. The Framework is now available as a resource and reference point for the radiology profession and to support core College activities. © 2014 The Royal Australian and New Zealand College of Radiologists.

Computers in Classrooms.

ERIC Educational Resources Information Center

Boyd, Sally

This booklet outlines the information gained from five case studies in New Zealand primary schools on how the use of computers was integrated into the school environment and the curriculum. Principals, teachers, and information technology (IT) coordinators were interviewed about students' use of computers. Information on the equipment available…

"I Will See More Because I Am Bigger"

ERIC Educational Resources Information Center

Hedges, Helen

2005-01-01

The New Zealand early childhood curriculum, "Te Whariki", views learning as occurring through reciprocal and responsive relationships with people, places and things. Relationships and communication are central to young children's learning. Communication, or dialogue, is in fact likely to be young children's principal learning mechanism…

How do educators in one New Zealand undergraduate Bachelor of Oral Health course teach and nurture professionalism?

PubMed

Smith, L; Adam, L; Moffat, S; Meldrum, A; Ahmadi, R

2018-05-01

Research on integrated dental hygiene and dental therapy courses is scarce; studies reporting on how staff in these combined scope courses teach professionalism are even more scarce. This study aimed to partially fill these research gaps. In 2016, online surveys were sent to 34 staff members who taught into the integrated Bachelor of Oral Health (BOH) course at the University of Otago's Faculty of Dentistry; 13 were returned. Two focus groups were conducted with six BOH educators. Aspects of professionalism were taught and nurtured in the formal curriculum, the clinic and the informal curriculum. In the formal curriculum, policies outlining the professional standards of behaviour expected of oral health practitioners and students in New Zealand and the Faculty were discussed. In the clinic, educators taught professionalism through modelling clinical skills, assessing students' performance and commenting on their reflective logbooks. In the informal curriculum, BOH teachers nurtured professionalism through discussions about standards of behaviour outside of the university. Role modelling was the most common method that participants reported they taught or nurtured professionalism in their students. Professionalism is a complex concept that is taught and nurtured in a number of ways over all aspects of the course. Oral Health educators need to maintain a high standard of professionalism when interacting with students and patients, as well as in public spaces, in order to model professionalism to their students. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Working Alongside Scientists. Impacts on Primary Teacher Beliefs and Knowledge About Science and Science Education

NASA Astrophysics Data System (ADS)

Anderson, Dayle; Moeed, Azra

2017-05-01

Current curriculum demands require primary teachers to teach about the Nature of Science; yet, few primary teachers have had opportunity to learn about science as a discipline. Prior schooling and vicarious experiences of science may shape their beliefs about science and, as a result, their science teaching. This qualitative study describes the impact on teacher beliefs about science and science education of a programme where 26 New Zealand primary (elementary) teachers worked fulltime for 6 months alongside scientists, experiencing the nature of work in scientific research institutes. During the 6 months, teachers were supported, through a series of targeted professional development days, to make connections between their experiences working with scientists, the curriculum and the classroom. Data for the study consisted of mid- and end-of-programme written teacher reports and open-ended questionnaires collected at three points, prior to and following 6 months with the science host and after 6 to 12 months back in school. A shift in many teachers' beliefs was observed after the 6 months of working with scientists in combination with curriculum development days; for many, these changes were sustained 6 to 12 months after returning to school. Beliefs about the aims of science education became more closely aligned with the New Zealand curriculum and its goal of developing science for citizenship. Responses show greater appreciation of the value of scientific ways of thinking, deeper understanding about the nature of scientists' work and the ways in which science and society influence each other.

A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge

ERIC Educational Resources Information Center

Angeli, Charoula; Voogt, Joke; Fluck, Andrew; Webb, Mary; Cox, Margaret; Malyn-Smith, Joyce; Zagami, Jason

2016-01-01

Adding computer science as a separate school subject to the core K-6 curriculum is a complex issue with educational challenges. The authors herein address two of these challenges: (1) the design of the curriculum based on a generic computational thinking framework, and (2) the knowledge teachers need to teach the curriculum. The first issue is…

From History to Human and Social Sciences: The New Curriculum Framework and the End of History for the General Education and Training Level.

ERIC Educational Resources Information Center

Seleti, Yonah

Seen as a vehicle for transforming the pre-tertiary education and training system of South Africa, the new Curriculum Framework of 1997 looks to empower people for participation in a democratic society. This paper contends that, although the Curriculum Framework policy document articulates the need for a partnership between parents, teachers, the…

A Mental Disabilities Curriculum Framework.

ERIC Educational Resources Information Center

Gonwa, Jim; Clary, Joan Turner

The framework is intended to help staff develop curricula for mildly mentally retarded students in special and regular education and assist both educators and parents in evaluating the curricula. Distinctions between a curriculum and a framework are made. The proposed framework describes essential skills, competencies, and concepts necessary for…

Young Children's "Working Theories": Building and Connecting Understandings

ERIC Educational Resources Information Center

Hedges, Helen

2014-01-01

Young children are keenly motivated to inquire into and make meaning about their worlds. This article discusses "working theories", one of two indicative learning outcomes of the New Zealand early childhood curriculum, "Te Whariki". Working theories occur as children attempt to find connections between their experiences and…

Relative Importance of Professional Practice and Engineering Management Competencies

ERIC Educational Resources Information Center

Pons, Dirk

2016-01-01

Problem: The professional practice of engineering always involves engineering management, but it is difficult to know what specifically to include in the undergraduate curriculum. Approach: The population of New Zealand practising engineers was surveyed to determine the importance they placed on specific professional practice and engineering…

Aid and Education in the South Pacific.

ERIC Educational Resources Information Center

Luteru, P. H.; Teasdale, G. R.

1993-01-01

Pacific Island nations perceive their main educational needs and priorities to be expansion of primary education, locally relevant curriculum development, provision of adequate facilities and resources, and teacher education. Yet, driven by self-interest, international aid donors such as Australia and New Zealand concentrate their funding on…

Developing a curriculum framework for global health in family medicine: emerging principles, competencies, and educational approaches.

PubMed

Redwood-Campbell, Lynda; Pakes, Barry; Rouleau, Katherine; MacDonald, Colla J; Arya, Neil; Purkey, Eva; Schultz, Karen; Dhatt, Reena; Wilson, Briana; Hadi, Abdullahel; Pottie, Kevin

2011-07-22

Recognizing the growing demand from medical students and residents for more comprehensive global health training, and the paucity of explicit curricula on such issues, global health and curriculum experts from the six Ontario Family Medicine Residency Programs worked together to design a framework for global health curricula in family medicine training programs. A working group comprised of global health educators from Ontario's six medical schools conducted a scoping review of global health curricula, competencies, and pedagogical approaches. The working group then hosted a full day meeting, inviting experts in education, clinical care, family medicine and public health, and developed a consensus process and draft framework to design global health curricula. Through a series of weekly teleconferences over the next six months, the framework was revised and used to guide the identification of enabling global health competencies (behaviours, skills and attitudes) for Canadian Family Medicine training. The main outcome was an evidence-informed interactive framework http://globalhealth.ennovativesolution.com/ to provide a shared foundation to guide the design, delivery and evaluation of global health education programs for Ontario's family medicine residency programs. The curriculum framework blended a definition and mission for global health training, core values and principles, global health competencies aligning with the Canadian Medical Education Directives for Specialists (CanMEDS) competencies, and key learning approaches. The framework guided the development of subsequent enabling competencies. The shared curriculum framework can support the design, delivery and evaluation of global health curriculum in Canada and around the world, lay the foundation for research and development, provide consistency across programmes, and support the creation of learning and evaluation tools to align with the framework. The process used to develop this framework can be applied to other aspects of residency curriculum development.

Developing a curriculum framework for global health in family medicine: emerging principles, competencies, and educational approaches

PubMed Central

2011-01-01

Background Recognizing the growing demand from medical students and residents for more comprehensive global health training, and the paucity of explicit curricula on such issues, global health and curriculum experts from the six Ontario Family Medicine Residency Programs worked together to design a framework for global health curricula in family medicine training programs. Methods A working group comprised of global health educators from Ontario's six medical schools conducted a scoping review of global health curricula, competencies, and pedagogical approaches. The working group then hosted a full day meeting, inviting experts in education, clinical care, family medicine and public health, and developed a consensus process and draft framework to design global health curricula. Through a series of weekly teleconferences over the next six months, the framework was revised and used to guide the identification of enabling global health competencies (behaviours, skills and attitudes) for Canadian Family Medicine training. Results The main outcome was an evidence-informed interactive framework http://globalhealth.ennovativesolution.com/ to provide a shared foundation to guide the design, delivery and evaluation of global health education programs for Ontario's family medicine residency programs. The curriculum framework blended a definition and mission for global health training, core values and principles, global health competencies aligning with the Canadian Medical Education Directives for Specialists (CanMEDS) competencies, and key learning approaches. The framework guided the development of subsequent enabling competencies. Conclusions The shared curriculum framework can support the design, delivery and evaluation of global health curriculum in Canada and around the world, lay the foundation for research and development, provide consistency across programmes, and support the creation of learning and evaluation tools to align with the framework. The process used to develop this framework can be applied to other aspects of residency curriculum development. PMID:21781319

North Carolina Social Studies Curriculum 1997.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh.

This North Carolina curriculum guide provides a social studies framework for grades K-12. Divided into overview, introduction, primary, elementary/middle, and high school sections, the guide outlines a purpose and philosophy, framework goals, rationale for social studies in the curriculum, content overview (for the disciplines of history,…

"Untapped Potential?" Key Competency Learning and Physical Education

ERIC Educational Resources Information Center

Gillespie, Lorna; Penney, Dawn; Pope, Clive

2013-01-01

This paper reports on a collaborative action research project that directed attention to the opportunities Physical Education presents to develop learning associated with three of the key competencies detailed in the New Zealand Curriculum; thinking; managing self; and relating to others. Three teachers in one secondary school explored the…

Discourses of Inclusion in Initial Teacher Education: Unravelling a New Zealand "Number Eight Wire" Knot

ERIC Educational Resources Information Center

O'Neill, John; Bourke, Roseanna; Kearney, Alison

2009-01-01

Institutional politics and diversity of ideological positions create challenges for teaching staff with polarised beliefs about inclusive education. This paper provides a methodological justification for a longitudinal study of the experience of developing an integrated "inclusive education" curriculum in one initial teacher education…

Community Connections in Health and Physical Education: A Reflection of Stakeholder Experiences

ERIC Educational Resources Information Center

McGrath, Georgia; Alfrey, Laura; Jeanes, Ruth

2017-01-01

Community development research suggests that positive partnerships and connections between groups can result in stronger, more resilient and productive communities. Despite community connections featuring increasingly at a curriculum level in countries such as Australia and New Zealand, research is only beginning to explore the nuanced processes…

Education for Now

ERIC Educational Resources Information Center

O'Connor, Peter

2009-01-01

There has been perhaps no greater admission of the general failure of schooling in New Zealand than the Schools Plus programme, which essentially proposes that apprenticeship-type programmes should be made available to students as young as 13. Released close on the heels of the newly introduced national curriculum, it seems to be a form of…

Music in Beginning Teacher Classrooms: A Mismatch between Policy, Philosophy, and Practice

ERIC Educational Resources Information Center

Webb, Linda

2016-01-01

This paper identifies a range of positions and perspectives that impacted on New Zealand beginning primary (elementary) generalist teacher's preparedness to teach music in relation to: government policy, curriculum and Graduating Teacher Standards requirements; and teacher educators' and school principals' expectations of them. The complex web of…

Breaking Bread: Spirituality, Food and Early Childhood Education

ERIC Educational Resources Information Center

Bone, Jane

2005-01-01

The spiritual aspect of early childhood education is supported by the early childhood curriculum in Aotearoa New Zealand, "Te Whariki". Research in three different early childhood settings presents new perspectives on the everyday experiences of children in terms of spirituality. Each setting formed a case study that included the voices…

Learning Communities for Curriculum Change: Key Factors in an Educational Change Process in New Zealand

ERIC Educational Resources Information Center

Edwards, Frances

2012-01-01

Increasingly school change processes are being facilitated through the formation and operation of groups of teachers working together for improved student outcomes. These groupings are variously referred to as networks, networked learning communities, communities of practice, professional learning communities, learning circles or clusters. The…

Teaching Primary School Mathematics and Statistics: Evidence-Based Practice

ERIC Educational Resources Information Center

Averill, Robin; Harvey, Roger

2010-01-01

Here is the only reference book you will ever need for teaching primary school mathematics and statistics. It is full of exciting and engaging snapshots of excellent classroom practice relevant to "The New Zealand Curriculum" and national mathematics standards. There are many fascinating examples of investigative learning experiences,…

Curriculum Framework (CF) Implementation Conference. Report of the Regional Educational Laboratory Network Program and the National Network of Eisenhower Mathematics and Science Regional Consortia (Hilton Head Island, South Carolina, January 26-27, 1995).

ERIC Educational Resources Information Center

Palmer, Jackie; Powell, Mary Jo

The Laboratory Network Program and the National Network of Eisenhower Mathematics and Science Regional Consortia, operating as the Curriculum Frameworks Task Force, jointly convened a group of educators involved in implementing state-level mathematics or science curriculum frameworks (CF). The Hilton Head (South Carolina) conference had a dual…

California Curriculum Frameworks: A Handbook for Production, Implementation, and Evaluation Activities.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento.

This booklet describes the characteristics and role of curriculum frameworks and describes how they can be used in developing educational programs. It is designed as a guide for writers of frameworks, for educators who are responsible for implementing frameworks, or for evaluators of educational programs. It provides a concise description of the…

The Curriculum Innovation Canvas: A Design Thinking Framework for the Engaged Educational Entrepreneur

ERIC Educational Resources Information Center

Willness, Chelsea; Bruni-Bossio, Vince

2017-01-01

Integrating literature on entrepreneurial business models and community-based experiential learning, we propose a new framework to advance the practice of curriculum innovation. Grounded in principles of design thinking, the curriculum innovation canvas provides a human-centered, collaborative, and holistic platform for instructors, curriculum…

The Preschool Transition into Primary Grades: Is Curriculum a Factor? Developmentally Appropriate Practice.

ERIC Educational Resources Information Center

Greenberg, Sylvia

2002-01-01

Compared the California State Framework and Head Start Performance Standards for common expectations for early childhood education curriculum. Explored relationship of curriculum and the learning styles of preschool children. Found that High/Scope and Emergent Curricula were most compatible with California framework's objective of meeting the…

Knowledge Management ERP Curriculum Design/Mapping (Theory and Development Tools)

ERIC Educational Resources Information Center

Swanson, Zane; Hepner, Michelle

2011-01-01

This study proposes a knowledge management framework for developing and managing enterprise resource planning (ERP) curriculum within business schools. Both theory and a practical implementation are addressed. The knowledge management (KM) framework has two components which utilize ERP from a big picture curriculum overview and a ground level…

A Proposed Conceptual Framework for Curriculum Design in Physical Fitness.

ERIC Educational Resources Information Center

Miller, Peter V.; Beauchamp, Larry S.

A physical fitness curriculum, designed to provide cumulative benefits in a sequential pattern, is based upon a framework of a conceptual structure. The curriculum's ultimate goal is the achievement of greater physiological efficiency through a holistic approach that would strengthen circulatory-respiratory, mechanical, and neuro-muscular…

News

NASA Astrophysics Data System (ADS)

2001-11-01

IRELAND New courses for high-tech Ireland; SCIENCE YEAR Science Year launched with a jump; THE NETHERLANDS School science teachers face uncertainty; KOREA Embedding physics in a cultural context; TEACHING RESOURCES Teacher, get your hook; ICT RESOURCES Stock-take of ICT progress; INTERNET Teachers to test-drive new physics gateway; NEW ZEALAND Physics is valued in New Zealand; JAPAN Advancing Physics in Japan; HIGHER EDUCATION Networking works in Cologne; INSTITUTE MATTERS IoP demands a better deal for physics teachers; AUSTRALIA Physics numbers decline: educators blame the low impact curriculum; SCIENCE FOR THE PUBLIC More than sixty seconds in Glasgow; INTERNET A gift selection of papers from IoP; TEACHING STYLES I know what you did last summer;

Learner-Driven EFL Curriculum Development at the Classroom Level

ERIC Educational Resources Information Center

Shawer, Saad; Gilmore, Deanna; Banks-Joseph, SusanRae

2009-01-01

This qualitative study examines the learner-directed motives that cause English as a Foreign Language (EFL) teachers to approach curriculum differently, as curriculum-transmitters, curriculum-developers, or curriculum-makers. This study's conceptual framework was grounded in teacher curriculum development, curriculum implementation,…

Health Education and Physical Education (Healthy, Active Living). Grades 5 and 9. Assessment Annotations for the Curriculum Frameworks.

ERIC Educational Resources Information Center

Missouri State Dept. of Elementary and Secondary Education, Jefferson City.

This document provides supplemental assessment information to "Missouri's Framework for Curriculum Development in Health Education and Physical Education (Healthy, Active Living) K-12." The assessment annotations found in the third column of this document are intended to provide information for administrators, curriculum directors, and…

Conceptualizing Gender, Contextualizing Curriculum: A Case Study of Teacher Education Coursework

ERIC Educational Resources Information Center

Kean, M. Eli

2017-01-01

This study explores and theorizes around issues of transgender curriculum in teacher education courses. Using a conceptual framework informed by both transgender theory and curriculum theory, I propose a Critical Trans Framework to analyze what trans-related curricular materials are currently used in teacher education courses and what factors…

Science Curriculum Components Favored by Taiwanese Biology Teachers

ERIC Educational Resources Information Center

Lin, Chen-Yung; Hu, Reping; Changlai, Miao-Li

2005-01-01

The new 1?9 curriculum framework in Taiwan provides a remarkable change from previous frameworks in terms of the coverage of content and the powers of teachers. This study employs a modified repertory grid technique to investigate biology teachers' preferences with regard to six curriculum components. One hundred and eighty-five in-service and…

Enabling Curriculum Change in Physical Education: The Interplay between Policy Constructors and Practitioners

ERIC Educational Resources Information Center

MacLean, Justine; Mulholland, Rosemary; Gray, Shirley; Horrell, Andrew

2015-01-01

Background: Curriculum for Excellence, a new national policy initiative in Scottish Schools, provides a unified curricular framework for children aged 3-18. Within this framework, Physical Education (PE) now forms part of a collective alongside physical activity and sport, subsumed by the newly created curriculum area of "Health and…

SurF: an innovative framework in biosecurity and animal health surveillance evaluation.

PubMed

Muellner, Petra; Watts, Jonathan; Bingham, Paul; Bullians, Mark; Gould, Brendan; Pande, Anjali; Riding, Tim; Stevens, Paul; Vink, Daan; Stärk, Katharina Dc

2018-05-16

Surveillance for biosecurity hazards is being conducted by the New Zealand Competent Authority, the Ministry for Primary Industries (MPI) to support New Zealand's biosecurity system. Surveillance evaluation should be an integral part of the surveillance life cycle, as it provides a means to identify and correct problems and to sustain and enhance the existing strengths of a surveillance system. The surveillance evaluation Framework (SurF) presented here was developed to provide a generic framework within which the MPI biosecurity surveillance portfolio, and all of its components, can be consistently assessed. SurF is an innovative, cross-sectoral effort that aims to provide a common umbrella for surveillance evaluation in the animal, plant, environment and aquatic sectors. It supports the conduct of the following four distinct components of an evaluation project: (i) motivation for the evaluation, (ii) scope of the evaluation, (iii) evaluation design and implementation and (iv) reporting and communication of evaluation outputs. Case studies, prepared by MPI subject matter experts, are included in the framework to guide users in their assessment. Three case studies were used in the development of SurF in order to assure practical utility and to confirm usability of SurF across all included sectors. It is anticipated that the structured approach and information provided by SurF will not only be of benefit to MPI but also to other New Zealand stakeholders. Although SurF was developed for internal use by MPI, it could be applied to any surveillance system in New Zealand or elsewhere. © 2018 2018 The Authors. Transboundary and Emerging Diseases Published by Blackwell Verlag GmbH.

Toward a Pedagogical Framework: New Zealand Induction

ERIC Educational Resources Information Center

Main, Squirrel

2007-01-01

Educators in New Zealand (NZ) stand poised to shift from a humanistic to a pedagogical viewpoint in their induction practices. Survey results discussed in this research brief are part of the first study to combine qualitative and quantitative methods in low-socio-economic primary schools. As part of her research for the New Teachers Center in…

The New Zealand Policy Framework for Career Information and Guidance.

ERIC Educational Resources Information Center

Oakes, Lester; von Dadelszen, Jane

The education sector of New Zealand was restructured in 1989. Career Services was created by integrating the Vocational Guidance Service and careers information functions from the Department of Labor. The goal of the Career Services is to assist in the achievement of government education, training, and employment goals through high quality…

Innovating in the Real World: Exploring Institutional Effects on Tertiary Teacher Innovations in New Zealand

ERIC Educational Resources Information Center

Lawrence, Belinda

2018-01-01

Innovation is a key goal of many tertiary education and distance learning providers. This research explores how teachers and educational designers across three New Zealand tertiary institutions worked to innovatively achieve teaching goals. A longitudinal design using the Cultural Historical Activity Theory (CHAT) framework explored the influence…

Smoke-Free Policies in New Zealand Public Tertiary Education Institutions

ERIC Educational Resources Information Center

Robertson, Lindsay A.; Marsh, L.

2015-01-01

The Framework Convention on Tobacco Control mandates the creation of smoke-free environments to protect non-smokers from second-hand smoke and reduce demand for tobacco. We aimed to examine the extent and nature of smoke-free campus policies at tertiary education institutions throughout New Zealand, and examine the policy development process.…

Discursive Space(s) in Science Curriculum Materials in Canada, Australia and Aotearoa/New Zealand

ERIC Educational Resources Information Center

Ninnes, Peter

2002-01-01

I examine how science curricula are complicit in maintaining the dominance of knowledge production by major powers, particularly the USA, through their efforts to tell the "truth" about certain topics, and whether resistant counter-discourses are being mounted, especially in "peripheral" states such as Canada, Australia, and…

Researching the Interdisciplinary Curriculum: The Need for "Translation Devices"

ERIC Educational Resources Information Center

Pountney, Richard; McPhail, Graham

2017-01-01

This paper discusses the conceptual and methodological challenges facing two researchers investigating the development of interdisciplinary curricula in two new secondary schools, one in the UK and one in New Zealand. It is a discussion of research in progress that will be of interest to readers because of both the methodological challenges…

A Network Approach to Curriculum Quality Assessment

ERIC Educational Resources Information Center

Jordens, J. Zoe; Zepke, Nick

2009-01-01

This paper argues for an alternative approach to quality assurance in New Zealand universities that locates evaluation not with external auditors but with members of the teaching team. In the process, aspects of network theories are introduced as the basis for an approach to quality assurance. From this, the concept of networks is extended to…

Case Studies in Educational Change: An International Perspective.

ERIC Educational Resources Information Center

Carter, David S. G., Ed.; O'Neill, Marnie H., Ed.

This book is the second in a two-volume series of studies of educational change organized around three themes--systemic change, the transformation of policy into practice, and curriculum contexts. The book presents case studies from Australia, Great Britain, Israel, the United States, and New Zealand to illustrate the cross-cultural complexity of…

Kick-Starting the Nature of Science

ERIC Educational Resources Information Center

Bull, Ally; Joyce, Chris; Spiller, Lorraine; Hipkins, Rosemary

2010-01-01

Nature of Science is the core strand of science in "The New Zealand Curriculum". This resource aims to support teachers to understand the different aspects of the Nature of Science and what this might mean in practice. All aspects of this strand are covered: Understanding about science; Investigating in science; Communicating in science;…

Using Vignettes as Self-Reflexivity in Narrative Research of Problematised History Pedagogy

ERIC Educational Resources Information Center

Hunter, Philippa

2012-01-01

This article focuses on the use of vignettes as an emergent dimension of narrative research writing. The author draws on doctoral research that problematised history curriculum and pedagogy with pre-service teachers in the context of secondary teacher education in New Zealand. Pedagogic crossings of history education sites, and negotiation of…

Beyond Participation: What We Learned from Hunter about Collaboration with Pasifika Children and Families

ERIC Educational Resources Information Center

Cooper, Maria; Hedges, Helen

2014-01-01

Increasing the participation rates of Pasifika children in early childhood settings is a policy target in Aotearoa-New Zealand. Yet, participation may not engender positive learning outcomes for children from diverse cultural backgrounds without attention to teacher knowledge and practice. The early childhood curriculum document, Te Whariki,…

Business Law in the Accounting Curriculum: An Exploratory Study

ERIC Educational Resources Information Center

McCourt, Alison; Low, Mary; Tappin, Ella

2017-01-01

The purpose of this paper is to investigate whether the need for business law as a distinct subject matter within the accounting discipline should be taught in a more rigorous manner. This study involved semi structured interviews with eleven business law academics from two New Zealand Universities. The interviews were conducted to assess the…

Exploring Trauma, Loss and Healing: Spirituality, "Te Whariki" and Early Childhood Education

ERIC Educational Resources Information Center

Bone, Jane

2008-01-01

Attention to spirituality is proposed to be a means of restoring and supporting well-being in early childhood educational contexts. In Aotearoa, New Zealand, the spiritual dimension is included in the early childhood curriculum "Te Whariki". This holistic approach to education supported research in three different early childhood…

The CoRe of the Matter: Developing Primary Teachers' Professional Knowledge in Science

ERIC Educational Resources Information Center

Hume, Anne

2016-01-01

In an educational landscape of primary teachers' underdeveloped professional knowledge and low feelings of self-efficacy around science teaching, the prospects for science losing status in the primary school curriculum seems grim. This paper reports positive findings from a New Zealand research project designed to support and enhance primary…

Teacher Professional Development: Who Is the Learner?

ERIC Educational Resources Information Center

Petrie, Kirsten; McGee, Clive

2012-01-01

One of the challenges in in-service teacher education is how teachers can be given professional development (PD) that enables them to respond to national curriculum and policy change. In recent years primary teachers in New Zealand have been inundated with Ministry of Education-funded professional development programmes to help them implement a…

Teacher Leadership Development: An Exploration of Issues Arising from Programmes in Scotland and New Zealand

ERIC Educational Resources Information Center

Torrance, Deirdre; Notman, Ross; Murphy, Daniel

2016-01-01

There is growing awareness of the contribution teachers can make to school leadership, particularly in relation to improvements in curriculum and pedagogy. Teacher leadership offers the potential to engage teachers in bottom-up approaches to school improvement and liberate the professional creativity of teachers. Despite such positioning, clearer…

Gifted Kids Curriculum: What Do the Students Say?

ERIC Educational Resources Information Center

Bate, Joanne; Clark, Deb; Riley, Tracy

2012-01-01

Gifted students have different learning, social and emotional needs to their peers. The needs of some gifted students can be met within their mainstream school. Other gifted students need learning, social and emotional support beyond the school gates. The New Zealand Ministry of Education (2000) advocates for a continuum of provisions for gifted…

Exploring Primary Teachers' Self-Efficacy Beliefs for Teaching Dance Education

ERIC Educational Resources Information Center

Renner, Suzanne; Pratt, Keryn

2017-01-01

The self-efficacy beliefs of 140 generalist teachers for teaching dance in the New Zealand curriculum were surveyed using an adapted version of the Teachers' Sense of Self-efficacy scale (TSES) developed by Tschannen-Moran and Woolfolk Hoy (2001). Four hypotheses were created to test relationships between the participants' self-efficacy beliefs…

Research and Development Centres for Science Education in the South East Asian and Australasian Region.

ERIC Educational Resources Information Center

Dekkers, John; Treagust, David F.

1983-01-01

Provides the status (as of February 1982) of institutions active in curriculum development and/or science education research in Australia, Fiji, Hong Kong, Indonesia, Paupau New Guinea, Philippines, Malaysia, New Zealand, Singapore, Solomon Islands, and Thailand. Includes institutional title/address and name of contact person. (JN)

Key Competencies: How School Guidance Counsellors Contribute to Student Learning

ERIC Educational Resources Information Center

Crocket, Kathie; Kotzé, Elmarie; Hughes, Colin; Graham, Judith; Burke, Alison

2014-01-01

Schools are currently working through the implications of the New Zealand Curriculum and its translations into practice. To date there has been little discussion of the contributions of school guidance counseling. For learning and teaching to become a collective, whole-school endeavour, Cowie at el., (2011) suggested, "cross-fertilisation of…

Schooling for Happiness: Rethinking the Aims of Education

ERIC Educational Resources Information Center

Cavanagh, Tom

2008-01-01

The release of "The New Zealand Curriculum" causes us to rethink the aims of education. Dr Cavanagh offers an alternative set of aims to the vision outlined in the Ministry of Education document, which is based, at least in part, on socialisation into the corporate industrial world. Dr Cavanagh's position is focused on putting…

Innovation in Indigenous Health and Medical Education: The Leaders in Indigenous Medical Education (LIME) Network as a Community of Practice.

PubMed

Mazel, Odette; Ewen, Shaun

2015-01-01

The Leaders in Indigenous Medical Education (LIME) Network aims to improve the quality and effectiveness of Indigenous health in medical education as well as best practice in the recruitment, retention, and graduation of Indigenous medical students. In this article we explore the utility of Etienne Wenger's "communities of practice" (CoP) concept in providing a theoretical framework to better understand the LIME Network as a form of social infrastructure to further knowledge and innovation in this important area of health care education reform. The Network operates across all medical schools in Australia and New Zealand. Utilizing a model of evaluation of communities of practice developed by Fung-Kee-Fung et al., we seek to analyze the outcomes of the LIME Network as a CoP and assess its approach and contribution to improving the implementation of Indigenous health in the medical curriculum and the graduation of Indigenous medical students. By reflecting on the Network through a community of practice lens, this article highlights the synthesis between the LIME Network and Wenger's theory and provides a framework with which to measure Network outputs. It also posits an opportunity to better capture the impact of Network activities into the future to ensure that it remains a relevant and sustainable entity.

Integrated Systems Oriented Student-Centric Learning Environment: A Framework for Curriculum Development

ERIC Educational Resources Information Center

Mayur, S. Desai

2013-01-01

Purpose: The purpose of this paper is to propose a framework that serves as a guide to develop a curriculum and instructional strategy that is systems oriented and student-centric. Design/methodology/approach: The framework is based on the theories in the field of education by prominent researchers. The framework is divided into four sub-systems,…

The Alberta K-9 Mathematics Program of Studies with Achievement Indicators

ERIC Educational Resources Information Center

Alberta Education, 2007

2007-01-01

The "Alberta K-9 Mathematics Program of Studies with Achievement Indicators" has been derived from "The Common Curriculum Framework for K-9 Mathematics: Western and Northern Canadian Protocol," May 2006 (the Common Curriculum Framework). The program of studies incorporates the conceptual framework for Kindergarten to Grade 9…

History and Social Science Curriculum Framework.

ERIC Educational Resources Information Center

Massachusetts State Dept. of Education, Boston.

This curriculum framework represents the first statewide guideline for learning, teaching, and assessment in history and social science for the Commonwealth of Massachusetts's public schools. The framework is based on sound research and effective practice and reflects a vision of how classrooms can and should look to assist all students to achieve…

The Development of Foreign Language Substance Group Curriculum Based on Marzano's Taxonomy

ERIC Educational Resources Information Center

Nakyam, Jirapan; Kwangsawad, Thoopthong; Sriampai, Pissamai

2013-01-01

This study was firstly aimed to develop the Foreign Language Substance Group Curriculum for enhancing students' four English skills required to promote learning in the different areas of subject. It used Marzano's Taxonomy as a framework for curriculum design. To articulate this framework, the study used content-based instruction (CBI) to pave a…

The Skills Framework for the Information Age: Engaging Stakeholders in Curriculum Design

ERIC Educational Resources Information Center

von Konsky, Brian R.; Miller, Charlynn; Jones, Asheley

2016-01-01

This paper reports on a research project, examining the role of the Skills Framework for the Information Age (SFIA) in Information and Communications Technology (ICT) curriculum design and management. A goal was to investigate how SFIA informs a top-down approach to curriculum design, beginning with a set of skills that define a particular career…

That Your Education May Be Complete: Implementing the Bishops' Curriculum Framework in Continuity with the Christian Teaching Tradition

ERIC Educational Resources Information Center

Manning, Patrick R.

2012-01-01

While the U.S. Bishops' Doctrinal Elements of a Curriculum Framework provides robust content guidelines for a national high school Religion curriculum, its successful implementation will depend largely on concurrent development of, and training in, pedagogy suited to Christian education. This paper directs educators to existing catechetical…

e-Science Partnerships: Towards a Sustainable Framework for School-Scientist Engagement

NASA Astrophysics Data System (ADS)

Falloon, Garry

2013-08-01

In late 2006, the New Zealand Government embarked on a series of initiatives to explore how the resources and expertise of eight, small, state-owned science research institutes could be combined efficiently to support science teaching in schools. Programmes were developed to enable students and teachers to access and become involved in local science research and innovation, with the aim being to broaden their awareness of New Zealand science research contexts, adding authenticity and relevance to their school studies. One of these initiatives, known as Science-for-Life, partnered scientists with teachers and students in primary and secondary schools (K-12). A key output from the trial phase of Science-for-Life was the generation of a framework for guiding and coordinating the activities of the eight institutes within the education sector, to improve efficiency, effectiveness and promote sustainability. The framework, based on data gathered from a series of interviews with each institute's Chief Executive Officer (CEO), an online questionnaire, and informed by findings from trial partnership case studies published as institute technical reports and published articles, is presented in this paper. While the framework is developed from New Zealand data, it is suggested that it may be useful for coordinating interactions between multiple small science organisations and the school sector in other small-nation or state contexts.

The Rights of Children and Young People in State Care

ERIC Educational Resources Information Center

Ashton, Sarah

2014-01-01

This article highlights the lack of human rights recognition for arguably one of the most vulnerable groups in our society, children and young people in the care of the state. Currently under New Zealand legislation and policy frameworks these children do not have their rights upheld, as per New Zealand's obligations under the United Nations…

Fifty Years of Learning by Older Adults in Aotearoa New Zealand

ERIC Educational Resources Information Center

Tobias, Robert

2017-01-01

This paper reflects on the history of adult and community education (ACE) in Aotearoa New Zealand with special reference to older people's learning. The paper adopts a critical framework and draws on both primary and secondary sources. Key economic, political, social, demographic and cultural forces are discussed along with the huge growth in…

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…

Mississippi Curriculum Framework for Banking & Finance Technology (Program CIP: 52.0803--Banking and Related Financial Programs, Other). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the banking and finance technology program. Presented in the introduction are a program description and suggested course sequence. Section I is a curriculum guide consisting of outlines for…

Exploring the Practical Adequacy of the Normative Framework Guiding South Africa's National Curriculum Statement

ERIC Educational Resources Information Center

Lotz-Sisikta, Heila; Schudel, Ingrid

2007-01-01

This article examines the practical adequacy of the recent defining of a normative framework for the South African National Curriculum Statement that focuses on the relationship between human rights, social justice and a healthy environment. This politically framed and socially critical normative framework has developed in response to…

Socio­-Emotional Key Competencies: Can They Be Measured and What Do They Relate To?

ERIC Educational Resources Information Center

Peterson, E. R.; Farruggia, S. F.; Hamilton, R. J.; Brown, G. T. L.; Elley-Brown, M. J.

2013-01-01

Four socio-emotional New Zealand Curriculum key competencies (Managing Self, Participating and Contributing, Relating to Others and Thinking) were investigated in a two-part study. The first part used a questionnaire to quantitatively model the four key competencies in a sample of 995 secondary students. The second part examined whether the key…

Key Competencies in Secondary Schools: An Examination of the Factors Associated with Successful Implementation

ERIC Educational Resources Information Center

Hamilton, R. J.; Farruggia, S. F.; Peterson, E. R.; Carne, S.

2013-01-01

Many countries are at varying stages of implementing competency-based education into their schools to equip youth with skills necessary to adapt to a changing world. Very little is known regarding practical approaches to incorporate competencies into school curriculum. This study examines five schools in Auckland, New Zealand from a variety of…

ePortfolio as Pedagogy: Threshold Concepts for Curriculum Design

ERIC Educational Resources Information Center

Lewis, Lyn

2017-01-01

The ePortfolio has been used in initial teacher education for its storage and presentation functions; however, its use as a pedagogic tool to enhance learning outcomes is less common. This study explored students' perceptions of ePortfolio and their learning in a Bachelor of Education (primary) programme at a New Zealand university. The research…

The Rewards of Professional Change: Two Primary School Teachers' Experiences of Transforming Outdoor Education

ERIC Educational Resources Information Center

Cosgriff, Marg

2017-01-01

Embarking on and sustaining professional change is often a challenging process for educators. This is particularly so within a broader context of rapid (r)evolution in curriculum, pedagogical and assessment-related developments in the compulsory school sector in Aotearoa New Zealand over the past decade. Teachers' and school leaders' accounts of…

From Teacher-in-Role to Researcher-in-Role: Possibilities for Repositioning Children through Role-Based Strategies in Classroom Research

ERIC Educational Resources Information Center

Aitken, V.

2014-01-01

This article describes the drama-based research strategy "researcher-in-role," developed during the two-year "Connecting Curriculum, Connecting Learning" project, based in New Zealand. First, a definition of researcher-in-role is offered along with a survey of relevant literature. Then the evolution and implementation of the…

Science in an Indigenous School: Insight into Teacher Beliefs about Science Inquiry and Their Development as Science Teachers

ERIC Educational Resources Information Center

Rofe, Craig; Moeed, Azra; Anderson, Dayle; Bartholomew, Rex

2016-01-01

School science aspires for students to develop conceptual, procedural and nature of science understandings as well as developing scientific literacy. Issues and complexities surrounding the development of science curriculum for Indigenous schools in New Zealand is a concern as little is known about these aspects of science learning in…

From Aspirations to Practice: Curriculum Challenges for a New "Twenty-First-Century" Secondary School

ERIC Educational Resources Information Center

McPhail, Graham J.

2016-01-01

This paper reports on the initial stages of an empirical study of a new secondary school in New Zealand. The school vision and organisation reflect current international twenty-first-century learning discourse by confronting long-established beliefs concerning the nature of education and knowledge and the roles of teachers and students. The…

Development of Teachers' Knowledge and Skills in Implementing a Physical Education Curriculum: A New Zealand Early Childhood Intervention Study

ERIC Educational Resources Information Center

McLachlan, Claire; Smith, Jessica; McLaughlin, Tara; Ali, Ajmol; Conlon, Cathryn; Mugridge, Owen; Foster, Sophie

2017-01-01

In order to support children's physical health and well-being in early childhood education programmes, it is important to understand how teacher practices concerned with physical activity and nutrition can be addressed effectively. Current evidence suggests that young children's opportunities for physical activity in early childhood are…

Research Connections: The San Diego Striving Readers' Project: Building Academic Success for Adolescent Readers

ERIC Educational Resources Information Center

McDonald, Trevor; Thornley, Christina; Staley, Rosemary; Moore, David W.

2009-01-01

This Research Connections column describes the background to and the research base for the San Diego Unified School Districts' federally funded Striving Readers Project. The curriculum for the project was developed out of a longitudinal study into the literacy experiences of secondary students in New Zealand and from exploratory work in San Diego…

The Struggle for Early Childhood Curricula: A Comparison of the English Foundation Stage Curriculum, "Te Whariki" and Reggio Emilia.

ERIC Educational Resources Information Center

Soler, Janet; Miller, Linda

2003-01-01

Focuses upon the way visions for early childhood are expressed through curricula in England, New Zealand, and Reggio Emilia in Italy. Includes curricular examples illustrating how growing pressure from vocational and instrumental influences affect progressive and socioculturally inspired early childhood curricula. Reveals how curricula and…

Equity: Policy Rhetoric or a Matter of Meaning of Knowledge? Towards a Framework for Tracing the "Efficiency-Equity" Doctrine in Curriculum Documents

ERIC Educational Resources Information Center

Wahlstrom, Ninni

2014-01-01

In this article, the focus is on exploring the perspective of equity in curriculum. From a background of understanding curriculum as embedded in wider transnational policy movements, in this article the author suggests a framework for exploring the trajectories between equity policy and different types of curricula with implications for what…

A conceptual curriculum framework designed to ensure quality student health visitor training in practice.

PubMed

Hollinshead, Jayne; Stirling, Linda

2014-07-01

This paper describes the challenges faced by a trust in England following the introduction of the Health Visitor Implementation Plan. Two practice education facilitators designed a conceptual curriculum framework to ensure quality student health visitor education in practice. This curriculum complimented the excellent academic course already delivered by the University. A justification is provided for the design of the curriculum framework, including a rationale for the introduction of specific training sessions. Student and practice teacher feedback demonstrate the success of the introduction of this programme to ensure the development of student health visitors fit for practice. The conclusion places emphasis on the importance of continuous evaluation of the training programme to meet the needs of the students and the service.

A Planning Framework for Crafting the Required-Curriculum Phase of an MBA Program

ERIC Educational Resources Information Center

Haskins, Mark E.

2005-01-01

This article introduces a planning framework for designing that part of an MBA program during which students take the bulk, if not all, of their required courses. The framework highlights three student venues that can be jointly leveraged for enhanced student learning. Those venues are the required curriculum, students' affinity groups, and the…

Examining the Potential of Critical and Kaupapa Maori Approaches to Leading Education Reform in New Zealand's English-Medium Secondary Schools

ERIC Educational Resources Information Center

Berryman, Mere; Egan, Margaret; Ford, Therese

2017-01-01

This paper discusses expectations, policies and practices that currently underpin education within the New Zealand context. It acknowledges the ongoing failure of this policy framework to positively influence reform for Indigenous Maori students in regular, state-funded schools and highlights the need for extensive change in the positioning and…

A New Net to Go Fishing: Messages from International Evidence-Based Research and "Kaupapa" Maori Research

ERIC Educational Resources Information Center

Manning, Richard F.; Macfarlane, Angus H.; Skerrett, Mere; Cooper, Garrick; De Oliveira, Vanessa; Emery, Tepora

2011-01-01

This article draws upon a Maori metaphor to describe the theoretical framework underpinning the methodology and findings of a research project completed by researchers from the University of Canterbury, New Zealand, in 2010. It explains how and why the project required the research team to synthesise key information from four New Zealand Ministry…

Upper Secondary School Physical Science Curricula in New Zealand after the National Qualifications Framework Reforms

ERIC Educational Resources Information Center

Vlaardingerbroek, Barend; Taylor, T. G. Neil

2007-01-01

The recent structural reforms in New Zealand education have given schools and teachers unprecedented freedom in curricular design and delivery. Using official educational award statistics for 2004 and data arising from a study of 23 schools' upper secondary science curricula in the same year, this study represents an early monitoring of the impact…

Meat Processing Company Staff as Innovation Intermediaries: Developing a Framework from New Zealand's Red Meat Sector

ERIC Educational Resources Information Center

Westbrooke, Victoria; Guenther, Meike; Bewsell, Denise; Greer, Glen

2018-01-01

Purpose: Meat processing companies have the potential to raise farm and sector productivity by directly working with farmers. This study assesses how commercial companies can undertake the roles of innovation intermediaries to increase productivity in New Zealand's sheep and beef sector. Design/methodology/approach: This study uses a case study…

Moderation of Assessment: An Introduction for National Standards Bodies. Developing a Qualifications Framework for New Zealand.

ERIC Educational Resources Information Center

New Zealand Qualifications Authority, Wellington.

This document provides a decision tree to guide the thinking of the staff of New Zealand agencies developing national education and certification standards. It is intended to help them make decisions about moderation of assessment--a process of sampling assessments to ensure that they are consistent with the required standard. After an…

As They Like It--Culture-Centred Counsellor Education in the Context of Aotearoa New Zealand: A Play on Bicultural Pluralism

ERIC Educational Resources Information Center

Lang, Steve K. W.; Gardiner, Brent D.

2014-01-01

Against a backdrop of social struggles to rebalance power between colonisers and indigenous peoples, counsellor education at a university in Aotearoa New Zealand is undergoing a transformation. This article explores the creation and application of a framework that results from listening to the voices of indigenous peoples and counselling…

How spirituality is understood and taught in New Zealand medical schools.

PubMed

Lambie, D; Egan, R; Walker, S; MacLeod, R

2015-02-01

The objective of this research was to explore how spirituality is currently understood and taught in New Zealand Medical Schools. A mixed methods study was carried out involving interviews (n = 14) and a survey (n = 73). The first stage of the study involved recorded semi-structured interviews of people involved in curriculum development from the Dunedin School of Medicine (n = 14); which then informed a cross-sectional self-reported electronic survey (n = 73). The results indicate that spirituality is regarded by many involved in medical education in New Zealand as an important part of healthcare that may be taught in medical schools, but also that there is little consensus among this group as to what the topic is about. These findings provide a basis for further discussion about including spirituality in medical curricula, and in particular indicate a need to develop a shared understanding of what 'spirituality' means and how it can be taught appropriately. As a highly secular country, these New Zealand findings are significant for medical education in other secular Western countries. Addressing spirituality with patients has been shown to positively impact a range of health outcomes, but how spirituality is taught in medical schools is still developing across the globe.

Revisiting Curriculum Inquiry: The Role of Visual Representations

ERIC Educational Resources Information Center

Eilam, Billie; Ben-Peretz, Miriam

2010-01-01

How do visual representations (VRs) in curriculum materials influence theoretical curriculum frameworks? Suggesting that VRs' integration into curriculum materials affords a different lens for perceiving and understanding the curriculum domain, this study draws on a curricular perspective in relation to multi-representations in texts rather than…

Student Cognitive and Affective Development in the Context of Classroom-Level Curriculum Development

ERIC Educational Resources Information Center

Shawer, Saad Fathy; Gilmore, Deanna; Banks-Joseph, Susan Rae

2008-01-01

This qualitative study examined the impact of teacher curriculum approaches (curriculum-transmitter/curriculum-developer/curriculum-maker) on student cognitive change (reading, writing, speaking, and listening abilities) and their affective change (motivation and interests). This study's conceptual framework was grounded in teacher curriculum…

The effect of using different competence frameworks to audit the content of a masters program in public health.

PubMed

Harrison, Roger A; Gemmell, Isla; Reed, Katie

2015-01-01

(1) To quantify the effect of using different public health competence frameworks to audit the curriculum of an online distance learning MPH program, and (2) to measure variation in the outcomes of the audit depending on which competence framework is used. Retrospective audit. We compared the teaching content of an online distance learning MPH program against each competence listed in different public health competence frameworks relevant to an MPH. We then compared the number of competences covered in each module in the program's teaching curriculum and in the program overall, for each of the competence frameworks used in this audit. A comprehensive search of the literature identified two competence frameworks specific to MPH programs and two for public health professional/specialty training. The number of individual competences in each framework were 32 for the taught aspects of the UK Faculty of Public Health Specialist Training Program, 117 for the American Association of Public Health, 282 for the exam curriculum of the UK Faculty of Public Health Part A exam, and 393 for the European Core Competencies for MPH Education. This gave a total of 824 competences included in the audit. Overall, the online MPH program covered 88-96% of the competences depending on the specific framework used. This fell when the audit focused on just the three mandatory modules in the program, and the variation between the different competence frameworks was much larger. Using different competence frameworks to audit the curriculum of an MPH program can give different indications of its quality, especially as it fails to capture teaching considered to be relevant, yet not included in an existing competence framework. The strengths and weaknesses of using competence frameworks to audit the content of an MPH program have largely been ignored. These debates are vital given that external organizations responsible for accreditation specify a particular competence framework to be used. Our study found that each of four different competence frameworks suggested different levels of quality in our teaching program, at least in terms of the competences included in the curriculum. Relying on just one established framework missed some aspects of the curriculum included in other frameworks used in this study. Conversely, each framework included items not covered by the others. Thus, levels of agreement with the content of our MPH and established areas of competence were, in part, dependent on the competence framework used to compare its' content. While not entirely a surprising finding, this study makes an important point and makes explicit the challenges of selecting an appropriate competence framework to inform MPH programs, and especially one which recruits students from around the world.

Threshold concepts in finance: conceptualizing the curriculum

NASA Astrophysics Data System (ADS)

Hoadley, Susan; Tickle, Leonie; Wood, Leigh N.; Kyng, Tim

2015-08-01

Graduates with well-developed capabilities in finance are invaluable to our society and in increasing demand. Universities face the challenge of designing finance programmes to develop these capabilities and the essential knowledge that underpins them. Our research responds to this challenge by identifying threshold concepts that are central to the mastery of finance and by exploring their potential for informing curriculum design and pedagogical practices to improve student outcomes. In this paper, we report the results of an online survey of finance academics at multiple institutions in Australia, Canada, New Zealand, South Africa and the United Kingdom. The outcomes of our research are recommendations for threshold concepts in finance endorsed by quantitative evidence, as well as a model of the finance curriculum incorporating finance, modelling and statistics threshold concepts. In addition, we draw conclusions about the application of threshold concept theory supported by both quantitative and qualitative evidence. Our methodology and findings have general relevance to the application of threshold concept theory as a means to investigate and inform curriculum design and delivery in higher education.

The Juxtaposition of Maori Words with English Concepts. 'Hauora, Well-Being' as Philosophy

ERIC Educational Resources Information Center

Heaton, Sharyn

2018-01-01

Within the New Zealand curriculum, hauora has been co-opted as an underlying and interdependent concept at the heart of the learning area of health and physical education. Hauora is identified as a Maori philosophy of well-being, advocating a Maori world view of hauora. Contemporary understandings of hauora as a Maori philosophy of health are…

Teaching Indigenous Languages. Selected Papers from the Annual Symposium on Stabilizing Indigenous Languages (4th, Flagstaff, Arizona, May 1-3, 1997).

ERIC Educational Resources Information Center

Reyhner, Jon, Ed.

The 25 papers collected in this book represent the thoughts and experiences of indigenous language activists from the United States, Canada, Mexico, and New Zealand, and are grouped in six categories: tribal and school roles, teaching students, teacher education, curriculum and materials development, language attitudes and promotion, and summary…

Primary School Sun Protection Policies and Practices 4 Years after Baseline--A Follow-Up Study

ERIC Educational Resources Information Center

Reeder, Anthony I.; Jopson, Janet A.; Gray, Andrew

2012-01-01

Before the 2005 launch of the New Zealand SunSmart Schools Accreditation Programme (SSAP), 242 randomly sampled primary schools completed a mail survey about sun protection policies, practices, curriculum and environment. A 2009 follow-up included 189 (78%) and their mean Total Accreditation Score (TAS = total SSAP requirements met, range 0-12),…

A Lesson Based on the Use of Contexts: An Example of Effective Practice in Secondary School Mathematics

ERIC Educational Resources Information Center

Harvey, Roger; Averill, Robin

2012-01-01

The importance of using real-life contexts in teaching mathematics is emphasised in many policy and curriculum statements. The literature indicates using contexts to teach mathematics can be difficult and few detailed exemplars exist. This article describes the use of real-life contexts in one New Zealand Year 11 algebra lesson. Data included a…

Teachers' Cultural Maps: Asia as a "Tricky Sort of Subject Matter" in Curriculum Inquiry

ERIC Educational Resources Information Center

Salter, Peta

2014-01-01

The refocussing of Australia-Asia relations is manifest in a combination of national policy moves in Australia. Parallel shifts have been made in Europe, the United States, Canada and New Zealand. In Australia, the curricular response to this shift has become known as "Asia literacy." This study is drawn from a wider project that…

Information Skills and Critical Literacy: Where Are Our Digikids at with Online Searching and Are Their Teachers Helping?

ERIC Educational Resources Information Center

Ladbrook, Judine; Prober, Elizabeth

2011-01-01

International studies and theorists have posited that digital technologies play an important role in students' lives and that students display a broad range of literacy skills when using them. The New Zealand Curriculum (2007) states that students should be literate, critical thinkers who actively seek, use and create knowledge. This paper reports…

Arts Shoved Aside: Changing Art Practices in Primary Schools since the Introduction of National Standards

ERIC Educational Resources Information Center

Irwin, Michael Ray

2018-01-01

This article reports on the understandings and practices of primary teachers in implementing the arts curriculum since the 2010 introduction of National Standards in Numeracy and Literacy within the New Zealand Education system. The ever-mounting pressure on schools to perform to these standards has resulted in a reduction of emphasis and time…

Experience from an Optional Dissection Course in a Clinically-Orientated Concept to Complement System-Based Anatomy in a Reformed Curriculum

ERIC Educational Resources Information Center

Eppler, Elisabeth; Serowy, Steffen; Link, Karl; Filgueira, Luis

2018-01-01

Profound anatomical knowledge is the basis for modern demands in medicine and surgery, but many countries worldwide including Australia and New Zealand have discontinued offering dissection courses to medical and dental students during the past decades. This educational project done in Australia aimed at enhancing basic and advanced anatomy…

Understanding Modelling in Technology and Science: The Potential of Stories from the Field

ERIC Educational Resources Information Center

France, Bev; Compton, Vicki J.; Gilbert, John K.

2011-01-01

This paper tells the story of how two biotechnologists used models, one working as a technologist and the other as a scientist. These stories were collected during the development of the key ideas about the nature of technology and technological knowledge during the latest curriculum development in New Zealand. Their stories of how and why they…

Baseline survey of sun protection policies and practices in primary school settings in New Zealand.

PubMed

Reeder, A I; Jopson, J A; Gray, A

2009-10-01

The SunSmart Schools Accreditation Programme (SSAP) was launched as a national programme in October 2005 to help reduce the risk of excessive child exposure to ultraviolet radiation. As part of the need for evaluation, this paper reports the findings of a national survey of a randomly selected sample of approximately 12% of New Zealand primary schools prior to the national launch of the SSAP. Principals at 242 schools completed a mail survey (81% response rate) relating to school sun protection policies, practices, curriculum and environment. Survey responses were evaluated according to the 12 criteria of the SSAP, with schools assigned a score from 0 to 12. No school fully met all 12 accreditation criteria, although 2% of schools attained 11 criteria and another 2% attained 10. Nine per cent of schools attained three or fewer criteria. Overall, 7 was the most common score, achieved by 23%. School socio-economic decile rating and roll size were positively associated with higher scores (both P < 0.02). Continued support and resources are needed to encourage schools to address sun protection across the spectrum of curriculum, practices and environment and through commitment to written policy.

Rangatahi Tū Rangatira: innovative health promotion in Aotearoa New Zealand.

PubMed

Severinsen, Christina; Reweti, Angelique

2017-11-14

Rangatahi Tū Rangatira (R2R) is a national health promotion programme in Aotearoa New Zealand which aims to promote cultural and physical wellbeing for rangatahi (young people) and their whānau (family). Grounded in tikanga Māori, the programme focuses on total wellbeing, leadership and cultural awareness providing rangatahi opportunities to increase their participation in physical activity and cultural knowledge through ngā taonga tākaro (Māori ancestral games). This paper focuses on an evaluation of this innovative health promotion programme focussing on the delivery of R2R by a local iwi provider in a rural area. Kanohi ki te kanohi (face-to-face) interviews and focus groups were used to collect data from a range of stakeholders including rangatahi, whānau, programme developers, and collaborating community organizations. A whānau ora (holistic) framework incorporating five core outcomes and key indicators specific to the programme was developed to assess the impact of delivery. Results demonstrated that rangatahi and their whānau were living healthier lifestyles through being more physically active; had gained an increased desire to succeed in their education and extra curriculum activities; and felt more connected to their community and te ao Māori. This demonstrates the importance of incorporating cultural elements to support improved lifestyle changes for rangatahi and their whānau and the connection between enhanced cultural identity and good health. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Unit Standards Catalogue. Unit Standards and Qualifications Registered on the National Qualifications Framework to March 1994.

ERIC Educational Resources Information Center

New Zealand Qualifications Authority, Wellington.

This booklet includes the latest list of unit standards and qualifications registered on the New Zealand National Qualifications Framework to April 1994. Unit standards registered on the framework can be offered by private and government training establishments, polytechnics, colleges of education, and schools. This list of registered unit…

Science Curriculum Components Favored by Taiwanese Biology Teachers

NASA Astrophysics Data System (ADS)

Lin, Chen-Yung; Hu, Reping; Changlai, Miao-Li

2005-09-01

The new 1-9 curriculum framework in Taiwan provides a remarkable change from previous frameworks in terms of the coverage of content and the powers of teachers. This study employs a modified repertory grid technique to investigate biology teachers' preferences with regard to six curriculum components. One hundred and eighty-five in-service and pre-service biology teachers were asked to determine which science curriculum components they liked and disliked most of all to include in their biology classes. The data show that the rank order of these science curriculum components, from top to bottom, was as follows: application of science, manipulation skills, scientific concepts, social/ethical issues, problem-solving skills, and the history of science. They also showed that pre-service biology teachers, as compared with in-service biology teachers, favored problem-solving skills significantly more than manipulative skills, while in-service biology teachers, as compared with pre-service biology teachers, favored manipulative skills significantly more than problem-solving skills. Some recommendations for ensuring the successful implementation of the Taiwanese 1-9 curriculum framework are also proposed.

Application of the Intervention Mapping Framework to Develop an Integrated Twenty-first Century Core Curriculum-Part Two: Translation of MPH Core Competencies into an Integrated Theory-Based Core Curriculum.

PubMed

Corvin, Jaime A; DeBate, Rita; Wolfe-Quintero, Kate; Petersen, Donna J

2017-01-01

In the twenty-first century, the dynamics of health and health care are changing, necessitating a commitment to revising traditional public health curricula to better meet present day challenges. This article describes how the College of Public Health at the University of South Florida utilized the Intervention Mapping framework to translate revised core competencies into an integrated, theory-driven core curriculum to meet the training needs of the twenty-first century public health scholar and practitioner. This process resulted in the development of four sequenced courses: History and Systems of Public Health and Population Assessment I delivered in the first semester and Population Assessment II and Translation to Practice delivered in the second semester. While the transformation process, moving from traditional public health core content to an integrated and innovative curriculum, is a challenging and daunting task, Intervention Mapping provides the ideal framework for guiding this process. Intervention mapping walks the curriculum developers from the broad goals and objectives to the finite details of a lesson plan. Throughout this process, critical lessons were learned, including the importance of being open to new ideologies and frameworks and the critical need to involve key-stakeholders in every step of the decision-making process to ensure the sustainability of the resulting integrated and theory-based curriculum. Ultimately, as a stronger curriculum emerged, the developers and instructors themselves were changed, fostering a stronger public health workforce from within.

Mississippi Curriculum Framework for Horticulture Technology Cluster (Program CIP: 01.0601--Horticulture Serv. Op. & Mgmt., Gen.) (Program CIP: 01.0605--Landscaping Op. & Mgmt.). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the horticulture technology programs cluster. Presented in the introductory section are a framework of programs and courses, description of the programs, and suggested course sequences for…

Embracing Babel: The "Framework for Australian Languages"

ERIC Educational Resources Information Center

Troy, Jaky; Walsh, Michael

2013-01-01

The Australian Curriculum, Assessment and Reporting Authority (ACARA) has been developing language-specific curricula for a range of languages in the "Australian Curriculum: Language"s and has also undertaken development of a "Framework for Australian Languages", to provide guidance for the development of curricula for specific…

Applying the Kirkpatrick Model: Evaluating an "Interaction for Learning Framework" Curriculum Intervention

ERIC Educational Resources Information Center

Paull, Megan; Whitsed, Craig; Girardi, Antonia

2016-01-01

Global perspectives and interpersonal and intercultural communication competencies are viewed as a priority within higher education. For management educators, globalisation, student mobility and widening pathways present numerous challenges, but afford opportunities for curriculum innovation. The "Interaction for Learning Framework"…

Industrial Education. Vocational Education Program Courses Standards.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Community Education.

This document contains vocational education program courses standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary or postsecondary level in Florida. Each program courses standard is composed of two parts: a curriculum framework and…

Curriculum Recommendations of the AACP-PSSC Task Force on Caring for the Underserved

PubMed Central

Roche, Victoria F.; Assemi, Mitra; Conry, John M.; Shane-McWhorter, Laura; Sorensen, Todd D.

2008-01-01

A task force was convened by the American Association of Colleges of Pharmacy (AACP) and the Pharmaceutical Services Support Center (PSSC) and charged with the development of a curriculum framework to guide pharmacy programs in educating students on caring for the underserved. Utilizing a literature-based model, the task force constructed a framework that delineated evidence-based practice, clinical prevention and health promotion, health systems and policy, and community aspects of practice. Specific learning outcomes tailored to underserved populations were crafted and linked to resources readily available to the academy. The AACP-PSSC curriculum framework was shared with the academy in 2007. Schools and Colleges are urged to share experiences with implementation so that the impact of the tool can be evaluated. The task force recommends that the AACP Institutional Research Advisory Committee be involved in gathering assessment data. Implementation of the curriculum framework can help the academy fulfill the professional mandate to proactively provide the highest quality care to all, including underserved populations. PMID:18698398

Development of a flexible higher education curriculum framework for geographic information science

NASA Astrophysics Data System (ADS)

Veenendaal, B.

2014-04-01

A wide range of geographic information science (GIScience) educational programs currently exist, the oldest now over 25 years. Offerings vary from those specifically focussed on geographic information science, to those that utilise geographic information systems in various applications and disciplines. Over the past two decades, there have been a number of initiatives to design curricula for GIScience, including the NCGIA Core Curriculum, GIS&T Body of Knowledge and the Geospatial Technology Competency Model developments. The rapid developments in geospatial technology, applications and organisations means that curricula need to constantly be updated and developed to maintain currency and relevance. This paper reviews the curriculum initiatives and outlines a new and flexible GIScience higher education curriculum framework which complements and utilises existing curricula. This new framework was applied to the GIScience programs at Curtin University in Perth, Australia which has surpassed 25 years of GIScience education. Some of the results of applying this framework are outlined and discussed.

The cost of child health inequalities in Aotearoa New Zealand: a preliminary scoping study

PubMed Central

2012-01-01

Background Health inequalities have been extensively documented, internationally and in New Zealand. The cost of reducing health inequities is often perceived as high; however, recent international studies suggest the cost of “doing nothing” is itself significant. This study aimed to develop a preliminary estimate of the economic cost of health inequities between Māori (indigenous) and non-Māori children in New Zealand. Methods Standard quantitative epidemiological methods and “cost of illness” methodology were employed, within a Kaupapa Māori theoretical framework. Data were obtained from national data collections held by the New Zealand Health Information Service and other health sector agencies. Results Preliminary estimates suggest child health inequities between Māori and non-Māori in New Zealand are cost-saving to the health sector. However the societal costs are significant. A conservative “base case” scenario estimate is over $NZ62 million per year, while alternative costing methods yield larger costs of nearly $NZ200 million per annum. The total cost estimate is highly sensitive to the costing method used and Value of Statistical Life applied, as the cost of potentially avoidable deaths of Māori children is the major contributor to this estimate. Conclusions This preliminary study suggests that health sector spending is skewed towards non-Māori children despite evidence of greater Māori need. Persistent child health inequities result in significant societal economic costs. Eliminating child health inequities, particularly in primary care access, could result in significant economic benefits for New Zealand. However, there are conceptual, ethical and methodological challenges in estimating the economic cost of child health inequities. Re-thinking of traditional economic frameworks and development of more appropriate methodologies is required. PMID:22640030

The cost of child health inequalities in Aotearoa New Zealand: a preliminary scoping study.

PubMed

Mills, Clair; Reid, Papaarangi; Vaithianathan, Rhema

2012-05-28

Health inequalities have been extensively documented, internationally and in New Zealand. The cost of reducing health inequities is often perceived as high; however, recent international studies suggest the cost of "doing nothing" is itself significant. This study aimed to develop a preliminary estimate of the economic cost of health inequities between Māori (indigenous) and non-Māori children in New Zealand. Standard quantitative epidemiological methods and "cost of illness" methodology were employed, within a Kaupapa Māori theoretical framework. Data were obtained from national data collections held by the New Zealand Health Information Service and other health sector agencies. Preliminary estimates suggest child health inequities between Māori and non-Māori in New Zealand are cost-saving to the health sector. However the societal costs are significant. A conservative "base case" scenario estimate is over $NZ62 million per year, while alternative costing methods yield larger costs of nearly $NZ200 million per annum. The total cost estimate is highly sensitive to the costing method used and Value of Statistical Life applied, as the cost of potentially avoidable deaths of Māori children is the major contributor to this estimate. This preliminary study suggests that health sector spending is skewed towards non-Māori children despite evidence of greater Māori need. Persistent child health inequities result in significant societal economic costs. Eliminating child health inequities, particularly in primary care access, could result in significant economic benefits for New Zealand. However, there are conceptual, ethical and methodological challenges in estimating the economic cost of child health inequities. Re-thinking of traditional economic frameworks and development of more appropriate methodologies is required.

The Inherent Vulnerability of the Australian Curriculum's Cross-Curriculum Priorities

ERIC Educational Resources Information Center

Salter, Peta; Maxwell, Jacinta

2016-01-01

National curriculum development is a complex and contested process. By its very function, a national curriculum serves to organise diverse interests into a common framework, a task fraught with cultural and political tensions and compromises. In the emergent Australian Curriculum these tensions are manifest in and around the cross-curriculum…

State-Based Curriculum-Making, Part 2, the Tool-Kit for the State's Curriculum-Making

ERIC Educational Resources Information Center

Westbury, Ian; Sivesind, Kirsten

2016-01-01

The paper identifies three tools that support the administrative instrument of a state-based curriculum commission: compartmentalization, licensing, and segmentation. These tools channel the state's curriculum-making towards forms of symbolic rather than regulatory action. The state curriculum becomes a framework for the ideological governance of…

Understanding China's Curriculum Reform for the 21st Century

ERIC Educational Resources Information Center

Law, Wing-Wah

2014-01-01

This article uses curriculum-making frameworks to analyse and reconstruct the Chinese curriculum-making model and unpack the dynamics, complexity and constraints of China's curriculum reform since the early 1990s. It argues that curriculum reform is China's main human capital development strategy for coping with the challenges of the 21st century,…

Understanding student concerns about peer physical examination using an activity theory framework.

PubMed

Wearn, Andy M; Rees, Charlotte E; Bradley, Paul; Vnuk, Anna K

2008-12-01

Peer physical examination (PPE) has been employed for several decades as part of the formal curriculum for learning clinical skills. Most of the existing studies exploring students' attitudes towards PPE are single-site and use quantitative methods. Currently, there is a lack of theoretical underpinning to PPE as a learning method. Using an adaptation of the Examining Fellow Students questionnaire, we captured qualitative data from Year 1 medical students about their views and concerns around learning using PPE. The study was set in six schools across five countries (the UK, Australia, New Zealand, Japan and Hong Kong). Students provided free text comments that were later transcribed and analysed using framework analysis. A total of 617 students provided comments for analysis. This paper focuses on several related themes about the complexities of students' relationships within the context of PPE and their reflections on peer examination in comparison with genuine patient examination. Students drew parallels and differences between the peer examiner-examinee relationship and the doctor-patient relationship. They explained how these two types of relationship differed in nature and in terms of their levels of interaction. Our findings illuminate the interactional and complex nature of PPE, drawing out concerns and ambiguities around relationships, community and rules. We discuss our results in light of Engeström's model of activity theory (AT) and provide recommendations for educational practice and further research based on the principles of AT.

Health Occupations Education. Vocational Education Program Courses Standards.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Community Education.

This document contains vocational education program courses standards for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary or postsecondary level. Each program standard is composed of two parts: a curriculum framework and student performance standards. The curriculum framework includes four major…

A Conceptual Framework Curriculum Evaluation Electrical Engineering Education

ERIC Educational Resources Information Center

Imansari, Nurulita; Sutadji, Eddy

2017-01-01

This evaluation is a conceptual framework that has been analyzed in the hope that can help research related an evaluation of the curriculum. The Model of evaluation used was CIPPO model. CIPPO Model consists of "context," "input," "process," "product," and "outcomes." On the dimension of the…

Framework Thinking, Subject Thinking and "Taiwan-"ness"" in Environmental Education

ERIC Educational Resources Information Center

Yueh, Mei-Chun Michelle; Barker, Miles

2011-01-01

In the 1998 Taiwanese national curriculum revision, environmental education was one of six new "Important Issues". To some early observers, the generic "framework" sections of this 1998 curriculum (Aims, Goals, Core Competences) resonated well with the integrative and transdisciplinary nature of environmental education. This…

Extending the theoretical framework for curriculum integration in pre-clinical medical education.

PubMed

Vergel, John; Stentoft, Diana; Montoya, Juny

2017-08-01

Curriculum integration is widely discussed in medical education but remains ill defined. Although there is plenty of information on logistical aspects of curriculum integration, little attention has been paid to the contextual issues that emerge from its practice and may complicate students' knowledge integration. Therefore, we aimed to uncover how curriculum integration is manifested through context. We collected data from the official curriculum and interviewed ten participants (including curriculum designers, facilitators, and students) in the bachelor's medical program at Aalborg University. We observed various learning activities focused on pre-clinical education. Inspired by grounded theory, we analyzed the information we gathered. The following theoretical constructs emerged after the inductive analysis: 1) curriculum integration complexity is embedded in the institutional learning perspectives; 2) curriculum integration is used to harmonize conflicting learning perspectives in curriculum practice; 3) curriculum integration creates tensions that self-organize its structure; and 4) curriculum integration becomes visible in collaborative learning spaces. These constructs provide a framework for analyzing curriculum integration in the context in which it is meant to appear, which may assist educationalists to gain a more specific understanding of the term. This may enable effective curriculum integration since contextual issues are addressed in addition to the goals specified in the official curriculum.

PSI Model Curriculum for Office Careers.

ERIC Educational Resources Information Center

Professional Secretaries International, Kansas City, MO.

The PSI [Professional Secretaries International] Model Curriculum for Office Careers provides a framework for the curriculum revision process, making it easier for schools to update, change, expand, or revise their office programs. Through a series of suggested courses, this curriculum develops the knowledge, skills, and attitudes office…

Autobody Technology Curriculum Guide.

ERIC Educational Resources Information Center

Idaho State Dept. of Education, Boise. Div. of Vocational Education.

This Idaho state curriculum guide provides lists of tasks, performance objectives, and enabling objectives for instruction in auto body technology. Following a curriculum framework that explains major content, laboratory activities, and intended outcomes, the document lists all tasks covered in the curriculum. The bulk of the document consists of…

Developing Democratic Dispositions and Enabling Crap Detection: Claims for Classroom Philosophy with Special Reference to Western Australia and New Zealand

ERIC Educational Resources Information Center

Benade, Leon

2014-01-01

The prominence given in national or state-wide curriculum policy to thinking, the development of democratic dispositions and preparation for the "good life", usually articulated in terms of lifelong learning and fulfilment of personal life goals, gives rise to the current spate of interest in the role that could be played by philosophy…

Re-Envisaging the Teaching of Mathematics: One Student Teacher's Experience Learning to Teach Primary Mathematics in a Manner Congruent with the New Zealand Curriculum

ERIC Educational Resources Information Center

Bailey, Judy

2013-01-01

Teacher education can provide opportunities for contributing towards a re-envisaging of the teaching and learning of mathematics in the primary classroom. This study documents the experiences of one student teacher who, during her mathematics education courses, embraced a perception of mathematics as a social, creative and experiential discipline.…

Reciprocal Role Peer Tutoring: Can it Enhance Students' Motivation and Perceptions of Proficiency When Learning a Foreign Language?

ERIC Educational Resources Information Center

East, Martin; Tolosa, Constanza; Villers, Helen

2012-01-01

As a consequence of a substantially revised national curriculum in New Zealand, all schools are now required to provide opportunities for students in school Years 7 to 10 (age 11+ to 14+) to learn an additional language. There are, however, very few intermediate school (Years 7 and 8) teachers who are additional language 'subject specialists'.…

The Canon or the Kids: Teachers and the Recontextualisation of Classical and Popular Music in the Secondary School Curriculum

ERIC Educational Resources Information Center

McPhail, Graham

2013-01-01

This article reports on some of the findings from case studies conducted with six secondary school music teachers in New Zealand. The purpose of the study was to investigate and explain the ways in which teachers manage the relationship between classical and popular music in their elective classroom programs, utilizing a theoretical framework…

Beyond Normativity in Sociocultural Reproduction and Sociocultural Transformation: Curriculum Work--Leadership within an Evolving Context

ERIC Educational Resources Information Center

Ylimaki, Rose M.; Fetman, Lisa J.; Matyjasik, Erin; Brunderman, Lynnette; Uljens, Michael

2017-01-01

Background: The purpose of this article is to examine the contributions, gaps, and normativity problems in mainstream sociocultural theories, curriculum theory, and educational leadership studies, considering reflective education theories that provide a less normative alternative. Framework: Our framework introduces reflective education for social…

Mississippi Curriculum Framework for Residential Carpentry Technology (Program CIP: 46.0201--Carpenter). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for certificate of residential carpentry and residential carpentry technology programs. Presented in the introductory section are program descriptions and suggested course sequences for both programs. Section I lists…

Integrating Pronunciation into the English Language Curriculum: A Framework for Teachers

ERIC Educational Resources Information Center

McGregor, Alison; Reed, Marnie

2018-01-01

Research provides evidence of effective factors in pronunciation teaching and learning. However, incorporating research into classroom practice is a challenge left to instructors, often without the help of a systematic framework for integrating pronunciation into a curriculum. This article, informed by work with international teaching assistants,…

The Macroecology of Airborne Pollen in Australian and New Zealand Urban Areas

PubMed Central

Haberle, Simon G.; Bowman, David M. J. S.; Newnham, Rewi M.; Johnston, Fay H.; Beggs, Paul J.; Buters, Jeroen; Campbell, Bradley; Erbas, Bircan; Godwin, Ian; Green, Brett J.; Huete, Alfredo; Jaggard, Alison K.; Medek, Danielle; Murray, Frank; Newbigin, Ed; Thibaudon, Michel; Vicendese, Don; Williamson, Grant J.; Davies, Janet M.

2014-01-01

The composition and relative abundance of airborne pollen in urban areas of Australia and New Zealand are strongly influenced by geographical location, climate and land use. There is mounting evidence that the diversity and quality of airborne pollen is substantially modified by climate change and land-use yet there are insufficient data to project the future nature of these changes. Our study highlights the need for long-term aerobiological monitoring in Australian and New Zealand urban areas in a systematic, standardised, and sustained way, and provides a framework for targeting the most clinically significant taxa in terms of abundance, allergenic effects and public health burden. PMID:24874807

The macroecology of airborne pollen in Australian and New Zealand urban areas.

PubMed

Haberle, Simon G; Bowman, David M J S; Newnham, Rewi M; Johnston, Fay H; Beggs, Paul J; Buters, Jeroen; Campbell, Bradley; Erbas, Bircan; Godwin, Ian; Green, Brett J; Huete, Alfredo; Jaggard, Alison K; Medek, Danielle; Murray, Frank; Newbigin, Ed; Thibaudon, Michel; Vicendese, Don; Williamson, Grant J; Davies, Janet M

2014-01-01

The composition and relative abundance of airborne pollen in urban areas of Australia and New Zealand are strongly influenced by geographical location, climate and land use. There is mounting evidence that the diversity and quality of airborne pollen is substantially modified by climate change and land-use yet there are insufficient data to project the future nature of these changes. Our study highlights the need for long-term aerobiological monitoring in Australian and New Zealand urban areas in a systematic, standardised, and sustained way, and provides a framework for targeting the most clinically significant taxa in terms of abundance, allergenic effects and public health burden.

A Review of Curriculum History and the Conceptual Framework of Curriculum History in Turkey

ERIC Educational Resources Information Center

Aktan, Sümer

2015-01-01

Curriculum is generally defined based on the philosophical perspectives of the individuals. One of the definitions of curriculum states that curriculum is a field of academic study and research, having an intrinsic research systematic, theory, and tradition. From this perspective, this study is designed as three main chapters. The first chapter…

Beyond the Model: Building an Effective and Dynamic IT Curriculum

ERIC Educational Resources Information Center

Brewer, Jeffrey; Harriger, Alka; Mendonca, John

2006-01-01

A model curriculum, such as that developed by the ACM/SIGITE Curriculum Committee (2005), has two important functions. First, it provides a base structure for newly developing programs that can use it as a platform for articulating a curriculum. Second, it offers an existing curriculum framework that can be used for validation by existing…

A Developing Curriculum in English: Kindergarten Through Grade Twelve. Second Edition. Studies in Curriculum Development No. 3.

ERIC Educational Resources Information Center

Gibbs, Vanita; Mullican, James

This monograph describes a curriculum first published 14 years ago that is based on students' human development. The described curriculum utilizes a framework of the language arts of listening, speaking, reading, writing, and literature understanding and leaves to the imagination and skill of the individual teacher how the curriculum is…

Data Analysis and Statistics across the Curriculum. Curriculum and Evaluation Standards for School Mathematics Addenda Series. Grades 9-12.

ERIC Educational Resources Information Center

Burrill, Gail; And Others

The 1989 document, "Curriculum and Evaluation Standards for School Mathematics" (the "Standards"), provides a vision and a framework for revising and strengthening the K-12 mathematics curriculum in North American schools and for evaluating both the mathematics curriculum and students' progress. When completed, it is expected…

Automotive Technology Curriculum Guide.

ERIC Educational Resources Information Center

Idaho State Dept. of Education, Boise. Div. of Vocational Education.

This Idaho state curriculum guide provides lists of tasks, performance objectives, and enabling objectives for instruction in automotive technology. The document begins with a list of all tasks covered by the curriculum, a short course outline, and a curriculum framework that explains major content, laboratory activities, and intended outcomes.…

Supporting Young Learners 3: Ideas for Child Care Providers and Teachers.

ERIC Educational Resources Information Center

Brickman, Nancy Altman, Ed.

The High/Scope Curriculum is a developmentally based approach to early childhood education. This curriculum's "Extensions" newsletter, in which the articles in this collection first appeared, informs curriculum users about new development, relating to the High/Scope "open framework" curriculum. This collection divides the…

Manufacturing Curriculum Grant. Final Report.

ERIC Educational Resources Information Center

Scarborough, Jule Dee

A manufacturing curriculum for secondary vocational programs was designed to bridge the gap between grades 9-10 level courses and the community college-level curriculum of the Illinois Plan for Industrial Education. During the project, a literature review of manufacturing curriculum materials was conducted, a manufacturing conceptual framework was…

Supporting Young Learners: Ideas for Preschool and Day Care Providers.

ERIC Educational Resources Information Center

Brickman, Nancy Altman, Ed.; Taylor, Lynn Spencer, Ed.

The High/Scope Curriculum is a developmentally based approach to early childhood education. The curriculum's "Extensions" newsletter, in which the articles in this collection first appeared, informs curriculum users about new developments relating to the High/Scope "open framework" curriculum. The articles are presented in…

Supporting Young Learners 2: Ideas for Child Care Providers and Teachers.

ERIC Educational Resources Information Center

Brickman, Nancy Altman, Ed.

The High/Scope Curriculum is a developmentally based approach to early childhood education. The curriculum's "Extensions" newsletter, in which the articles in this collection first appeared, informs curriculum users about new development, relating to the High/Scope "open framework" curriculum. This collection divides the…

Developing a Qualifications Structure for the Finance Services Industry in Malaysia and Beyond

ERIC Educational Resources Information Center

Manshor, Amat Taap; Chong, Siong Choy; Cameron, Roslyn

2014-01-01

The development of qualifications systems and frameworks assists in promoting lifelong learning and work-based recognition systems. Several nations in the Asian Pacific region have established national qualifications frameworks across their respective educational sectors (e.g., Australia, New Zealand, Hong Kong, Malaysia and the Philippines),…

Dealing with Distinctiveness. Development of Chinese in the "Australian Curriculum: Languages"

ERIC Educational Resources Information Center

Scrimgeour, Andrew; Foster, Marnie; Mao, Weifeng

2013-01-01

This article explores some of the distinctive challenges in Chinese language education in schools and discusses how the development of the "Australian Curriculum: Chinese" has responded to these challenges. It details how the curriculum framework outlined in the "Shape of the Australian Curriculum: Languages" (ACARA, 2011)…

Australian Curriculum Implementation in a Remote Aboriginal School: A Curriculum Leader's Search for a Transformational Compromise

ERIC Educational Resources Information Center

Parkinson, Chloe

2015-01-01

This paper examines the trial implementation of the Australian Curriculum in a remote Aboriginal school. It was a school that at the time was beginning to achieve successes with the development of dual-knowledge, transformational outcomes based curriculum that had its justification in the Northern Territory Curriculum Framework. Drawing on the…

A Core Curriculum: Making Mathematics Count for Everyone. Curriculum and Evaluation Standards for School Mathematics Addenda Series, Grades 9-12.

ERIC Educational Resources Information Center

Meiring, Steven P.; And Others

The 1989 document, "Curriculum and Evaluation Standards for School Mathematics," provides a vision and a framework for revising and strengthening the K-12 mathematics curriculum in North American schools and for evaluating both the mathematics curriculum and students' progress. When completed, it is expected that the Addenda Series will…

Midwifery participatory curriculum development: Transformation through active partnership.

PubMed

Sidebotham, Mary; Walters, Caroline; Chipperfield, Janine; Gamble, Jenny

2017-07-01

Evolving knowledge and professional practice combined with advances in pedagogy and learning technology create challenges for accredited professional programs. Internationally a sparsity of literature exists around curriculum development for professional programs responsive to regulatory and societal drivers. This paper evaluates a participatory curriculum development framework, adapted from the community development sector, to determine its applicability to promote engagement and ownership during the development of a Bachelor of Midwifery curriculum at an Australian University. The structures, processes and resulting curriculum development framework are described. A representative sample of key curriculum development team members were interviewed in relation to their participation. Qualitative analysis of transcribed interviews occurred through inductive, essentialist thematic analysis. Two main themes emerged: (1) 'it is a transformative journey' and (2) focused 'partnership in action'. Results confirmed the participatory curriculum development process provides symbiotic benefits to participants leading to individual and organisational growth and the perception of a shared curriculum. A final operational model using a participatory curriculum development process to guide the development of accredited health programs emerged. The model provides an appropriate structure to create meaningful collaboration with multiple stakeholders to produce a curriculum that is contemporary, underpinned by evidence and reflective of 'real world' practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

Report of Project on Development of a Curriculum Framework for Continuing Education in Nursing in Indiana.

ERIC Educational Resources Information Center

Schweer, Jean E., Ed.; Puetz, Belinda E., Ed.

A project involved development of a statewide generalized curriculum framework for continuing education in nursing by using an anticipatory approach to the selection of a coordinated, schematic arrangement of sequential course offerings by university-based centers for continuing education in nursing in Indiana. Following preliminary meetings of…

Mississippi Curriculum Framework for Automotive Technology Programs (CIP: 47.0604--Automotive Mechanic/Tech.). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the automotive technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and…

Capitalizing on Curriculum-Based Measurement for Reading: Collaboration within a Response to Instruction Framework

ERIC Educational Resources Information Center

Weiss, Stacy L.; Friesen, Amber

2014-01-01

Response to Instruction (RTI) frameworks provide a structure for assessing student progress and evaluating the effectiveness of reading interventions. Schools frequently use RTI to support students who are struggling with learning to read while utilizing curriculum-based measurement (CBM) to monitor performance and guide instructional decisions…

ACTION Planning for Leadership Development in Home and Family Life Programs.

ERIC Educational Resources Information Center

Washington Office of the State Superintendent of Public Instruction, Olympia.

This guide provides teachers and administrators with strategies for implementing leadership development as an integral component of the home and family life curriculum. A rationale for integrating leadership into the curriculum is followed by a framework for integration. The framework criteria provided have been established to assist teachers in…

Mississippi Curriculum Framework for Automotive Machinist (Program CIP: 47.0690--Auto Machinist). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the automotive machinist programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and…

The USCCB Curriculum Framework: Origins, Questions, and a Call for Research

ERIC Educational Resources Information Center

Schroeder, Carrie J.

2015-01-01

The promulgation of "Doctrinal Elements of a Curriculum Framework" for the "Development of Catechetical Materials for Young People of High School Age" by the United States Conference of Catholic Bishops (USCCB) in November, 2007, represented a milestone in the efforts of the U.S. bishops to monitor and shape the Religious…

Mississippi Curriculum Framework for Medical Assisting Technology Programs (CIP: 51.0801--Medical Assistant). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the medical assisting technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and…

The Quality of Early Childhood Education Curriculum Framework in the Republic of Serbia

ERIC Educational Resources Information Center

Krnjaja, Živka

2015-01-01

The paper addresses Serbian preschool education Curriculum Framework as one of dimensions of the preschool education quality. The first part of paper deals with the importance of preschool education worldwide as a social responsibility and its accountability in education policy. The second part provides the evaluation of the preschool education…

Mississippi Curriculum Framework for Machine Tool Operation/Machine Shop and Tool and Die Making Technology Cluster (Program CIP: 48.0507--Tool and Die Maker/Technologist) (Program CIP: 48.0503--Machine Shop Assistant). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the machine tool operation/machine tool and tool and die making technology programs cluster. Presented in the introductory section are a framework of courses and programs, description of the…

Toward a Neo-Deweyan Theory of Curriculum Analysis and Development

ERIC Educational Resources Information Center

Simpson, Douglas J.; Almager, Irma L.; Beerwinkle, Andrea L.; Celebi, Dilber; Ferkel, Ricky C.; Holubik, Thomas E.; Reed, Christy A.; Tomlinson, Tracee A.

2011-01-01

We adapted an existing comprehensive theory of curriculum analysis for application across complex, multicultural educational environments in P-12 schools. Our theoretical framework is neo-Deweyan in that it draws heavily from John Dewey's curriculum philosophy and because it goes beyond him to draw extensively from other curriculum theorists. The…

A Talent for Tinkering: Developing Talents in Children from Low-Income Households through Engineering Curriculum

ERIC Educational Resources Information Center

Robinson, Ann; Adelson, Jill L.; Kidd, Kristy A.; Cunningham, Christine M.

2018-01-01

Guided by the theoretical framework of curriculum as a platform for talent development, this quasi-experimental field study investigated an intervention focused on engineering curriculum and curriculum based on a biography of a scientist through a comparative design implemented in low-income schools. Student outcome measures included science…

Materials and Fabrication Methods I. A Study Guide of the Science and Engineering Technician Curriculum.

ERIC Educational Resources Information Center

Lindberg, Andrew; And Others

This study guide is part of a curriculum entitled Science and Engineering Technician (SET) Curriculum, a program of studies which integrates elements from the disciplines of chemistry, physics, mathematics, mechanical technology, and electronic technology. The purpose of this national curriculum development project was to provide a framework for…

Organizing Curriculum Change: An Introduction

ERIC Educational Resources Information Center

Westbury, Ian; Aspfors, Jessica; Fries, Anna-Verena; Hansén, Sven-Erik; Ohlhaver, Frank; Rosenmund, Moritz; Sivesind, Kirsten

2016-01-01

This paper introduces the questions and approaches of a five-nation cross-cultural study of state-based curriculum-making discussed in this issue of "JCS." The paper reviews the two decade-long interest of many nations in state-based curriculum-making and presents a framework for thinking about state-based curriculum-making as a tool of…

Critical Curriculum Studies: Education, Consciousness, and the Politics of Knowing. Critical Social Thought

ERIC Educational Resources Information Center

Au, Wayne

2011-01-01

"Critical Curriculum Studies" offers a novel framework for thinking about how curriculum relates to students' understanding of the world around them. Wayne Au brings together curriculum theory, critical educational studies, and feminist standpoint theory with practical examples of teaching for social justice to argue for a transformative…

Risk It: A Youth Curriculum Resource for the Certificates in General Education for Adults.

ERIC Educational Resources Information Center

2000

This document is a youth curriculum resource designed to accommodate learners in Australia's Certificates in General Education (CGEA) program. The document begins by discussing the following topics: the curriculum framework; the curriculum's content and its relationship to the CGEA program's numeracy learning outcomes and criteria; successful…

Between the Prescribed and the Lived in Physical Education Lessons

ERIC Educational Resources Information Center

Figueiredo, Zenólia Christina Campos; Figueira, Janaína Esfalsini; Della Fonte, Sandra Soares; Caparróz, Francisco Eduardo

2016-01-01

This study examines physical education (PE) curriculum development in an elementary school. Our goal was to understand the daily construction of a curriculum. We sought to analyse the theoretical and methodological framework and documents that a PE teacher uses each day while putting a curriculum into practice (lived curriculum). The data…

Cultural horizons for mathematics

NASA Astrophysics Data System (ADS)

Owens, Kay; Paraides, Patricia; Jannok Nutti, Ylva; Johansson, Gunilla; Bennet, Maria; Doolan, Pat; Peckham, Ray; Hill, John; Doolan, Frank; O'Sullivan, Dominic; Murray, Libbey; Logan, Patricia; McNair, Melissa; Sunnari, Vappu; Murray, Beatrice; Miller, Alissa; Nolan, John; Simpson, Alca; Ohrin, Christine; Doolan, Terry; Doolan, Michelle; Taylor, Paul

2011-06-01

As a result of a number of government reports, there have been numerous systemic changes in Indigenous education in Australia revolving around the importance of partnerships with the community. A forum with our local Dubbo community established the importance of working together and developed a model which placed the child in an ecological perspective that particularly noted the role of Elders and the place of the child in the family. However, there was also the issue of curriculum and mathematics education to be addressed. It was recognised that a colonised curriculum reduces the vision of what might be the potential for Indigenous mathematics education. This paper reports on the sharing that developed between our local community and some researchers and teachers from Sweden, Papua New Guinea and New Zealand. It has implications for recognising the impact of testing regimes, the teaching space, understanding the ways children learn, the curriculum, and teacher education. As a result of these discussions, a critical pedagogy that considers culture and place is presented as an ecocultural perspective on mathematics education. This perspective was seen as critical for the curriculum and learning experiences of Indigenous children.

Multidimensional Functional Behaviour Assessment within a Problem Analysis Framework.

ERIC Educational Resources Information Center

Ryba, Ken; Annan, Jean

This paper presents a new approach to contextualized problem analysis developed for use with multimodal Functional Behaviour Assessment (FBA) at Massey University in Auckland, New Zealand. The aim of problem analysis is to simplify complex problems that are difficult to understand. It accomplishes this by providing a high order framework that can…

Use of a Numerical Strategy Framework in the Professional Development of Teachers

ERIC Educational Resources Information Center

Laxman, Kumar; Hughes, Peter

2015-01-01

Derived initially from a strategic analysis of children's methods of counting, the New Zealand Numeracy Projects used, as a starting point for the professional development of teachers, a strategy framework that traces children's development in number reasoning. A pilot study indicated the usefulness of professional development where teachers use…

The Pathways Framework Meets Consumer Culture: Young People, Careers, and Commitment

ERIC Educational Resources Information Center

Vaughan, Karen

2005-01-01

This article engages with current debates in New Zealand over the legitimacy of various young people's activities within a transition-to-work framework based around the metaphor of "pathways". The article argues for a more complex understanding of the imperatives young people now face in choosing careers within a deregulated, seamless…

Unified Program Design: Organizing Existing Programming Models, Delivery Options, and Curriculum

ERIC Educational Resources Information Center

Rubenstein, Lisa DaVia; Ridgley, Lisa M.

2017-01-01

A persistent problem in the field of gifted education has been the lack of categorization and delineation of gifted programming options. To address this issue, we propose Unified Program Design as a structural framework for gifted program models. This framework defines gifted programs as the combination of delivery methods and curriculum models.…

Scaffolding Students' Development of Creative Design Skills: A Curriculum Reference Model

ERIC Educational Resources Information Center

Lee, Chien-Sing; Kolodner, Janet L.

2011-01-01

This paper provides a framework for promoting creative design capabilities in the context of achieving community goals pertaining to sustainable development among high school students. The framework can be used as a reference model to design formal or out-of-school curriculum units in any geographical region. This theme is chosen due to its…

Mississippi Curriculum Framework for Veterinary Technology (Program CIP: 51.0808--Veterinarian Asst./Animal Health). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the veterinary technology program. Presented in the introductory section are a of the program and suggested course sequence. Section I lists baseline competencies, and section II consists of…

Globalisation and Localisation Enmeshed--Towards a Framework for the Development of Guidance Curriculum in Hong Kong

ERIC Educational Resources Information Center

Luk-Fong, Pattie Yuk Yee

2005-01-01

Hong Kong's 150 years of colonisation by the British is a classic example of how globalisation comes into direct contact with a local Chinese culture and creates cultural hybridities. The paper presents a framework for developing a hybrid guidance curriculum, drawing together western traditions of developmental contextualism in guidance and…

Mississippi Curriculum Framework for Dental Assisting Technology Programs (Program CIP: 51.0601--Dental Assistant). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the dental assisting technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies. Section II…

Mississippi Curriculum Framework for Diesel Equipment Technology (CIP: 47.0605--Diesel Engine Mechanic & Repairer). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the diesel equipment technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies,…

Mississippi Curriculum Framework for Dental Hygiene Technology (Program CIP: 51.0602--Dental Hygienist). Postsecondary Education.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the dental hygiene technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies. Section II…

A 21st Century Collaborative Policy Development and Implementation Approach: A Discourse Analysis

ERIC Educational Resources Information Center

Nyoni, J.

2012-01-01

The article used Unisa Framework for the implementation of a team approach to curriculum and learning development to explore and analyse the views and experiences of academic lecturers and curriculum and learning development experts on the conceptualisation and development of the said framework and its subsequent implementation thereof. I used a…

Development of a Curriculum Framework for Water Education for Educators, Scientists, and Resource Managers.

ERIC Educational Resources Information Center

Brody, Michael

1995-01-01

This study sampled 268 people involved in natural resource research and management education from every state in the United States to determine what concepts, skills and affects should be included in the National Project WET (Water Education for Teachers) water and water resource curriculum framework. The analysis contains an 80-item curriculum…

Mississippi Curriculum Framework for Collision Repair Technology (Program CIP: 47.0603--Auto/Autobody Repair). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the collision repair technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequences for 1- and 2-year certificates. Section…

Mississippi Curriculum Framework for Forestry Technology (Program CIP: 03.0401--Forest Harvesting and Production Technology). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the forestry technology program cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the…

Mississippi Curriculum Framework for Ophthalmic Technology (Program CIP: 51.1801--Opticianry/Dispensing Optician). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the ophthalmic technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section II…

Mississippi Curriculum Framework for Health Care Assistant (Program CIP: 51.1614--Nursing Assistant/Aide). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the health care assistant program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the nurse…

A Comparative Analysis of PISA Scientific Literacy Framework in Finnish and Thai Science Curricula

ERIC Educational Resources Information Center

Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

2013-01-01

A curriculum is a master plan that regulates teaching and learning. This paper compares Finnish and Thai primary school level science curricula to the PISA 2006 Scientific Literacy Framework. Curriculum comparison was made following the procedure of deductive content analysis. In the analysis, there were four main categories adopted from PISA…

Master Curriculum Guide in Economics. A Framework for Teaching the Basic Concepts. Second Edition.

ERIC Educational Resources Information Center

Saunders, Phillip; And Others

Intended for curriculum developers, this revised Framework presents a set of basic concepts for teaching K-12 economics. The revision reflects the change and development which the field of economics has undergone and includes improvements suggested by users of the first edition. The purpose of teaching economics is to impart a general…

Mississippi Curriculum Framework for Welding and Cutting Programs (Program CIP: 48.0508--Welder/Welding Technologist). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the welding and cutting programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and…

Program for the Gifted and Talented, September 1, 1976 through August 31, 1979.

ERIC Educational Resources Information Center

Georgia State Dept. of Education, Atlanta. Office of Instructional Services.

Intended for teachers, the document provides a framework for developing curricula for gifted and talented students in Georgia. Section 1 offers a rationale for the curriculum framework and considers components of curriculum design. It is pointed out that by providing varied and ongoing experiences in the composite world of the learner…

Mississippi Curriculum Framework for Plumber and Pipefitter/Steamfitter (Program CIP: 46.0501--Plumber and Pipefitter). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the plumber and pipefitter/steamfitter cluster. Presented in the introductory section are program descriptions and suggested course sequences for the plumbing and pipefitting programs. Section…

The Doll Project: Handmade Dolls as a Framework for Emergent Curriculum.

ERIC Educational Resources Information Center

Wien, Carol Anne; Stacey, Susan; Keating, Bobbi-Lynn Hubley; Rowlings, Joelle Deyarmond; Cameron, Heather

2002-01-01

Describes the use of handmade cloth dolls without facial features with 2- and 3-year-olds as a framework for an arts-based emergent curriculum related to body awareness. Shows how children's interests guided the project activities. Discusses the teachers' role in maintaining the content level and interest, and the importance of out-of-classroom…

Mississippi Curriculum Framework for Medical Radiologic Technology (Radiography) (CIP: 51.0907--Medical Radiologic Technology). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the radiologic technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the program,…

A Critical Analysis of Concepts Associated with Sustainability in Early Childhood Curriculum Frameworks across Five National Contexts

ERIC Educational Resources Information Center

Weldemariam, Kassahun; Boyd, Diane; Hirst, Nicky; Sageidet, Barbara Maria; Browder, Jamison K.; Grogan, Leanne; Hughes, Fran

2017-01-01

Curriculum frameworks have an important role in providing guidance to early childhood practitioners on how to integrate knowledge about sustainability into their practice. This article examines how ideas about sustainability are integrated in the early childhood curricula for Australia, England, Norway, Sweden and the USA. The analyses were guided…

Drama in the Key Stage 3 English Framework. Key Stage 3: National Strategy.

ERIC Educational Resources Information Center

Department for Education and Skills, London (England).

Effective drama teaching improves the following student skills: speaking and listening, reading and writing through developing thinking, communication skills, and critical analysis. Drama is part of young people's core curriculum entitlement in the United Kingdom. It is included in the English Curriculum Orders and in the Key Stage 3 Framework for…

Leading by Design: A Collaborative and Creative Leadership Framework for Dance Integration in P-12 Schools

ERIC Educational Resources Information Center

Leonard, Alison E.; Hellenbrand, Leah; McShane-Hellenbrand, Karen

2014-01-01

This article presents the Mentorship, Integrated Curriculum, Collaboration, and Scholarship (MICCS) framework as an applicable model for transformative, creative, and curriculum-based K-12 dance education and arts integration. Developed and practiced by the authors--an artist/educator, a classroom teacher, and an arts education scholar and former…

Framework for the Social Studies in Wyoming, Grades K-12. A Guide for Curriculum Development.

ERIC Educational Resources Information Center

Wyoming State Dept. of Education, Cheyenne.

GRADES OR AGES: K-12. SUBJECT MATTER: Social studies. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory material includes sections on curriculum improvement, new social studies, and scope and sequence. A suggested conceptual framework for the program is presented in the form of a chart, with columns for history, anthropology-sociology,…

Mississippi Curriculum Framework for Civil Technology (Program CIP: 15.0201--Civil Engineering/Civil Technology). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the civil technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section…

Reading Economics, Thinking Education: The Relevance--and Irrelevance--of Economic Theory for Curriculum Research

ERIC Educational Resources Information Center

Rutkowski, David; Rutkowski, Leslie; Langfeldt, Gjert

2012-01-01

This paper aims to better understand economists' increasingly influential voice to the conversation of schooling and education. It draws on curriculum theory to develop a framework for analysis of current economic research in education. The framework consists of the following tri-partition: the political, the practical, and the programmatical.…

Mississippi Curriculum Framework for Marketing Management Technology (Program CIP: 52.1401--Business Mkt. & Mkt. Mgmt.). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the state's marketing management technology program. Presented in the introduction are a program description and suggested course sequence. Section I lists baseline competencies for the…

Securing the Place of Educating for Sustainable Development within Existing Curriculum Frameworks: A Reflective Analysis

ERIC Educational Resources Information Center

Metz, Don; McMillan, Barbara; Maxwell, Mona; Tetrault, Amanda

2010-01-01

Educating for sustainable development (ESD) is generally found within existing disciplinary frameworks. In this paper, our intent is to compare the views and practices of environmental educators who pursue ESD from a perspective different from what is occurring in our own constituency. We collected data on curriculum, teaching perspectives and…

Mississippi Curriculum Framework for Surgical Technology Programs (CIP: 51.0909--Surgical/Operating Room Tech.). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the surgical technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the program,…

The New NGSS Classroom: A Curriculum Framework for Project-Based Science Learning

ERIC Educational Resources Information Center

Holthuis, Nicole; Deutscher, Rebecca; Schultz, Susan E.; Jamshidi, Arash

2018-01-01

As schools work to implement the Next Generation Science Standards (NGSS), a team at Stanford University found that project-based learning is an effective framework for engaging students. The team used project-based learning, group activities, and performance-based assessments to design an effective, engaging curriculum. Over a three-year period,…

Mississippi Curriculum Framework for Physical Therapist Assistant (CIP: 51.0806--Physical Therapy Assistant). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the physical therapy assistant program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section…

Mississippi Curriculum Framework for Medical Laboratory Technology Programs (CIP: 51.1004--Medical Laboratory Technology). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the medical laboratory technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and…

Promoting a research culture among junior radiation oncologists: outcomes from the introduction of the Australian and New Zealand research requirement in training.

PubMed

Thiruthaneeswaran, N; Turner, S; Milross, C; Gogna, K

2014-03-01

Since 2005, radiation oncology trainees in Australia and New Zealand have had to undertake a piece of original research during training, and submit a manuscript, as first author, for senior peer-review. Satisfactory completion of this requirement is one component of eligibility to sit the Royal Australian and New Zealand College of Radiologists Fellowship examinations. The purpose of this study was to examine the value of this curriculum requirement, including the publication rates and potential barriers to trainee research. An online survey was sent to 116 radiation oncologists/trainees who trained since the mandatory research requirement was introduced (2005-2011). Questions concerned research topics, publications, subsequent research activity, perceptions on barriers to research and aids to conducting research during training. A web-based search of PubMed by author name was carried out to complete and verify publication statistics. In total, 108 (93.1%) of the 116 trainees across 20 centres who submitted their research papers to the Radiation Oncology Faculty Research Committee were successful in meeting the required standard first time. Half of these trainees ultimately published their paper in a peer-reviewed journal. Of trainees responding to the survey, 62% presented their research at a scientific meeting. Most of the studies were either retrospective (62.3%) or dosimetry/physics projects (10.1%). The main problems encountered in conducting projects were competing clinical commitments and lack of dedicated research time. Notably, long ethics approval processes, lack of supervision and statistical support for projects were not considered barriers. This mandatory research requirement ensures trainees initiate and complete at least one project during their training. Since the introduction of this curriculum component, half of the research projects have resulted in publication in a peer-reviewed journal. Increased 'protected time' and training in scientific writing and methods may improve publication rates and quality. This first review of the Australian and New Zealand radiation oncology trainee research requirement highlights areas that need to be addressed to further support and foster a research culture among junior radiation oncologists. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

Rebuilding the foundations: major renovations to the mental health component of an undergraduate nursing curriculum.

PubMed

Spence, Deborah; Garrick, Helen; McKay, Marie

2012-10-01

Concerns relating to the adequacy of nurses' preparation for the care of people with mental illness prompted significant revision of the mental health component in a Bachelor of Health Science nursing programme in New Zealand that prepares approximately 200 students per year. Working collaboratively with clinical providers, university staff developed and introduced three courses (equivalent to 450 hours of learning) specifically focused on mental health science, inpatient practice, and primary community mental health practice. This paper provides an overview of the new courses and reports the findings of an appreciative inquiry evaluation of this curriculum innovation. © 2012 The Authors. International Journal of Mental Health Nursing © 2012 Australian College of Mental Health Nurses Inc.

Functional Curriculum for Elementary, Middle, and Secondary Age Students with Special Needs. Second Edition

ERIC Educational Resources Information Center

Wehman, Paul; Kregel, John

2004-01-01

The second edition of Functional Curriculum for Elementary, Middle, and Secondary Age Students with Special Needs has an expanded framework for a functional and longitudinal curriculum for children and adolescents with disabilities and other special needs. These is a stronger demand than ever to provide a curriculum with everyday usefulness and…

From Different to Differentiated: Using "Ecological Framework" to Support Personally Relevant Access to General Curriculum for Students with Significant Intellectual Disabilities

ERIC Educational Resources Information Center

Trela, Katherine; Jimenez, Bree A.

2013-01-01

Language used in the field of special education is important; it can serve to influence both curriculum and placement decisions for students with intellectual disability. Historically, "Functional Curriculum" was used to describe curriculum adaptations necessary for students to access their environment (school and community). However,…

"Turning Around" to the Affordances of Digital Games: English Curriculum and Students' Lifeworlds

ERIC Educational Resources Information Center

Beavis, Catherine; Walsh, Christopher; Bradford, Clare; O'Mara, Joanne; Apperley, Thomas; Gutierrez, Amanda

2015-01-01

The need for English and literacy curriculum to connect with young people's lifeworlds to build bridges and frames of reference that connect traditional English curriculum with digital texts and literacies, are increasing priorities in curriculum frameworks in Australia and elsewhere. This paper reports on a project in which the authors worked…

Content Analysis of Curriculum-Related Studies in Turkey between 2000 and 2014

ERIC Educational Resources Information Center

Aksan, Elif; Baki, Adnan

2017-01-01

This study aims to carry out a content analysis determining the general framework of studies related to curriculum. For this purpose, 154 curriculum-related studies carried out in Turkey between 2000 and 2014 were examined in terms of year, sample, method, data collection technique, purpose, and result. The most studies related to curriculum were…

Application of the Intervention Mapping Framework to Develop an Integrated Twenty-first Century Core Curriculum—Part Two: Translation of MPH Core Competencies into an Integrated Theory-Based Core Curriculum

PubMed Central

Corvin, Jaime A.; DeBate, Rita; Wolfe-Quintero, Kate; Petersen, Donna J.

2017-01-01

In the twenty-first century, the dynamics of health and health care are changing, necessitating a commitment to revising traditional public health curricula to better meet present day challenges. This article describes how the College of Public Health at the University of South Florida utilized the Intervention Mapping framework to translate revised core competencies into an integrated, theory-driven core curriculum to meet the training needs of the twenty-first century public health scholar and practitioner. This process resulted in the development of four sequenced courses: History and Systems of Public Health and Population Assessment I delivered in the first semester and Population Assessment II and Translation to Practice delivered in the second semester. While the transformation process, moving from traditional public health core content to an integrated and innovative curriculum, is a challenging and daunting task, Intervention Mapping provides the ideal framework for guiding this process. Intervention mapping walks the curriculum developers from the broad goals and objectives to the finite details of a lesson plan. Throughout this process, critical lessons were learned, including the importance of being open to new ideologies and frameworks and the critical need to involve key-stakeholders in every step of the decision-making process to ensure the sustainability of the resulting integrated and theory-based curriculum. Ultimately, as a stronger curriculum emerged, the developers and instructors themselves were changed, fostering a stronger public health workforce from within. PMID:29164094

Differences in patients' perceptions of Schizophrenia between Māori and New Zealand Europeans.

PubMed

Sanders, Deanna; Kydd, Robert; Morunga, Eva; Broadbent, Elizabeth

2011-06-01

Māori (the Indigenous people of New Zealand) are disproportionately affected by mental illness and experience significantly poorer mental health compared to New Zealand Europeans. It is important to understand cultural differences in patients' ideas about mental illness in treatment settings. The aim of the present study was to investigate differences in illness perceptions between Māori and New Zealand Europeans diagnosed with schizophrenia. A total of 111 users of mental health services (68 Māori, 43 New Zealand European) in the greater Auckland and Northland areas who had been diagnosed with schizophrenia or other psychotic disorder were interviewed using the Brief Illness Perception Questionnaire and the Drug Attitude Inventory. District Health Board staff completed the Global Assessment of Functioning for each patient. Māori with schizophrenia believed that their illness would continue significantly less time than New Zealand European patients did. Chance or spiritual factors were listed as causes of mental illness by only five Māori patients and no New Zealand European patients. Other illness perceptions, as well as attitudes towards medication, were comparable between groups. Across groups, the top perceived causes were drugs/alcohol, family relationships/abuse, and biological causes. Illness perceptions provide a framework to assess patients' beliefs about their mental illness. Differences between Māori and New Zealand European patients' beliefs about their mental illness may be related to traditional Māori beliefs about mental illness. Knowledge of differences in illness perceptions provides an opportunity to design effective clinical interventions for both Māori and New Zealand Europeans.

Developing and Piloting a Framework for Studying the Alignment of Mathematics Examinations with the Curriculum: The Case of Lebanon

ERIC Educational Resources Information Center

Osta, Iman

2007-01-01

This research aimed at developing a methodological framework to investigate the alignment of the Lebanese national math exam tests with the curriculum at the middle school level, during the transitory period of a major curricular reform. The focus is on exploring the characteristics of an "assessment culture" set by the national exams…

Mississippi Curriculum Framework for Postsecondary Funeral Services Technology Programs (Program CIP: 12.0301--Funeral Service and Mortuary Science). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the state's funeral services technology program. Presented in the introduction are a program description and suggested course sequence. Section I lists baseline competencies for the funeral…

Model Wind Turbine Design in a Project-Based Middle School Engineering Curriculum Built on State Frameworks

ERIC Educational Resources Information Center

Cogger, Steven D.; Miley, Daniel H.

2012-01-01

This paper proposes that project-based active learning is a key part of engineering education at the middle school level. One project from a comprehensive middle school engineering curriculum developed by the authors is described to show how active learning and state frameworks can coexist. The theoretical basis for learning and assessment in a…

Mississippi Curriculum Framework for Brick, Block, and Stonemasonry (Program CIP: 46.0101--Mason and Tile Setter). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the brick, block, and stonemasonry program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the…

Mississippi Curriculum Framework for Drafting and Design Technology (Program CIP: 48.0102--Architectural Drafting Technology) (Program CIP: 48.0101--General Drafting). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the two course sequences of the state's postsecondary-level drafting and design technology program: architectural drafting technology and drafting and design technology. Presented first are a program description and…

Mississippi Curriculum Framework for Emergency Medical Technology--Basic (Program CIP: 51.0904). Emergency Medical Technology--Paramedic (Program CIP: 51.0904). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the emergency medical technology (EMT) programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline…

Mississippi Curriculum Framework for Postsecondary Child Development Technology Programs (CIP: 20.0201--Child Care & Guidance Workers & Mgr). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the child development technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies,…

The Human Resources Certificate of Advanced Mastery Curriculum Framework and Statewide Articulation Projects. A Senate Bill 81 Project of the 1993 Oregon Legislature.

ERIC Educational Resources Information Center

Southwestern Oregon Community Coll., Coos Bay.

In 1993, the Oregon Legislature funded six curriculum development projects to design frameworks for integrating academic content with technical skills, work behaviors, sample teaching activities, and assessment strategies appropriate to the state's Certificates of Advanced Mastery (CAMs). This report describes results for the six projects as of…

Mississippi Curriculum Framework for Fashion Marketing Technology (Program CIP: 08.0101--Apparel and Accessories Mkt. Op., Gen.). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the fashion marketing technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies,…

Leading a New Pedagogical Approach to Australian Curriculum Mathematics: Using the Dual Mathematical Modelling Cycle Framework

ERIC Educational Resources Information Center

Lamb, Janeen; Kawakami, Takashi; Saeki, Akihiko; Matsuzaki, Akio

2014-01-01

The aim of this study was to investigate the use of the "dual mathematical modelling cycle framework" as one way to meet the espoused goals of the Australian Curriculum Mathematics. This study involved 23 Year 6 students from one Australian primary school who engaged in an "Oil Tank Task" that required them to develop two…

A Conceptual Framework for Determining Training Needs of Extension Agents Applied to Dairy Science. The Findings from Extension Studies.

ERIC Educational Resources Information Center

Verma, Satish

A summary of an Extension Education dissertation on a study to develop a framework of curriculum and learning theory features, to determine needs of Extension agents, and to show its application to dairy science is presented. Tyler's rationale for deriving educational objectives (curriculum theory) and Bloom's taxonomy of cognitive behavior…

Mitogenomics data reveal effective population size, historical bottlenecks, and the effects of hunting on New Zealand fur seals (Arctocephalus forsteri).

PubMed

Emami-Khoyi, Arsalan; Paterson, Adrian M; Hartley, David A; Boren, Laura J; Cruickshank, Robert H; Ross, James G; Murphy, Elaine C; Else, Terry-Ann

2018-05-01

The New Zealand fur seal (Arctocephalus forsteri) passed through a population bottleneck due to commercial sealing during the eighteenth to nineteenth centuries. To facilitate future management options, we reconstructed the demographic history of New Zealand fur seals in a Bayesian framework using maternally inherited, mitochondrial DNA sequences. Mitogenomic data suggested two separate clades (most recent common ancestor 5000 years ago) of New Zealand fur seals that survived large-scale human harvest. Mitochondrial haplotype diversity was high, with 45 singletons identified from 46 individuals although mean nucleotide diversity was low (0.012 ± 0.0061). Variation was not constrained geographically. Analyses of mitogenomes support the hypothesis for a population bottleneck approximately 35 generations ago, which coincides with the peak of commercial sealing. Mitogenomic data are consistent with a pre-human effective population size of approximately 30,000 that first declined to around 10,000 (due to the impact of Polynesian colonization, particularly in the first 100 years of their arrival into New Zealand), and then to 100-200 breeding individuals during peak of commercial sealing.

Tsunami Forecasting and Monitoring in New Zealand

NASA Astrophysics Data System (ADS)

Power, William; Gale, Nora

2011-06-01

New Zealand is exposed to tsunami threats from several sources that vary significantly in their potential impact and travel time. One route for reducing the risk from these tsunami sources is to provide advance warning based on forecasting and monitoring of events in progress. In this paper the National Tsunami Warning System framework, including the responsibilities of key organisations and the procedures that they follow in the event of a tsunami threatening New Zealand, are summarised. A method for forecasting threat-levels based on tsunami models is presented, similar in many respects to that developed for Australia by Allen and Greenslade (Nat Hazards 46:35-52, 2008), and a simple system for easy access to the threat-level forecasts using a clickable pdf file is presented. Once a tsunami enters or initiates within New Zealand waters, its progress and evolution can be monitored in real-time using a newly established network of online tsunami gauge sensors placed at strategic locations around the New Zealand coasts and offshore islands. Information from these gauges can be used to validate and revise forecasts, and assist in making the all-clear decision.

The Business Education Curriculum.

ERIC Educational Resources Information Center

Selden, William H., Jr.

The publication is designed to serve as a guide for those responsible for business education in Pennsylvania, emphasizing curriculum planning and the development of course guidelines. Chapter one deals with planning the business education program within the framework of the principles of curriculum construction. Program implementation at the…

Great expectations: using an analysis of current practices to propose a framework for the undergraduate inorganic curriculum.

PubMed

Reisner, Barbara A; Smith, Sheila R; Stewart, Joanne L; Raker, Jeffrey R; Crane, Johanna L; Sobel, Sabrina G; Pesterfield, Lester L

2015-09-21

The undergraduate inorganic chemistry curriculum in the United States mirrors the broad diversity of the inorganic research community and poses a challenge for the development of a coherent curriculum that is thorough, rigorous, and engaging. A recent large survey of the inorganic community has provided information about the current organization and content of the inorganic curriculum from an institutional level. The data reveal shared "core" concepts that are broadly taught, with tremendous variation in content coverage beyond these central ideas. The data provide an opportunity for a community-driven discussion about how the American Chemical Society's Committee on Professional Training's vision of a foundation and in-depth course for each of the five subdisciplines maps onto an inorganic chemistry curriculum that is consistent in its coverage of the core inorganic concepts, yet reflects the diversity and creativity of the inorganic community. The goal of this Viewpoint is to present the current state of the diverse undergraduate curriculum and lay a framework for an effective and engaging curriculum that illustrates the essential role inorganic chemistry plays within the chemistry community.

Working for Industry. An Introduction to Workplace Assessment and the National Qualifications Framework.

ERIC Educational Resources Information Center

New Zealand Qualifications Authority, Wellington.

This booklet explains the operation of New Zealand's National Qualifications Framework (NQF) and its relationship to workplace assessment. Discussed first is the NQF's mission of encouraging people to continue their education and training after secondary school and permitting flexibility in where and how people train. The role of the NQF in…

Breaking barriers: a competency-based framework for promoting the integration of the pediatrician's education.

PubMed

Naghettini, Alessandra V; Bollela, Valdes R; Costa, Nilce M S C; Salgado, Luciana M R

2011-01-01

To describe the process of integration and revision of a pediatric program curriculum which resulted in the creation of a competency-based framework recommended in the Brazilian National Curricular Guidelines. Quali-quantitative analysis of an intervention evaluating the students and professors' perception of the pediatric program curriculum (focus groups and semi-structured interviews). Results were discussed during teaching development workshops. A competency-based framework was suggested for the pediatric program from the 3rd to the 6th year. The new curriculum was approved, implemented, and reevaluated six months later. Twelve students (12%) from the 3rd to the 6th year participated in the focus groups, and 11 professors (78.5%) answered the questionnaire. Most participants reported lack of integration among the courses, lack of knowledge about the learning goals of the internships, few opportunities of practice, and predominance of theoretical evaluation. In the training workshops, a competency-based curriculum was created after pediatrics and collective health professors reached an agreement. The new curriculum was focused on general competency, learning goals, opportunities available to learn these goals, and evaluation system. After six months, 93% (104/112) of students and 79% (11/14) of professors reported greater integration of the program and highlighted the inclusion of the clinical performance evaluation. The collective creation of a competency-based curriculum promoted higher satisfaction of students and professors. After being implemented, the new curriculum was considered to integrate the teaching practices and contents, improving the quality of the clinical performance evaluation.

An Integrative Approach to Curriculum Development in Higher Education in the USA: A Theoretical Framework

ERIC Educational Resources Information Center

Khan, Mohammad Ayub; Law, Laurie Smith

2015-01-01

The role of curriculum in higher education is sine quo non for the provision of quality and relevant educational programs and services to the current and potential learners in the USA and elsewhere in the world. Regardless of sizes, types or origins, curriculum is considered the heart and soul of all educational institutions. Curriculum is crucial…

Exploring the Options. Curriculum Documents and Support Materials for the General Curriculum Options Stream of the Certificates of General Education for Adults.

ERIC Educational Resources Information Center

Johnson, Marlene, Ed.; Brearley, Laura, Ed.

This document contains detailed curriculum outlines and teacher support materials for the General Curriculum Options (GCO) stream of the Certificates of General Education (CGE) for Adults in Victoria, Australia. The following topics are discussed in the introduction: purpose of the guide, details of GCO subject areas, accreditation framework and…

Perceptions of policy and political leadership in nursing in New Zealand.

PubMed

Donovan, Donna J; Diers, Donna; Carryer, Jenny

2012-07-01

This qualitative study was focused on the landscape of nursing policy and political leadership in New Zealand. A volunteer sample (N = 18) of nurse leaders (Fellows of the College of Nurses Aotearoa (NZ) Inc) drawn from across the country was interviewed with respect to issues that affect their interest in participating in political action and policy work. The framework of stages of nursing's political development published by Cohen and colleagues (1996) was used as an interview guide. Respondents were asked to describe their own stage of political development, their perception of the political development of New Zealand nurses and nursing organisations at large, and also their thoughts on what could be done to better position nursing in healthcare policy development. In general, respondents agreed that the major nursing organisations in New Zealand (the College of Nurses-- Aotearoa and New Zealand Nurses Organisation [NZNO]) were moving toward increasing policy sophistication. Qualitative content analysis suggested five themes which, taken together, describe nursing's policy/political development in New Zealand: languaging; succession/legacy planning; Tall Poppies and Queen Bees; "it's a small country"; and speaking with one voice. Although limited by sample size, the information collected provides a beginning focus for discussion that can steer New Zealand nursing activities toward the wider involvement of nurse leaders in healthcare policy work on behalf of the discipline.

Understandings of the Higher Education Curriculum in Vietnam

ERIC Educational Resources Information Center

Phan, Thach N.; Lupton, Mandy; Watters, James J.

2016-01-01

The Vietnamese higher education context is characterised by state control, including the state's development of curriculum frameworks and materials. Institutional autonomy has been ratified by the government; however in practice, universities seem to have little control over curriculum. In order for universities to develop more ownership of…

Knowledge of Curriculum Embedded Mathematics: Exploring a Critical Domain of Teaching

ERIC Educational Resources Information Center

Remillard, Janine; Kim, Ok-Kyeong

2017-01-01

This paper proposes a framework for identifying the mathematical knowledge teachers activate when using curriculum resources. We use the term "knowledge of curriculum embedded mathematics" (KCEM) to refer to the mathematics knowledge activated by teachers when reading and interpreting mathematical tasks, instructional designs, and…

Language-Based Curriculum Analysis: A Collaborative Assessment and Intervention Process.

ERIC Educational Resources Information Center

Prelock, Patricia A.

1997-01-01

Presents a systematic process for completing a language-based curriculum analysis to address curriculum expectations that may challenge students with communication impairments. Analysis of vocabulary and the demands for comprehension, oral, and written expression within specific content areas provides a framework for collaboration between teachers…

Incorporating Japan into the World History Curriculum: An Integrative Model

ERIC Educational Resources Information Center

Dennehy, Kristine

2008-01-01

According to the California Department of Education's Curriculum Framework, the secondary curriculum for grades nine through twelve is geared toward students who are beginning "to develop [an] abstract understanding of historical causality--the often complex patterns of relationships between historical events, their multiple antecedents, and…

Curriculum for Individuals with a Developmental Disability: An Overview.

ERIC Educational Resources Information Center

Palma, Gloria M; And Others

1993-01-01

A functional curriculum for individuals who are developmentally disabled was developed at Tohatchi Special Education and Training Center, located within the Navajo Reservation in New Mexico. The curriculum guide includes a contextual framework, extensive background information, and objectives for fine- and gross-motor and language and…

Difference, Globalisation and the Internationalisation of Curriculum.

ERIC Educational Resources Information Center

Rizvi, Fazal; Walsh, Lucas

1998-01-01

As Australian higher education advances, new ways of thinking about the college curriculum need to be developed to meet the changing imperatives of the global environment and address the need for student-centered instruction. Internationalization tends to destabilize conventional frameworks of curriculum design and implementation at local,…

Formulating a Curriculum Framework for Bible Study: Creating Course Objectives for Bible Curriculum in Jewish Schools

ERIC Educational Resources Information Center

Kohn, Eli; Goldstein, Gabriel

2008-01-01

Bible teachers worldwide lack a shared language with which to describe expectations of what pupils will learn at various stages of their schooling. This article attempts such a language. If defines a framework, formulated with the assistance of twenty-five Bible teachers in Jewish schools in the United Kingdom. It is hoped that this article will…

Best Management Practice for Understanding Learning in Sustainable Water Resource Management (WRM) for Secondary Science Teachers in Thailand

ERIC Educational Resources Information Center

Chunrasaksakun, Chunwadee

2015-01-01

The aim of this study is to investigate the effects of training teachers to enhance their students' achievements in water resource and disaster course and to compare the effects of using the curriculum framework between training teachers or using curriculum framework in the secondary schools in Khon Kaen Province of Thailand. It was found that the…

Developing Local Curriculum Framework on Water Resource and Disaster Course for Enhancing Students' Learning Achievements in the Basic Educational System

ERIC Educational Resources Information Center

Chunrasaksakun, Chunwadee; Sanrattana, Unchalee; Tungkasamit, Angkana; Srisawat, Niwat

2015-01-01

The aim of the paper was to administer and prepare teachers for management to their students' learning achievements within the curriculum framework of water resource and disaster management. This course was compared to manage learning into different school sizes with the sample size in the lower secondary education schools with two groups of 28…

The Making of a History Standards Wiki: "Covering", "Uncovering", and "Discovering" Curriculum Frameworks Using a Highly Interactive Technology

ERIC Educational Resources Information Center

Maloy, Robert W.; Poirier, Michelle; Smith, Hilary K.; Edwards, Sharon A.

2010-01-01

This article explores using a wiki, one of the newest forms of interactive computer-based technology, as a resource for teaching the Massachusetts K-12 History and Social Science Curriculum Framework, a set of state-mandated learning standards. Wikis are web pages that can be easily edited by multiple authors. They invite active involvement by…

Primary Humanities: A Perspective from Wales

ERIC Educational Resources Information Center

Jones, Mark; Whitehouse, Sarah

2017-01-01

How the humanities subjects are represented in primary schools in Wales has been influenced by curriculum developments including Curriculum Cymraeg, the Skills Framework and the Foundation Phase. A central tenet of Welsh Government policy has been to actively encourage schools to promote a sense of "Welshness" through curriculum content,…

Classroom Diversity: Connecting Curriculum to Students' Lives.

ERIC Educational Resources Information Center

McIntyre, Ellen, Ed.; Rosebery, Ann, Ed.; Gonzalez, Norma, Ed.

These papers examine the sociocultural approach to curriculum design, which provides minority and working class students with the same privileges that middle class students have (instruction that puts their knowledge and experiences at the heart of learning). It presents the theoretical framework for linking students' lives with curriculum and…

Kindergarten Curriculum for Children with Hearing Impairments: Jordanian Teachers' Perspectives

ERIC Educational Resources Information Center

Al-Zboon, Eman

2016-01-01

This study describes a kindergarten curriculum for children with hearing impairments, from their teachers' perspectives. Qualitative research data from interviews with 20 teachers were analysed using content analysis methodology. The results pinpoint a collection of proposed curriculum components (i.e. a general framework and outcomes document;…

Web-Based Engine for Program Curriculum Designers

ERIC Educational Resources Information Center

Hamam, H.; Loucif, S.

2009-01-01

Educational institutions pay careful attention to the design of program curricula, which represent a framework to meet institutional goals and missions. Of course, the success of any institution depends highly on the quality of its program curriculum. The development of such a curriculum and, more importantly, the evaluation of its quality are…

Planning Curriculum Development: With Examples from Projects for the Mentally Retarded.

ERIC Educational Resources Information Center

Mayer, William V., Ed.

Presented are guidelines based on five federally funded projects for planning and developing curriculum for the mentally retarded. Discussed are the initial steps of identifying the target population, needs, and objectives. Examples of curriculum design, including the rationale and conceptual framework, are provided. Considered are elements of…

Innovation in the Elementary Classroom

ERIC Educational Resources Information Center

Wright, Geoffrey A.; Jones, Matthew D.

2018-01-01

In this article, the authors outline an innovation curriculum that can be taught to elementary-aged students to expand their creative and innovative abilities and potential. The curriculum focuses on divergent and convergent thinking principles embedded in a hands-on learning pedagogy. The curriculum framework is based on an innovation model known…

Drama in the Australian National Curriculum: Decisions, Tensions and Uncertainties

ERIC Educational Resources Information Center

Stinson, Madonna; Saunders, John Nicholas

2016-01-01

In September 2015, the Australian Federal Government endorsed the final version of the Australian Curriculum arts framework a document resulting from nearly seven years of consultation and development. "The Australian Curriculum: The Arts Version 8.0" comprises five subjects: dance, drama, media arts, music and visual arts. This article…

Exploring Chinese Students' Experience of Curriculum Internationalisation: A Comparative Study of Scotland and Australia

ERIC Educational Resources Information Center

Cheng, Ming; Adekola, Olalekan Adeban; Shah, Mahsood; Valyrakis, Manousos

2018-01-01

Increasing enrolment of Chinese students has become a key feature of internationalisation for Western universities, but there is limited research into how curriculum internationalisation affects Chinese students' learning experiences. Using the typologies of curriculum internationalisation as a framework, this paper explores and compares how…

The Science behind Curriculum Development and Evaluation: Taking a Design Science Approach in the Production of a Tier 2 Mathematics Curriculum

ERIC Educational Resources Information Center

Doabler, Christian T.; Clarke, Ben; Fien, Hank; Baker, Scott K.; Kosty, Derek B.; Cary, Mari Strand

2015-01-01

The production of an effective mathematics curriculum begins with a scientific development, evaluation, and revision framework. The purpose of this study was to conduct an initial investigation of a recently developed Tier 2 mathematics curriculum designed to improve the outcomes of first grade students at risk for mathematics difficulties (MD).…

Effective Curriculum Policy and Cross-Curricularity: Analysis of the New Curriculum Design of the Hellenic Pedagogical Institute

ERIC Educational Resources Information Center

Alahiotis, Stamatis N.; Karatzia-Stavlioti, Eleni

2006-01-01

In this paper we perform text analysis on the new Cross Thematic Curriculum Framework Syllabus Design for compulsory education, which was constructed by the Hellenic Pedagogical Institute and is soon going to be applied in Greek schools. This curriculum text is treated as a policy text which introduces important changes in Greek school practice,…

Exploring conceptual and theoretical frameworks for nurse practitioner education: a scoping review protocol.

PubMed

Wilson, Rosemary; Godfrey, Christina M; Sears, Kim; Medves, Jennifer; Ross-White, Amanda; Lambert, Natalie

2015-10-01

The objective of this review is to examine conceptual and/or theoretical frameworks that are relevant to nurse practitioner education.The specific review question is: What conceptual and/or theoretical frameworks are available that are relevant to the structuring of nurse practitioner education? The use of conceptual and theoretical frameworks to organize the educational curriculum of nursing programs is essential to protect and preserve the focus and clarity of nursing's distinct contribution to health care. Conceptual frameworks of nursing provide a means to look at nursing in relationship to external factors, thereby assigning meaning to the practice. Graduate level nursing education in the preparation of Nurse Practitioners (NPs) specifically and Advanced Practice Nurses (APNs) in general, is significantly compromised by the tendency to conceptualize the learning in these complex programs as being primarily related to skills-based tasks and competencies alone. According to Baumann, advanced nursing education must focus on the uniqueness of the NP position, in contrast to other health care professions. To do this, Baumann suggests using a conceptual nursing model and nursing theory as opposed to a strictly biomedical model. This allows NPs to interpret information in a way that differs from the strict biomedical model, providing opportunities for the NPs to be truly present in the lives of their patients.Canadian Nurse Practitioner (NP) practice competency documents are based primarily on the Canadian Nurses Association (CNA) Nurse Practitioner (NP) Core Competency Framework. This document defines the core set of entry-level competencies required for all NPs to practice in all Canadian jurisdictions, settings and client populations. The Core Competencies in the CNA NP Framework are organized within four main categories: professional role, responsibility and accountability; health assessment and diagnosis; therapeutic management; and health promotion and prevention of illness and injury. Although vital to the organization of provincial entry-level registration standards, this framework provides little direction to educational providers for curricula organization and philosophical perspectives.The Canadian Association of Schools of Nursing developed a national framework for NP education following a multi-phase consultation and literature and curriculum synthesis project. While the task force addressed the guiding principles and essential components of NP education along with contextual factors that impact on the delivery of curricula in Canadian jurisdictions, the philosophical approaches guiding and organizing the education were not addressed.A similar set of documents has been created in the United States by the National Organization of Nurse Practitioner Faculties (NONPF). These documents are organized by six population level foci (including the specialty of family/individual across the lifespan) and outline core competencies for entry to practice and registration and educational standards. The Core Competency documents provided by the NONPF are presented in the same manner as the CNA NP Framework and likewise, do not provide a guiding or organizing framework or philosophy for NP education.A full curriculum overhaul based on the NONPF competency requirements was performed at a university center in Oregon. The new curriculum was based on competencies that students must acquire, rather than learning objectives. While the NONPF Framework does provide an extensive list of entry-level requirements for NPs, the challenges faced by the institution as it aimed to incorporate the framework into the curriculum clearly provide evidence that these overarching frameworks need to include both a philosophical and organizational component to help guide educators.Conceptual frameworks are useful for establishing a congruent relationship between program curricula, objectives and content. Walker and Avant advance the utility of conceptual frameworks as providing the logic behind the interrelationships of terms and variables, and improving explanation and understanding. Gold, Haas & King assert that conceptual frameworks facilitate grounding of a nursing lens in the curricula of advanced practice nursing programs. It has been noted that newly practicing NPs have demonstrated an allegiance withmedical model thinking, second only in importance to wellness/health promotion considerations. Blasdell and colleagues surveyed 188 practicing NPs to investigate the relationship between education and the use of theory in clinical practice. Educated graduate NPs rated the importance of nursing theory to the NP practice role significantly higher than did diploma and baccalaureate degree NPs (4.05±2.06 versus 2.65±1.69, p<.001) but both groups rated the nursing models as less important for practice than a medical model approach.Huckabay highlighted the need for the use of a harmonized nursing model at the undergraduate level to ensure that students have a thorough understanding of what nursing is and what nursing care entails. At the graduate level, Huckabay suggested the use of multiple nursing models, depending on specialty. Regardless of the educational level, a conceptual framework used for education must enable nurse educators to have sufficient guidelines to construct a curriculum and determine what knowledge and skills are needed by the nursing students. Further, Furlong identified the need for Advanced Practice Nursing (APN) curriculae to be innovative and critically reflective, preparing students to be readily adaptable to challenges in the work place. Furlong suggests that to do this, the curriculum must rely upon an interdisciplinary framework to deliver content. Gold, Haas & King suggest that core curricula based on a medical model or a skill-related task list do not reflect the critical thinking of nurses, nor the uniqueness of the profession. Thus, conceptual models used for curricula development must: encompass the distinct nursing worldview, promote learning, and be efficient and comprehensive.Frameworks have been proposed and tested to guide the development and implementation of inter-professional education (IPE) and collaborative practice curricula for NP and medical students. A qualitative assessment of a framework guided IPE module illustrated the benefit of improving the focus on role awareness in participating students. However, this particular curriculum was limited to a two-week period and not presented as a pervasive approach to the educational programs of each discipline.In education, an overarching philosophy can provide a road map for goal identification, teaching material development and the formulation of evaluation methods. For instance, when creating a curriculum that was a result of the collaboration of three different post-secondary institutions, the SHARE (students, humor, administrative support, resources, and educational technology) model was used. This model brings together resources, students and faculty, surrounding them with humor, which was viewed as a fundamental part of the process while the program was still in its early stages. According to the authors, the program has been widely successful and the reliance on humor as an underlying philosophy has enabled the students and faculty to deal with problems arising in the new program.Focusing on evaluation, Kapborg & Fischbein promoted the use of the Education Interaction Model. The model identifies how educational influences can interact with abilities of students and how the consequences of this interaction can be evaluated by observing changes in both students and programs. The authors argue that, while the educational interaction model is effective, it is not the only model that can be used to carry out evaluations. The authors stress that the model chosen to perform an evaluation should be based upon what or who is going to be evaluated.The standards outlined in the CNA NP framework are an essential part of organizing the education process for NPs and ensuring that NPs have acquired the necessary skills to practice in Canada as an NP. However, the framework is lacking philosophy and organization regarding NP education programs to ensure that the curriculum is preparing the NPs for the ever-changing work environment.An Australian survey of NP education documents from relevant universities as well as interviews with NPs and academic conveners from Australia and New Zealand found that, while NP educational programs need to have strong clinical and science based learning components, student directed and flexible learning models act to ensure the capability of NPs as they strive to adapt to practice situations. Capability, as an approach to the learning process, includes the flexibility to respond to the specific, self-identified learning needs of students. Knowing how to learn, having high self-efficacy, applying competencies to new tasks, collaborating with others, and being creative are all signs of a capable practitioner. Gardner et al. emphasized the need for a program that fosters both competent and capable NPs. In a follow-up study, using the same data, Gardner et al. confirmed that NPs viewed the attributes of a capable NP as imperative to practice. Thus, a framework for NP education must include both competency building elements, such as those currently found in the CNA NP framework and capability building elements which can be fostered through self-directed learning.Similarly, Schaefer investigated the role of caring in nursing practice through a class for APN students in which the students reflected on their narratives of caring for patients. This qualitative study revealed that when APN students provide care by meeting the complex needs of suffering patients, the art and science of nursing combine. (ABSTRACT TRUNCATED)

Technosciences in Academia: Rethinking a Conceptual Framework for Bioinformatics Undergraduate Curricula

NASA Astrophysics Data System (ADS)

Symeonidis, Iphigenia Sofia

This paper aims to elucidate guiding concepts for the design of powerful undergraduate bioinformatics degrees which will lead to a conceptual framework for the curriculum. "Powerful" here should be understood as having truly bioinformatics objectives rather than enrichment of existing computer science or life science degrees on which bioinformatics degrees are often based. As such, the conceptual framework will be one which aims to demonstrate intellectual honesty in regards to the field of bioinformatics. A synthesis/conceptual analysis approach was followed as elaborated by Hurd (1983). The approach takes into account the following: bioinfonnatics educational needs and goals as expressed by different authorities, five undergraduate bioinformatics degrees case-studies, educational implications of bioinformatics as a technoscience and approaches to curriculum design promoting interdisciplinarity and integration. Given these considerations, guiding concepts emerged and a conceptual framework was elaborated. The practice of bioinformatics was given a closer look, which led to defining tool-integration skills and tool-thinking capacity as crucial areas of the bioinformatics activities spectrum. It was argued, finally, that a process-based curriculum as a variation of a concept-based curriculum (where the concepts are processes) might be more conducive to the teaching of bioinformatics given a foundational first year of integrated science education as envisioned by Bialek and Botstein (2004). Furthermore, the curriculum design needs to define new avenues of communication and learning which bypass the traditional disciplinary barriers of academic settings as undertaken by Tador and Tidmor (2005) for graduate studies.

Content knowledge development in a chemistry teacher preparation program: A current potentials and challenges

NASA Astrophysics Data System (ADS)

Widhiyanti, Tuszie; Treagust, David F.; Mocerino, Mauro; Vishnumolakala, Venkat

2017-08-01

One of the essential facets in teacher education program is the development of the teachers' content knowledge and it has been suggested by many scholars that the study to analyse the process of content knowledge development in teacher education program is necessary. Regarding this, the aim of this research is to evaluate the existing program of developing pre-service chemistry teachers' content knowledge, especially in the topic about the particulate nature of matter. The curriculum of content knowledge development was analysed using the forms of the curriculum evaluation (Akker, 1998; Goodlad, Klein, and Tye (1979); Treagust, 1987). Within this framework, the curriculum was evaluated in several aspects including the vision and intention of the curriculum as mentioned in the curriculum documents (intended curriculum), the users' interpretation and perception about the curriculum (perceived curriculum), the actual process of curriculum implementation (implemented curriculum), and the outcomes of the curriculum (achieved curriculum). According to the framework used for this study, the research combined qualitative and quantitative methods of data collection and the interpretation including document analysis, classroom observation, interviews, and two-tier diagnostic test. Through this research we examined the coherence among those aspects. The results reveal that although the content knowledge development is explicitly intended in a curriculum, its implementation and lecturers' perceptions give influence in the results as appear in pre-service teachers' achievements. In general, this research provides basic information about the effectiveness of the program including the challenges and the potentials for a reconsideration of the program in the future.

Meeting the needs of our best and brightest: curriculum acceleration in tertiary mathematics

NASA Astrophysics Data System (ADS)

Hannah, John; James, Alex; Montelle, Clemency; Nokes, Jacqui

2011-04-01

For many years, it has been a common practice to recognize students with high potential by according them targeted privileges and opportunities. This includes the practice of allowing students to accelerate their high school programme and, in the case of New Zealand students, to take university courses during their final school years. This work assesses the wisdom of this practice of acceleration in mathematics both for the student and the tertiary institution.

A Quality Framework for Continuous Improvement of e-Learning: The e-Learning Maturity Model

ERIC Educational Resources Information Center

Marshall, Stephen

2010-01-01

The E-Learning Maturity Model (eMM) is a quality improvement framework designed to help institutional leaders assess their institution's e-learning maturity. This paper reviews the eMM, drawing on examples of assessments conducted in New Zealand, Australia, the UK and the USA to show how it helps institutional leaders assess and compare their…

Optimising motivation and reducing burnout for radiation oncology trainees: A framework using self-determination theory.

PubMed

Poulsen, Michael; Poulsen, Anne A

2018-05-02

Radiation oncology trainees in Australia and New Zealand have relatively high levels of emotional exhaustion and depersonalisation which are core components of burnout. The stresses of a demanding clinical load, studying for exams as well as family commitments are all contributing factors. Self-Deter mination Theory (SDT) provides a framework for optimising motivation which may be intrinsic or extrinsic. The three core components of SDT are competence, relatedness and autonomy. These factors should be addressed at a college level, Institutional and a personal level if the best outcomes are to be achieved. An environment that supports the individual's experience of competency, relatedness and autonomy will foster motivation and work engagement which in turn will improve performance, energy, resilience and creativity and reduce levels of burnout. © 2018 The Royal Australian and New Zealand College of Radiologists.

A Planning Study to Determine the Feasibility of Developing a New Business and Office Education Curriculum. Moonshot--An Office Occupation Curriculum. Final Report.

ERIC Educational Resources Information Center

Lanham, Frank W.

The purpose of this study was to explore the feasibility of utilizing the systems approach in developing an office occupations curriculum congruent with the concepts in the organic curriculum theory. The title of this project is New Office and Business Education Learning System (NOBELS). An analog system model was developed as the framework in…

The implementation of interest-based entrepreneurship curriculum in the Theory of Economics course

NASA Astrophysics Data System (ADS)

Surjanti, J.; Nugrohoseno, D.; Budiono; Musfidah, H.

2018-01-01

College and university are educational institutions and they should be able to design entrepreneurship program in order to strengthen creativity and innovation. Potential grown-up citizens potential is the main problem of national development solved through the role of universities by reconstructing the curriculum based on 2016 Indonesian National Curriculum Framework. The interest of building entrepreneurship becomes the work of all elements which one of them is a university. Reconstructing interest-based entrepreneurship curriculum is the first step to construct characterized economic. Economics lecturers have a responsibility to develop the curriculum. This study aimed to explore the interest in entrepreneurship used to develop the contextual learning using problem-based learning (PBL) method that refers to Universitas Negeri Surabaya’s motto “Growing with character” and integrated into 2016 Indonesian National Curriculum Framework. This study was qualitative explorative. The subjects of the study are 86 students in their first semester. The objective of the study was curriculum development interest-based entrepreneurship in the theory of economics course. The results of the study showed that the interest-based entrepreneurship curriculum was able to reach the targeted learning outcome as well as to create a product in the culinary and services project in Wonorejo mangrove forest according to students’ interests.

Subject and Curriculum in Chile: A Historical Political Perspective

ERIC Educational Resources Information Center

Redon, Silvia; Angulo Rasco, J. Félix

2015-01-01

In this article, addressing the curriculum will involve analysing and discussing the configuration of a subject, who has developed himself or herself within a historical-political context, in which a dominant culture has reproduced itself through the official curriculum. Bearing in mind such a framework, the text will follow the journey of this…

Towards a Multi-Stakeholder-Driven Model for Excellence in Higher Education Curriculum Development

ERIC Educational Resources Information Center

Meyer, M. H.; Bushney, M. J.

2008-01-01

A multi-stakeholder-driven model for excellence in higher education curriculum development has been developed. It is based on the assumption that current efforts to curriculum development take place within a framework of limited stakeholder consultation. A total of 18 multiple stakeholders are identified, including learners, alumni, government,…

Change and Continuity in the Singapore Literature-in-English Curriculum

ERIC Educational Resources Information Center

Loh, Chin Ee

2018-01-01

This paper examines contestations over the value of Literature in the secondary school curriculum in the former British colony of Singapore and the way the Literature curriculum has been framed to understand the various issues surrounding the role of Literature education. Using Raymond Williams' framework of dominant, residual and emergent…

Tolerance for Diversity of Beliefs: A Secondary Curriculum Unit.

ERIC Educational Resources Information Center

Avery, Patricia; And Others

This document consists on a 6-week curriculum unit designed to allow secondary students to actively explore issues associated with freedom of belief and expression. Throughout the curriculum students systematically examine the ways in which the legal and constitutional framework of our society directly embodies the norms of freedom of speech and…

Developing Occupational Programs. New Directions for Community Colleges, Number 58.

ERIC Educational Resources Information Center

Doty, Charles R., Ed.

1987-01-01

The essays in this collection attempt to provide a conceptual framework for the process of occupational curriculum development. The collection includes: (1) "Federal Government Involvement in Technical Curriculum Development," by John G. Nealon; (2) "The Challenge of Curriculum Development: From Idea to Reality," by Judith F. Raulf and Marilyn C.…

Pulpwood Harvesting: A Curriculum Guide. Preliminary Draft 1973.

ERIC Educational Resources Information Center

Mercer, R. J., Ed.

A brief introductory section contains the rationale for the course, the curriculum framework, a curriculum paradigm which indicates the approximate time ranges for each section, and notes on use of the guide. The guide itself is divided into units and subunits covering the following areas: Orientation to Pulpwood Harvesting; Tree Identification;…

The Curriculum Workshop: A Place for Deliberative Inquiry and Teacher Professional Learning

ERIC Educational Resources Information Center

Hansen, Klaus-Henning

2008-01-01

In this article, the curriculum workshop (CW) is elaborated as an approach to professional learning, deliberation and inquiry. It offers a comprehensive framework for school-based deliberation and inquiry, is rooted in curriculum theory, promises a broad range of applications in teacher education and provides tools to assess the trustworthiness of…

Religious Education in Greece: A New Curriculum, an Old Issue

ERIC Educational Resources Information Center

Koukounaras Liagkis, Marios

2015-01-01

Religious Education (RE) in Greece is a compulsory school subject according the 2011 new framework for compulsory education, entitled "New School". This article focuses on two statutory documents for RE, "The Curriculum for RE" and the "The Teacher's Guide for RE", and the pilot scheme of the new curriculum running in…

People & Animals: A Humane Education Curriculum Guide. Levels A-D.

ERIC Educational Resources Information Center

Savesky, Kathleen, Ed.; Malcarne, Vanessa, Ed.

This curriculum guide provides the framework for integrating humane education into the traditional elementary school curriculum. The activities in this guide are designed to help students think critically and clarify their own feelings about various issues, as well as to provide them with factual information and understandings about animals.…

Preparing Medical Graduates for an Interconnected World: Current Practices and Future Possibilities for Internationalizing the Medical Curriculum in Different Contexts

ERIC Educational Resources Information Center

Stütz, Alexander; Green, Wendy; McAllister, Lindy; Eley, Diann

2015-01-01

Preparing medical graduates who are competent to work in a global environment requires broad integration of international and intercultural perspectives throughout the medical curriculum. Employing Leask and Bridge's "conceptual framework of internationalisation of the curriculum," this article first highlights the emphasis placed on…

Developing an Inclusive Curriculum: A Curriculum Guide for Multicultural Education.

ERIC Educational Resources Information Center

Lewis, Chris H.

This bibliography was prepared to stimulate discussion among the faculty of the General College of the University of Minnesota concerning the field of multicultural education and its impact upon the curriculum of the College. The bibliography lists resources and provides a conceptual framework for developing teaching materials and approaches to…

The Waldorf Curriculum as a Framework for Moral Education: One Dimension of a Fourfold System.

ERIC Educational Resources Information Center

Armon, Joan

This paper examines moral education as a holistic structure that evolves from the interplay between the educational applications of anthroposophy, students' developmental needs, the curriculum, as indicated by Rudolf Steiner, and teachers' roles in fashioning the curriculum. The methodology draws upon the qualitative research paradigm of…

Engaging Young Children in Collective Curriculum Design

ERIC Educational Resources Information Center

Goulart, Maria Ines Mafra; Roth, Wolff-Michael

2010-01-01

In this study we investigate how 5-year-old children in Brazil and their teachers collectively design science curriculum. More specifically, we develop an agency|structure dialectic as a framework to describe this collective praxis in which science curriculum may emerge as the result of children-teacher transactions rather than as a result of…

Cultural democracy: the way forward for primary care of hard to reach New Zealanders.

PubMed

Finau, Sitaleki A; Finau, Eseta

2007-09-01

The use of cultural democracy, the freedom to practice one's culture without fear, as a framework for primary care service provision is essential for improved health service in a multi cultural society like New Zealand. It is an effective approach to attaining health equity for all. Many successful health ventures are ethnic specific and have gone past cultural competency to the practice of cultural democracy. That is, the services are freely taking on the realities of clients without and malice from those of other ethnicities. In New Zealand the scientific health service to improve the health of a multi cultural society are available but there is a need to improve access and utilization by hard to reach New Zealanders. This paper discusses cultural democracy and provide example of how successful health ventures that had embraced cultural democracy were implemented. It suggests that cultural democracy will provide the intellectual impetus and robust philosophy for moving from equality to equity in health service access and utilization. This paper would provide a way forward to improved primary care utilization, efficiency, effectiveness and equitable access especially for the hard to reach populations. use the realities of Pacificans in New Zealand illustrate the use of cultural democracy, and thus equity to address the "inverse care law" of New Zealand. The desire is for primary care providers to take cognizance and use cultural democracy and equity as the basis for the design and practice of primary health care for the hard to reach New Zealanders.

Nutrition guidelines for undergraduate medical curricula: a six-country comparison.

PubMed

Crowley, Jennifer; Ball, Lauren; Laur, Celia; Wall, Clare; Arroll, Bruce; Poole, Phillippa; Ray, Sumantra

2015-01-01

To assess nutrition curriculum guidelines for undergraduate medical education in the United States, Canada, the United Kingdom, Republic of Ireland, Australia, and New Zealand to highlight potential opportunities for shared learning on the advancement of nutrition in medical education. A comprehensive list of professional bodies, councils, organizations, and other groups relevant to education or nutrition was compiled for each country after a review of relevant white and gray literature. All documents that were published from 2000 onwards, and that provided guidance on nutrition education within undergraduate medical education for one of the identified countries were included in the review. Each curriculum guideline was evaluated for 1) the organization's or group's role in undergraduate medical education; 2) the extent of nutrition-related recommendations; and 3) mandatory implementation. In the countries reviewed, a total of six nutrition-related curriculum guidelines were identified. All countries, aside from the Republic of Ireland, currently have externally visible curriculum guidelines to inform medical schools in undergraduate nutrition education, yet there is little evidence of mandatory enforcement. Curriculum guidelines predominantly focus on basic nutrition principles, nutrition assessment, the role of nutrition in health, interdisciplinary teamwork, and the provision of nutrition counseling. Notable differences exist regarding the scope and detail of curriculum guidelines for the reviewed countries. There are promising developments in nutrition curriculum guidelines for medical schools within the reviewed countries. Differences in the scope and detail of nutrition curriculum guidelines may influence the nutrition education provided to medical students, and the subsequent nutrition care provided by doctors in these countries. Consideration is required as to how to monitor and evaluate the nutrition competence of doctors in relation to routine health care practices, as well as the impact of their competency levels on patients' nutrition behavior and health outcomes.

Nutrition guidelines for undergraduate medical curricula: a six-country comparison

PubMed Central

Crowley, Jennifer; Ball, Lauren; Laur, Celia; Wall, Clare; Arroll, Bruce; Poole, Phillippa; Ray, Sumantra

2015-01-01

Aim To assess nutrition curriculum guidelines for undergraduate medical education in the United States, Canada, the United Kingdom, Republic of Ireland, Australia, and New Zealand to highlight potential opportunities for shared learning on the advancement of nutrition in medical education. Methods A comprehensive list of professional bodies, councils, organizations, and other groups relevant to education or nutrition was compiled for each country after a review of relevant white and gray literature. All documents that were published from 2000 onwards, and that provided guidance on nutrition education within undergraduate medical education for one of the identified countries were included in the review. Each curriculum guideline was evaluated for 1) the organization’s or group’s role in undergraduate medical education; 2) the extent of nutrition-related recommendations; and 3) mandatory implementation. Results In the countries reviewed, a total of six nutrition-related curriculum guidelines were identified. All countries, aside from the Republic of Ireland, currently have externally visible curriculum guidelines to inform medical schools in undergraduate nutrition education, yet there is little evidence of mandatory enforcement. Curriculum guidelines predominantly focus on basic nutrition principles, nutrition assessment, the role of nutrition in health, interdisciplinary teamwork, and the provision of nutrition counseling. Notable differences exist regarding the scope and detail of curriculum guidelines for the reviewed countries. Conclusion There are promising developments in nutrition curriculum guidelines for medical schools within the reviewed countries. Differences in the scope and detail of nutrition curriculum guidelines may influence the nutrition education provided to medical students, and the subsequent nutrition care provided by doctors in these countries. Consideration is required as to how to monitor and evaluate the nutrition competence of doctors in relation to routine health care practices, as well as the impact of their competency levels on patients’ nutrition behavior and health outcomes. PMID:25733949

Curriculum Mapping of the Master's Program in Pharmacy in Slovenia with the PHAR-QA Competency Framework.

PubMed

Gmeiner, Tanja; Horvat, Nejc; Kos, Mitja; Obreza, Aleš; Vovk, Tomaž; Grabnar, Iztok; Božič, Borut

2017-05-02

This article presents the results of mapping the Slovenian pharmacy curriculum to evaluate the adequacy of the recently developed and validated European Pharmacy Competences Framework (EPCF). The mapping was carried out and evaluated progressively by seven members of the teaching staff at the University of Ljubljana's Faculty of Pharmacy. Consensus was achieved by using a two-round modified Delphi technique to evaluate the coverage of competences in the current curriculum. The preliminary results of the curriculum mapping showed that all of the competences as defined by the EPCF are covered in Ljubljana's academic program. However, because most EPCF competences cover healthcare-oriented pharmacy practice, a lack of competences was observed for the drug development and production perspectives. Both of these perspectives are important because a pharmacist is (or should be) responsible for the entire process, from the development and production of medicines to pharmaceutical care in contact with patients. Nevertheless, Ljubljana's graduates are employed in both of these pharmaceutical professions in comparable proportions. The Delphi study revealed that the majority of differences in scoring arise from different perspectives on the pharmacy profession (e.g., community, hospital, industrial, etc.). Nevertheless, it can be concluded that curriculum mapping using the EPCF is very useful for evaluating and recognizing weak and strong points of the curriculum. However, the competences of the framework should address various fields of the pharmacist's profession in a more balanced way.

Curriculum Mapping of the Master’s Program in Pharmacy in Slovenia with the PHAR-QA Competency Framework

PubMed Central

Gmeiner, Tanja; Horvat, Nejc; Kos, Mitja; Obreza, Aleš; Vovk, Tomaž; Grabnar, Iztok; Božič, Borut

2017-01-01

This article presents the results of mapping the Slovenian pharmacy curriculum to evaluate the adequacy of the recently developed and validated European Pharmacy Competences Framework (EPCF). The mapping was carried out and evaluated progressively by seven members of the teaching staff at the University of Ljubljana’s Faculty of Pharmacy. Consensus was achieved by using a two-round modified Delphi technique to evaluate the coverage of competences in the current curriculum. The preliminary results of the curriculum mapping showed that all of the competences as defined by the EPCF are covered in Ljubljana’s academic program. However, because most EPCF competences cover healthcare-oriented pharmacy practice, a lack of competences was observed for the drug development and production perspectives. Both of these perspectives are important because a pharmacist is (or should be) responsible for the entire process, from the development and production of medicines to pharmaceutical care in contact with patients. Nevertheless, Ljubljana’s graduates are employed in both of these pharmaceutical professions in comparable proportions. The Delphi study revealed that the majority of differences in scoring arise from different perspectives on the pharmacy profession (e.g., community, hospital, industrial, etc.). Nevertheless, it can be concluded that curriculum mapping using the EPCF is very useful for evaluating and recognizing weak and strong points of the curriculum. However, the competences of the framework should address various fields of the pharmacist’s profession in a more balanced way. PMID:28970436

The state of quality improvement and patient safety teaching in health professional education in New Zealand.

PubMed

Robb, Gillian; Stolarek, Iwona; Wells, Susan; Bohm, Gillian

2017-10-27

To investigate how quality and patient safety domains are being taught in the pre-registration curricula of health profession education programmes in New Zealand. All tertiary institutions providing training for medicine, nursing, midwifery, dentistry, pharmacy, physiotherapy, dietetics and 11 other allied health professions in New Zealand were contacted and a person with relevant curriculum knowledge was invited to participate. Interviews were conducted using a semi-structured interview guide to explore nine quality and safety domains; improvement science, patient safety, quality and safety culture, evidence-based practice, patient-centred care, teamwork and communication, leadership for change, systems thinking and use of information technology (IT). Transcribed data were extracted and categorised by discipline and domain. Two researchers independently identified and categorised themes within each domain, using a general inductive approach. Forty-nine institutions were contacted and 43 (88%) people were interviewed. The inclusion and extent of quality and safety teaching was variable. Evidence-based practice, patient-centred care and teamwork and communication were the strongest domains and well embedded in programmes, while leadership, systems thinking and the role of IT were less explicitly included. Except for two institutions, improvement science was absent from pre-registration curricula. Patient safety teaching was focused mainly around incident reporting, and to a lesser extent learning from adverse events. Although a 'no blame' culture was articulated as important, the theme of individual accountability was still apparent. While participants agreed that all domains were important, the main barriers to incorporating improvement science and patient safety concepts into existing programmes included an 'already stretched curriculum' and having faculty with limited expertise in these areas. Although the building blocks for improving the quality and safety of healthcare are present, this national study of multiple health professional pre-registration education programmes has identified teaching gaps in patient safety and improvement science methods and tools. Failure to address these gaps will compromise the ability of new graduates to successfully implement and sustain improvements.

The Fire Next Time? a Critical Discussion of the National Curriculum Framework for RE and the Policy Recommendations in the "Review of Religious Education in England"

ERIC Educational Resources Information Center

Chater, Mark

2014-01-01

The Religious Education Council's (REC) 2013 "Review of Religious Education in England" consists of a National Curriculum Framework for RE (NCFRE) designed to unite the RE community around a shared programme of study for pupils aged 4-14, and a set of six policy recommendations for the consideration of the RE community and government in…

A survey of general surgery clerkships in Australian and New Zealand medical schools.

PubMed

Yu, Tzu-Chieh; Wheeler, Benjamin Robert Logan; Hill, Andrew Graham

2010-12-01

Surgical clerkships facilitate development of knowledge and competency, but their structure and content vary. Establishment of new medical schools and raising student numbers are new challenges to the provision of standardized surgical teaching across Australasian medical schools. A survey was conducted to investigate how Australian and New Zealand medical schools structure their general surgery clerkships. Between April and August 2009, a 30-item web-based survey was electronically sent to academic and administrative staff members of 22 Australian and New Zealand medical schools. Eighteen surveys were returned by 16 medical schools, summarizing 20 clerkships. Ten schools utilize five or more different clinical teaching sites for general surgery clerkships and these include urban and rural hospitals from both public and private health sectors. Student teaching and assessment methods are similar between clerkships and standardized across clinical sites during 10 and 16 of the clerkships, respectively. Only eight of the surveyed clerkships use centralized assessments to evaluate student learning outcomes across different clinical sites. Four clerkships do not routinely use direct observational student assessments. Australian and New Zealand medical schools commonly assign students to multiple diverse clinical sites during general surgery clerkships and they vary in their approaches to standardizing curriculum delivery and student assessment across these sites. Differences in student learning are likely to exist and deficiencies in clinical ability may go undetected. This should be a focus for future improvement. © 2010 The Authors. ANZ Journal of Surgery © 2010 Royal Australasian College of Surgeons.

What Can We Do to Bring the Sparkle Back into This Child's Eyes? Child Rights/Community Development Principles: Key Elements for a Strengths-Based Child Protection Practice

ERIC Educational Resources Information Center

Young, Susan; McKenzie, Margaret; Schjelderup, Liv; Omre, Cecilie; Walker, Shayne

2014-01-01

Working from practice experiences, Social Work educators from Aotearoa/New Zealand, Norway and Western Australia have developed a framework for child welfare work . The framework brings together the Rights of the Child, Community Development and Child Protection. This article describes the principles and theoretical underpinnings of this…

Generational Ideas in Curriculum: A Historical Triangulation

ERIC Educational Resources Information Center

Hlebowitsh, Peter S.

2005-01-01

In this article, I examine the work of John Franklin Bobbitt, Ralph Tyler, and Joseph Schwab with the intention of identifying lines of continuity and change in the curriculum field. Most curriculum scholars cast this group of three in an analytical framework that puts Tyler in kinship with Bobbitt, and that puts Schwab, by virtue of his…

Is Culturally Responsive Pedagogy Enough? Toward Culturally "Real"-evant Curriculum. A Response to "Democratic Foundations for Spiritually Responsive Pedagogy"

ERIC Educational Resources Information Center

Gambrell, James A.

2017-01-01

In this response to Lingley's (2016) article "Democratic Foundations of Spiritually Responsive Pedagogy," the author invites the framework of (a)spiritually responsive curriculum to include a more direct engagement with a culturally relevant curriculum as well. The author agrees with Lingley's postulation that (a)spirituality is deeply…

A Proposal To Revise the Elementary Social Studies Curriculum.

ERIC Educational Resources Information Center

Clarke, Gerry; And Others

The elementary social studies curriculum should be restructured in a way that promotes a broader study of people, places, and events that are distant in space and time. The "Expanding Horizons" framework guides social studies curriculum in New Brunswick, as well as in many other Canadian provinces and the United States. It emphasizes moving from…

Reflection on Theory: Whose Knowledge, and the Hidden Curriculum

ERIC Educational Resources Information Center

Hartlep, Nicholas D.

2009-01-01

This opinion paper intends to elucidate the author's theoretical framework towards education and the goals of curriculum. The author utilizes various scholars' work to help form a silhouette of his beliefs and of what he feels a P-12 school curriculum should provide to students, as well as to outline how his theoretical disposition has shaped his…

Developing the Curriculum in an Innovative Greek School Framework: The Implication of Teachers

ERIC Educational Resources Information Center

Tsafos, Vassilis

2013-01-01

The paper presents an alternative practice, a school based curriculum development, less standardised and bureaucratic than the typical, implemented in Second Chance Schools (SCS), focusing on the different role of educators in terms of curriculum development. In this context, it will be presenting the first results of a research ongoing on the…

Investigating Purposeful Science Curriculum Adaptation as a Strategy to Improve Teaching and Learning

ERIC Educational Resources Information Center

Debarger, Angela Haydel; Penuel, William R.; Moorthy, Savitha; Beauvineau, Yves; Kennedy, Cathleen A.; Boscardin, Christy Kim

2017-01-01

In this paper, we investigate the potential and conditions for using curriculum adaptation to support reform of science teaching and learning. With each wave of reform in science education, curriculum has played a central role and the contemporary wave focused on implementation of the principles and vision of the "Framework for K-12 Science…

The Digestive System and Alcohol Use. Science of Alcohol Curriculum for American Indians. Training Unit [and] Participant Booklet.

ERIC Educational Resources Information Center

Jacobs, Cecelia; And Others

The Science of Alcohol Curriculum for American Indians uses the Medicine Circle and the "new science paradigm" to study the science of alcohol through a culturally relevant holistic approach. Intended for teachers and other educational personnel involved with American Indians, this curriculum presents a framework for alcohol education…

Tourism Curriculum in a Global Perspective: Past, Present, and Future

ERIC Educational Resources Information Center

Wattanacharoensil, Walanchalee

2014-01-01

This article summarizes the development of tourism curricula over the past 20 years from the perspective of global tourism. The paper proposes a generic framework for a future tourism curriculum on the basis of a review of literature in the American, British, and other European contexts. The proposed tourism curriculum aims to create well-rounded…

Opening Doors: Teaching LGBTQ-Themed Young Adult Literature for an Inclusive Curriculum

ERIC Educational Resources Information Center

Batchelor, Katherine E.; Ramos, Maria; Neiswander, Samantha

2018-01-01

LGBTQ themes are often neglected in many schools' curriculum. Currently, an LGBTQ-inclusive curriculum framework is not required in most school districts across the county. Therefore, it is important to understand how teachers regard LGBTQ issues; how they address the needs of students in the middle school and high school English classroom who…

Nutrition Education-Choose Well, Be Well: A Curriculum Guide for the Primary Grades.

ERIC Educational Resources Information Center

Lundin, Janet, Ed.; Smith, Theodore, Ed.

To be used in conjunction with the "Nutrition Education-Choose Well, Be Well" curriculum series, this curriculum guide is designed to help teachers in primary grades acquire the skills necessary to provide and implement effective nutrition education. The document is based on the goals set forth in the Health Instruction Framework for…

Curriculum Experts Workshop on the Training of Curriculum Specialists (Bangkok, Thailand, October 19-25, 1982).

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand).

This document describes the objectives and focus of a workshop convened by UNESCO in 1982 to design and develop frameworks for training national curriculum specialists, and presents three "workshop products," i.e., reports on policy resulting from the workshop. Part one outlines purpose of the workshop and lists the participants from eight…

Education for Sustainable Development in Ethnic Autonomous Areas of China: A Comparison of Two Curriculum Initiatives and Their Educational Implications

ERIC Educational Resources Information Center

Khoo, Yishin

2015-01-01

This paper examines the educational implications of two curriculum initiatives in China that have produced curricular materials promoting education for sustainable development (ESD) in minority-populated ethnic autonomous areas in China. The two curriculum projects present distinctive discourses, conceptions, models, frameworks and scopes of ESD…

Frameworks for Change: Four Recurrent Themes for Quality in Early Childhood Curriculum Initiatives

ERIC Educational Resources Information Center

Burgess, Jennifer; Fleet, Alma

2009-01-01

This paper reports on the first phase of a case study that investigated how early childhood teachers experience organisational change. As one of three levels of quality improvement, State government-funded curriculum initiatives were developed with an aim to promote change. Three curriculum documents, one each focusing on literacy, pedagogy and…

RSA Opening Minds: A Curriculum for the 21st Century

ERIC Educational Resources Information Center

Candy, Sara

2011-01-01

This article discusses the RSA Opening Minds competence framework, an innovative curriculum to meet the needs of young people as future employees, lifelong learners and as citizens of the twenty-first century.

A Model Philosophy and Curriculum for Postsecondary Marketing Education Programs in Missouri.

ERIC Educational Resources Information Center

Smith, Clifton L.

1992-01-01

Consensus building with 22 (of 26) postsecondary marketing educators established a core curriculum, mission statement, and articulation framework. Core marketing courses included principles of marketing, sales promotion, salesmanship, and management. (SK)

Schools in Ethnolinguistic Minorities.

ERIC Educational Resources Information Center

Byram, Michael

1986-01-01

Discusses the school's contribution to the transmission of cultural heritage, focusing on curriculum content rather than on language issues. The kind of conceptual framework within which overt and hidden curriculum analysis might be carried out is suggested. (SED)

Analysing contractual environments: lessons from Indigenous health in Canada, Australia and New Zealand.

PubMed

Lavoie, Josée; Boulton, Amohia; Dwyer, Judith

2010-01-01

Contracting in health care is a mechanism used by the governments of Canada, Australia and New Zealand to improve the participation of marginalized populations in primary health care and improve responsiveness to local needs. As a result, complex contractual environments have emerged. The literature on contracting in health has tended to focus on the pros and cons of classical versus relational contracts from the funder's perspective. This article proposes an analytical framework to explore the strengths and weaknesses of contractual environments that depend on a number of classical contracts, a single relational contract or a mix of the two. Examples from indigenous contracting environments are used to inform the elaboration of the framework. Results show that contractual environments that rely on a multiplicity of specific contracts are administratively onerous, while constraining opportunities for local responsiveness. Contractual environments dominated by a single relational contract produce a more flexible and administratively streamlined system.

An eHealth Capabilities Framework for Graduates and Health Professionals: Mixed-Methods Study

PubMed Central

McGregor, Deborah; Keep, Melanie; Janssen, Anna; Spallek, Heiko; Quinn, Deleana; Jones, Aaron; Tseris, Emma; Yeung, Wilson; Togher, Leanne; Solman, Annette; Shaw, Tim

2018-01-01

Background The demand for an eHealth-ready and adaptable workforce is placing increasing pressure on universities to deliver eHealth education. At present, eHealth education is largely focused on components of eHealth rather than considering a curriculum-wide approach. Objective This study aimed to develop a framework that could be used to guide health curriculum design based on current evidence, and stakeholder perceptions of eHealth capabilities expected of tertiary health graduates. Methods A 3-phase, mixed-methods approach incorporated the results of a literature review, focus groups, and a Delphi process to develop a framework of eHealth capability statements. Results Participants (N=39) with expertise or experience in eHealth education, practice, or policy provided feedback on the proposed framework, and following the fourth iteration of this process, consensus was achieved. The final framework consisted of 4 higher-level capability statements that describe the learning outcomes expected of university graduates across the domains of (1) digital health technologies, systems, and policies; (2) clinical practice; (3) data analysis and knowledge creation; and (4) technology implementation and codesign. Across the capability statements are 40 performance cues that provide examples of how these capabilities might be demonstrated. Conclusions The results of this study inform a cross-faculty eHealth curriculum that aligns with workforce expectations. There is a need for educational curriculum to reinforce existing eHealth capabilities, adapt existing capabilities to make them transferable to novel eHealth contexts, and introduce new learning opportunities for interactions with technologies within education and practice encounters. As such, the capability framework developed may assist in the application of eHealth by emerging and existing health care professionals. Future research needs to explore the potential for integration of findings into workforce development programs. PMID:29764794

A Proposed Theoretical Model Using the Work of Thomas Kuhn, David Ausubel, and Mauritz Johnson as a Basis for Curriculum and Instruction Decisions in Science Education.

ERIC Educational Resources Information Center

Bowen, Barbara Lynn

This study presents a holistic framework which can be used as a basis for decision-making at various points in the curriculum-instruction development process as described by Johnson in a work published in 1967. The proposed framework has conceptual bases in the work of Thomas S. Kuhn and David P. Ausubel and utilizes the work of several perceptual…

Mississippi Curriculum Framework for Computer Information Systems Technology. Computer Information Systems Technology (Program CIP: 52.1201--Management Information Systems & Business Data). Computer Programming (Program CIP: 52.1201). Network Support (Program CIP: 52.1290--Computer Network Support Technology). Postsecondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for two programs in the state's postsecondary-level computer information systems technology cluster: computer programming and network support. Presented in the introduction are program descriptions and suggested course…

The CTD Teacher Opinion Poll.

ERIC Educational Resources Information Center

Arato, Agnes

1985-01-01

Within the framework of Hungary's Curriculum Theory Department (CTD-80) national assessment, 2,391 teachers from 70 general schools were surveyed. The questionnaire included teachers' characteristics, reaction to the new curriculum, and teaching practices. The results are described. (GDC)

Designing a primary science curriculum in a globalizing world: How do social constructivism and Vietnamese culture meet?

NASA Astrophysics Data System (ADS)

Hằng, Ngô Vũ Thu; Meijer, Marijn Roland; Bulte, Astrid M. W.; Pilot, Albert

2017-09-01

The implementation of social constructivist approaches to learning science in primary education in Vietnamese culture as an example of Confucian heritage culture remains challenging and problematic. This theoretical paper focuses on the initial phase of a design-based research approach; that is, the description of the design of a formal, written curriculum for primary science education in which features of social constructivist approaches to learning are synthesized with essential aspects of Vietnamese culture. The written design comprises learning aims, a framework that is the synthesis of learning functions, learning settings and educational expectations for learning phases, and exemplary curriculum units. Learning aims are formulated to comprehensively develop scientific knowledge, skills, and attitudes toward science for primary students. Derived from these learning aims, the designed framework consists of four learning phases respectively labeled as Engagement, Experience, Exchange, and Follow-up. The designed framework refers to knowledge of the "nature of science" education and characteristics of Vietnamese culture as an example of Confucian heritage culture. The curriculum design aims to serve as an educational product that addresses previously analyzed problems of primary science education in the Vietnamese culture in a globalizing world.

Genetically Modified Food in Perspective: An Inquiry-Based Curriculum to Help Middle School Students Make Sense of Tradeoffs. Research Report

ERIC Educational Resources Information Center

Seethaler, Sherry; Linn, Marcia

2004-01-01

To understand how students learn about science controversy, this study examines students' reasoning about tradeoffs in the context of a technology-enhanced curriculum about genetically modified food. The curriculum was designed and refined based on the Scaffolded Knowledge Integration Framework to help students sort and integrate their initial…

Use of the Curriculum Research Framework (CRF) for Developing a Reading-Comprehension Curricular Supplement for the Primary Grades

ERIC Educational Resources Information Center

Elementary School Journal, 2016

2016-01-01

This article describes nine phases of curriculum-development activities conducted by the Language and Reading Research Consortium (LARRC), the end result of which was to arrive at a research-based supplemental curriculum that could be used by teachers of English-speaking or bilingual Spanish-English-speaking children in prekindergarten and…

Aistear vis-à-vis the Primary Curriculum: The Experiences of Early Years Teachers in Ireland

ERIC Educational Resources Information Center

Gray, Colette; Ryan, Anna

2016-01-01

Launched in 2009, the Aistear early years curriculum framework sought to complement and extend the primary school curriculum (PSC) at infant class level in the Republic of Ireland. While Aistear focuses on the development of attitudes, values and learning dispositions and is neither statutory nor inspected, the PSC centres on the acquisition of…

A Model for Technovocational School-Based Curriculum Planning and Evaluation under the Framework of Total Quality Management.

ERIC Educational Resources Information Center

Wang, Yen-Zen

In the current climate of rapid technological advance and social value change, many have suggested that schools should use a school-based approach to curriculum planning. How to design such a curriculum in order to train graduates suited for employment has become an important issue. Many domestic and international enterprises have successfully…

From "Exploring the Middle Zone" to "Constructing a Bridge": Experimenting in the Spiral "Bianshi" Mathematics Curriculum

ERIC Educational Resources Information Center

Wong, Ngai-Ying; Lam, Chi-Chung; Sun, XuHua; Chan, Anna Mei Yan

2009-01-01

The spiral bianshi curriculum, an improvement on bianshi teaching developed by Gu (2000) and in line with Marton's theory of variation (Marton & Booth, 1997), was tried out in a primary school in Hong Kong. This improved theoretical framework for the spiral bianshi curriculum comprises four types of bianshi problems--the inductive bianshi, the…

Curriculum and Design Analysis of a Mathematics-Based Educational Television Program: A Case Study of Cyberchase Animated Television Series

ERIC Educational Resources Information Center

Yusop, Farrah Dina

2013-01-01

This paper presents a curriculum and design analyses of an Emmy-award winning children educational television series, Cyberchase. Using Posner's (2004) four process of curriculum analysis framework, this paper addresses each of the components and relates it to the design principles undertaken by the Cyberchase production team. Media and document…

Systematic Curriculum Integration of Sustainable Development Using Life Cycle Approaches: The Case of the Civil Engineering Department at the Université de Sherbrooke

ERIC Educational Resources Information Center

Roure, Bastien; Anand, Chirjiv; Bisaillon, Véronique; Amor, Ben

2018-01-01

Purpose: The purpose of this paper is to provide a consistent and systematic integration framework of sustainable development (SD) in a civil engineering (CE) curriculum, given the connection between the two. Curriculum integration is a challenging project and requires the development of certain protocols to ensure success.…

The Central Nervous System and Alcohol Use. Science of Alcohol Curriculum for American Indians. Training Unit [and] Participant Booklet.

ERIC Educational Resources Information Center

Jacobs, Cecelia; And Others

The Science of Alcohol Curriculum for American Indians uses the Medicine Circle and the "new science paradigm" to study the science of alcohol through a culturally relevant holistic approach. Intended for teachers and other educational personnel involved with American Indians, this curriculum aims to present a framework for alcohol…

Using a Systematic Approach and Theoretical Framework to Design a Curriculum for the Shaping Healthy Choices Program.

PubMed

Linnell, Jessica D; Zidenberg-Cherr, Sheri; Briggs, Marilyn; Scherr, Rachel E; Brian, Kelley M; Hillhouse, Carol; Smith, Martin H

2016-01-01

To examine the use of a systematic approach and theoretical framework to develop an inquiry-based, garden-enhanced nutrition curriculum for the Shaping Healthy Choices Program. Curriculum development occurred in 3 steps: identification of learning objectives, determination of evidence of learning, and activity development. Curriculum activities were further refined through pilot-testing, which was conducted in 2 phases. Formative data collected during pilot-testing resulted in improvements to activities. Using a systematic, iterative process resulted in a curriculum called Discovering Healthy Choices, which has a strong foundation in Social Cognitive Theory and constructivist learning theory. Furthermore, the Backward Design method provided the design team with a systematic approach to ensure activities addressed targeted learning objectives and overall Shaping Healthy Choices Program goals. The process by which a nutrition curriculum is developed may have a direct effect on student outcomes. Processes by which nutrition curricula are designed and learning objectives are selected, and how theory and pedagogy are applied should be further investigated so that effective approaches to developing garden-enhanced nutrition interventions can be determined and replicated. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Defining a competency framework: the first step toward competency-based medical education.

PubMed

Mirzazadeh, Azim; Mortaz Hejri, Sara; Jalili, Mohammad; Asghari, Fariba; Labaf, Ali; Sedaghat Siyahkal, Mojtaba; Afshari, Ali; Saleh, Narges

2014-01-01

Despite the existence of a large variety of competency frameworks for medical graduates, there is no agreement on a single set of outcomes. Different countries have attempted to define their own set of competencies to respond to their local situations. This article reports the process of developing medical graduates' competency framework as the first step in the curriculum reform in Tehran University of Medical Sciences (TUMS). A participatory approach was applied to develop a competency framework in Tehran University of Medical Sciences (TUMS). Following literature review, nominal group meetings with students and faculty members were held to generate the initial list of expectations, and 9 domains was proposed. Then, domains were reviewed, and one of the domains was removed. The competency framework was sent to Curriculum Reform Committee for consideration and approval, where it was decided to distribute electronic and paper forms among all faculty members and ask them for their comments. Following incorporating some of the modifications, the document was approved by the committee. The TUMS competency framework consists of 8 domains: Clinical skills; Communication skills; Patient management; Health promotion and disease prevention; Personal development; Professionalism, medical ethics and law; Decision making, reasoning and problem-solving; and Health system and the corresponding role of physicians. Development of a competency framework through a participatory approach was the first step towards curriculum reform in TUMS, aligned with local needs and conditions. The lessons learned through the process may be useful for similar projects in the future.

Regaining Focus in Irish Junior Cycle Science: Potential New Directions for Curriculum and Assessment on Nature of Science

ERIC Educational Resources Information Center

Erduran, Sibel; Dagher, Zoubeida R.

2014-01-01

The Irish national discourse on curriculum and assessment reform at the Junior Cycle level has been fraught with controversy in the past two years. The introduction of the new curriculum and assessment framework in 2012 by the then Minister of Education, Ruairi Quinn has led to significant media coverage and teacher union response. In this paper,…

Two Traditions in the Social Studies Curriculum for the Elementary Grades: The Textbooks of Paul R. Hanna and Harold O. Rugg

ERIC Educational Resources Information Center

Bisland, Beverly Milner

2009-01-01

In the 1920s and 1930s, Paul R. Hanna and Harold O. Rugg developed new textbooks that integrated social studies curriculum in the elementary grades for the first time. Each author's curriculum; Hanna's expanding environments framework and Rugg's recurring concepts with a focus on contemporary issues has significantly impacted today's elementary…

Man and Environment for the Intermediate Grades; A Curriculum Guide for Environmental Studies for Grades 4-8.

ERIC Educational Resources Information Center

National Association for Environmental Education, Miami, FL.

This curriculum guide consists of environmental studies modules for grades 4-8. The curriculum, which is organized around major concepts, is intended to serve as a guide for program development and as a framework for compiling and sharing ideas on methods and application on a national basis. Each module may be utilized as an integral part of the…

A Strategy for Incorporating Learning Analytics into the Design and Evaluation of a K-12 Science Curriculum

ERIC Educational Resources Information Center

Monroy, Carlos; Rangel, Virginia Snodgrass; Whitaker, Reid

2014-01-01

In this paper, we discuss a scalable approach for integrating learning analytics into an online K-12 science curriculum. A description of the curriculum and the underlying pedagogical framework is followed by a discussion of the challenges to be tackled as part of this integration. We include examples of data visualization based on teacher usage…

From Intended Curriculum to Written Curriculum: Examining the "Voice" of a Mathematics Textbook

ERIC Educational Resources Information Center

Herbel-Eisenmann, Beth A.

2007-01-01

The author used a discourse analytic framework to examine the "voice" of a middle school mathematics unit. The aim of the analysis was to see whether the authors of the unit achieved the ideological goal (i.e., the intended curriculum) put forth by the NCTM's "Standards" (1991) to shift the locus of authority away from the teacher and the textbook…

"Death by a Thousand Cuts": The Failings of the Tasmanian Essential Learnings Curriculum (2000-2006)--The Political Dynamics

ERIC Educational Resources Information Center

Rodwell, G. W.

2009-01-01

In 2000, Paula Wriedt, the Tasmanian Minister for Education, gave instructions for her department to begin the development of a K to 10 statewide curriculum, soon to become known as the Essential Learnings Framework, or simply, ELs. The curriculum was an integrated one, doing away with traditional subjects, or disciplines, such as mathematics,…

The Framework for the National Assessment of Educational Progress in Civics. ERIC Digest.

ERIC Educational Resources Information Center

Patrick, John J.

This digest briefly summarizes the contents of the "Civics Framework for the 1998 National Assessment of Educational Progress" in terms of the Framework's development and components including civic knowledge, civic skills, and civic dispositions. The framework may be used to inform and guide curriculum development projects in civics and…

A Conceptual Framework for Interdisciplinary Curriculum Design: A Case Study in Neuroscience

PubMed Central

Modo, Michel; Kinchin, Ian

2011-01-01

Teaching of interdisciplinary fields of study poses a challenge to course organizers. Often interdisciplinary courses are taught by different departments, and hence, at best provide a multidisciplinary overview. Scientific progress in neuroscience, for instance, is thought to depend heavily on interdisciplinary investigations. If students are only taught to think in particular disciplines without integrating these into a coherent framework to study the nervous system, it is unlikely that they will truly develop interdisciplinary thinking. Yet, it is this interdisciplinary thinking that is at the heart of a holistic understanding of the brain. It is, therefore, important to develop a conceptual framework in which students can be taught interdisciplinary, rather than multidisciplinary, thinking. It is also important to recognize that not all teaching needs to be interdisciplinary, but that the type of curriculum design is dependent on the aims of the course, as well as on the background of the students. A rational curriculum design that aligns learning and teaching objectives is, therefore, advocated. PMID:23626496

The development of a conceptually based nursing curriculum: an international experiment.

PubMed

Meleis, A I

1979-11-01

Nursing programmes in the United States of America are based on a conceptual framework. Not only do faculty and students ascribe to the necessity of such programmes but the national accreditation agency also provides its accreditation approval for the institution only after all criteria are met, including the requirement of a well-defined, operationalized and implemented framework. Can a nursing programme be developed in other nations utilizing the esoteric, American-based idea of the necessity for a conceptually based curriculum? The author answers this question. The manuscript presents both the process utilized in selecting a conceptual framwork for a new junior college programme in Kuwait and discusses the selected framework. The idea of a conceptual framework to guide the curriculum was as foreign in Kuwait as it was to nursing curricula in the United States 15 years ago. Though initially rejected by the faculty in Kuwait, the idea of a conceptual framework was reintroduced after much faculty discussion and questions related to nursing knowledge vis-a-vis medical knowledge, and what should be included in and excluded from the programme. By the end of the second year, a definite framework had been operationalized into courses and content. The selection of the framework evolved from faculty participation in the operationalization of the framework. This point is quite significant particularly in an international assignment, as it is the faculty who are left with the monumental task of supporting and continuing the work which has been done. Strategies used to develop and implement a conceptual framework included confrontation of faculty of the existing situation, lectures, seminars, workshops, and the identification of a critical review board.

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

Exploring the potential of a capability framework as a vision and "sensemaking" tool for leaders of interprofessional education.

PubMed

Brewer, Margo

2016-09-01

Creating a vision (visioning) and sensemaking have been described as key leadership practices in the leadership literature. A vision provides clarity, motivation, and direction for staff, and is essential particularly in times of significant change. Closely related to visioning is sensemaking (the organisation of stimuli into a framework allowing people to understand, explain, attribute, extrapolate, and predict). The application of these strategies to leadership within the interprofessional field is yet to be scrutinised. This study examines an interprofessional capability framework as a visioning and sensemaking tool for use by leaders within a university health science curriculum. Interviews with 11 faculty members revealed that the framework had been embedded across multiple years and contexts within the curriculum. Furthermore, a range of responses to the framework were evoked in relation to its use to make sense of interprofessional practice and to provide a vision, guide, and focus for faculty. Overall the findings indicate that the framework can function as both a visioning and sensemaking tool.

Teaching for Cultural Literacy: A Curriculum Study.

ERIC Educational Resources Information Center

Flinders, David J.

1996-01-01

Explores the concept of curriculum enactment, which calls attention to classroom uses of content and contextual constructions of meaning. The study's methodological framework draws on descriptive, interpretive, evaluative, and thematic dimensions of educational criticism. Two high school English and social studies classes exemplifying curriculum…

Pharmacotherapeutics-Immune Systems: A Required Course that Provides a Framework for Implementing Biotechnology into the Curriculum.

ERIC Educational Resources Information Center

Piascik, Mary M.; Lubawy, William C.

1988-01-01

Inclusion of a course in the pharmacy curriculum that deals primarily with the immune system, its function, malfunction, and therapeutic intervention provides what appears to be a workable focus for discussion of biotechnology. (MSE)

Global Citizenship

ERIC Educational Resources Information Center

Osiadacz, Evelina

2018-01-01

This article draws attention to the keyword "global citizenship" through an analysis of the ambiguity of expectations of teachers from the Ontario curriculum documents. Particular reference is drawn to the citizenship education framework, an addition to the 2013 revision of "Ontario Curriculum: Social Studies, Grades 1 to 6;…

Identifying the barriers and enablers in the implementation of the New Zealand and Australian Antenatal Corticosteroid Clinical Practice Guidelines.

PubMed

Mc Goldrick, E L; Crawford, T; Brown, J A; Groom, K M; Crowther, C A

2016-10-28

The ineffective implementation of evidence based practice guidelines can mean that the best health outcomes are not achieved. This study examined the barriers and enablers to the uptake and implementation of the new bi-national (Australia and New Zealand) antenatal corticosteroid clinical practice guidelines among health professionals, using the Theoretical Domains Framework. Semi-structured interviews or online questionnaires were conducted across four health professional groups and three district health boards in Auckland, New Zealand. The questions were constructed to reflect the 14 behavioural domains from the Theoretical Domains Framework. Relevant domains were identified by the presence of conflicting beliefs within a domain; the frequency of beliefs; and the likely strength of the impact of a belief on the behaviour using thematic analysis. The influence of health professional group and organisation on the different barriers and enablers identified were explored. Seventy-three health professionals completed either a semi-structured interview (n = 35) or on-line questionnaire (n = 38). Seven behavioural domains were identified as overarching enablers: belief about consequences; knowledge; social influences; environmental context and resource; belief about capabilities; social professional role and identity; and behavioural regulation. Five behavioural domains were identified as overarching barriers: environmental context and resources; knowledge; social influences; belief about consequences; and social professional role and identity. Differences in beliefs between individual health professional groups were identified within the domains: belief about consequences; social professional role and identity; and emotion. Organisational differences were identified within the domains: belief about consequences; social influences; and belief about capabilities. This study has identified some of the enablers and barriers to implementation of the New Zealand and Australian Antenatal Corticosteroid Clinical Practice Guidelines using the validated Theoretical Domains Framework, as perceived by health professionals. We have identified differences between individual health professional groups and organisations. The identification of these behavioural determinants can be used to enhance an implementation strategy, assist in the design of interventions to achieve improved implementation and facilitate process evaluations to understand why or how change interventions are effective.

New Zealand evidence for the impact of primary healthcare investment in Capital and Coast District Health Board.

PubMed

Tan, Lee; Carr, Julia; Reidy, Johanna

2012-03-30

This paper provides New Zealand evidence on the effectiveness of primary care investment, measured through the Capital and Coast District Health Board's (DHB) Primary Health Care Framework. The Framework was developed in 2002/2003 to guide funding decisions at a DHB level, and to provide a transparent basis for evaluation of the implementation of the Primary Health Care Strategy in this district. The Framework used a mixed method approach; analysis was based on quantitative and qualitative data. This article demonstrates the link between investment in primary health care, increased access to primary care for high-need populations, workforce redistribution, and improved health outcomes. Over the study period, ambulatory sensitive hospitalisations and emergency department use reduced for enrolled populations and the District's immunisation coverage improved markedly. Funding and contracting which enhanced both 'mainstream' and 'niche' providers combined with community-based health initiatives resulted in a measurable impact on a range of health indicators and inequalities. Maori primary care providers improved access for Maori but also for their enrolled populations of Pacific and Other ethnicity. Growth and redistribution of primary care workforce was observed, improving the availability of general practitioners, nurses, and community workers in poorer communities.

Direct speed of sound measurement within the atmosphere during a national holiday in New Zealand

NASA Astrophysics Data System (ADS)

Vollmer, M.

2018-05-01

Measuring the speed of sound belongs to almost any physics curriculum. Two methods dominate, measuring resonance phenomena of standing waves or time-of-flight measurements. The second type is conceptually simpler, however, performing such experiments with dimensions of meters usually requires precise electronic time measurement equipment if accurate results are to be obtained. Here a time-of-flight measurement from a video recording is reported with a dimension of several km and an accuracy for the speed of sound of the order of 1%.

A Longitudinal View of the Liberal Arts Curriculum a Decade after Merger: A Multiple Case Study of Community Colleges in Connecticut, Kentucky, and Louisiana

ERIC Educational Resources Information Center

Norton, Ann; Wilson, Kristin

2015-01-01

This study is an examination of the state of the liberal arts curriculum in community colleges in three geographic regions of the United States. From a constructivist paradigm and using globalization theory as a theoretical framework, this multiple case study examined faculty work life and administrative processes related to curriculum change in…

A Theoretical Framework for Defense Acquisition Analysis

DTIC Science & Technology

1989-09-01

Carnegie Reports on this issue discuss the need further. Being imaginative in business means having the ability to visualize systematic...Curriculum in Business and Public Administration," Negotiation Journal, 2: 191-204. (April 1987). 15. Cheney, Dick. Defense Management Report to the...Framework, Framework I and Framework II ....... .................. 105 13. Typical Perspective of an American Business Organization

Developing a Phonological Awareness Curriculum: Reflections on an Implementation Science Framework

ERIC Educational Resources Information Center

Goldstein, Howard; Olszewski, Arnold

2015-01-01

Purpose: This article describes the process of developing and implementing a supplemental early literacy curriculum designed for preschoolers demonstrating delays in literacy development. Method: Intervention research and implementation research have traditionally been viewed as sequential processes. This article illustrates a process of…

Rethinking the MSW Curriculum

ERIC Educational Resources Information Center

Colby, Ira C.

2013-01-01

The foundation year and specialization year of study are the accepted framework for graduate social work education. A common belief among educators is that accreditation standards are prescriptive by design, resulting in a rigidity that neither encourages nor supports curricular innovation. This article outlines a newly developed curriculum model…

Creating a Culture of Continuous Assessment to Improve Student Learning through Curriculum Review

ERIC Educational Resources Information Center

Kalu, Frances; Dyjur, Patti

2018-01-01

This chapter describes a curriculum review framework that fosters continuous assessment through collaboration with multiple stakeholders, alignment with program level learning outcomes, evaluation based on multiple sources of evidence, and facilitated development of action plans to improve student learning.

Mathematics. Exceptional Child Education Curriculum K-12.

ERIC Educational Resources Information Center

Jordon, Thelma; And Others

The mathematics curriculum provides a framework of instruction for exceptional child education in grades K-12. Content areas include: numeration, whole numbers, rational numbers, real/complex numbers, calculator literacy, measurement, geometry, statistics, functions/relations, computer literacy, and pre-algebra. The guide is organized by content…

Curriculum Development through YTS Modular Credit Accumulation.

ERIC Educational Resources Information Center

Further Education Unit, London (England).

This document reports the evaluation of the collaborately developed Modular Training Framework (MainFrame), a British curriculum development project, built around a commitment to a competency-based, modular credit accumulation program. The collaborators were three local education authorities (LEAs), those of Bedfordshire, Haringey, and Sheffield,…

Gender and the Curriculum of Adult Education.

ERIC Educational Resources Information Center

Blundell, Sue

1992-01-01

The perspectives of four feminist discourses (liberal, radical, Marxist, and socialist) analyze the role of adult education curriculum in reinforcing gender relations. The transformation of gender relations requires a combination of radical strategies such as women-centered, women-only methodology and the theoretical framework of the…

Arkansas Physical Education Curriculum Framework, 1996.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

This K-12 physical education curriculum presents six areas in which Arkansas students should show competence. The six strands are: health related fitness (students will be knowledgeable of and derive immediate health benefits from participation in vigorous musculoskeletal and cardiorespiratory enhancing activities); movement/motor skills (students…

Considering Indigenous Knowledges and Mathematics Curriculum

ERIC Educational Resources Information Center

Sterenberg, Gladys

2013-01-01

Across Canada, significant program changes in school mathematics have been made that encourage teachers to consider Aboriginal perspectives. In this article, I investigate one Aboriginal teacher's approaches to integrating Indigenous knowledges and the mandated mathematics curriculum in a Blackfoot First Nation school. Using a framework that…

An eHealth Capabilities Framework for Graduates and Health Professionals: Mixed-Methods Study.

PubMed

Brunner, Melissa; McGregor, Deborah; Keep, Melanie; Janssen, Anna; Spallek, Heiko; Quinn, Deleana; Jones, Aaron; Tseris, Emma; Yeung, Wilson; Togher, Leanne; Solman, Annette; Shaw, Tim

2018-05-15

The demand for an eHealth-ready and adaptable workforce is placing increasing pressure on universities to deliver eHealth education. At present, eHealth education is largely focused on components of eHealth rather than considering a curriculum-wide approach. This study aimed to develop a framework that could be used to guide health curriculum design based on current evidence, and stakeholder perceptions of eHealth capabilities expected of tertiary health graduates. A 3-phase, mixed-methods approach incorporated the results of a literature review, focus groups, and a Delphi process to develop a framework of eHealth capability statements. Participants (N=39) with expertise or experience in eHealth education, practice, or policy provided feedback on the proposed framework, and following the fourth iteration of this process, consensus was achieved. The final framework consisted of 4 higher-level capability statements that describe the learning outcomes expected of university graduates across the domains of (1) digital health technologies, systems, and policies; (2) clinical practice; (3) data analysis and knowledge creation; and (4) technology implementation and codesign. Across the capability statements are 40 performance cues that provide examples of how these capabilities might be demonstrated. The results of this study inform a cross-faculty eHealth curriculum that aligns with workforce expectations. There is a need for educational curriculum to reinforce existing eHealth capabilities, adapt existing capabilities to make them transferable to novel eHealth contexts, and introduce new learning opportunities for interactions with technologies within education and practice encounters. As such, the capability framework developed may assist in the application of eHealth by emerging and existing health care professionals. Future research needs to explore the potential for integration of findings into workforce development programs. ©Melissa Brunner, Deborah McGregor, Melanie Keep, Anna Janssen, Heiko Spallek, Deleana Quinn, Aaron Jones, Emma Tseris, Wilson Yeung, Leanne Togher, Annette Solman, Tim Shaw. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 15.05.2018.

Critical social theory as a model for the informatics curriculum for nursing.

PubMed

Wainwright, P; Jones, P G

2000-01-01

It is widely acknowledged that the education and training of nurses in information management and technology is problematic. Drawing from recent research this paper presents a theoretical framework within which the nature of the problems faced by nurses in the use of information may be analyzed. This framework, based on the critical social theory of Habermas, also provides a model for the informatics curriculum. The advantages of problem based learning and multi-media web-based technologies for the delivery of learning materials within this area are also discussed.

Mississippi Curriculum Framework for Business and Office and Related Technology Cluster. Office Systems Technology (CIP: 52.0401--Administrative Assistant/Secretarial). Accounting Technology (CIP: 52.0302). Medical Office Technology (CIP: 52.0404--Medical Admin. Asst./Secretarial). Microcomputer Technology (CIP: 52.0490). Court Reporting Technology (CIP: 52.0405). Paralegal Technology (CIP: Paralegal/Legal Assistant).

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for four programs in the postsecondary-level business and office cluster (office systems, accounting, medical office, and microcomputer technologies) and two programs in the legal cluster (court reporting and paralegal…

The Market for Vocational Education and Training.

ERIC Educational Resources Information Center

Robinson, Chris, Ed.; Kenyon, Richard, Ed.

These 43 conference papers on vocational education and training (VET) markets are grouped under three broad themes describing them. Sixteen papers deal with the VET product and providers: "The VET Market" (Kemp); "Market Frameworks in VET" (FitzGerald); "The New Zealand Market Approach" (Barker); "An Economic…

A Minority Report for Social Work? The Predictive Risk Model (PRM) and the Tuituia Assessment Framework in addressing the needs of New Zealand's Vulnerable Children

PubMed Central

Oak, Eileen

2016-01-01

This article examines the viability of the Risk Predictor Model (RPM) and its counterpart the actuarial risk assessment (ARA) tool in the form of the Tuituia Assessment Framework to address child vulnerability in New Zealand. In doing so, it suggests that these types of risk-assessment tools fail to address issues of contingency and complexity at the heart of the relationship-based nature of social work practice. Such developments have considerable implications for the capacity to enhance critical reflexive practice skills, whilst the introduction of these risk tools is occurring at a time when the reflexive space is being eroded as a result of the increased regulation of practice and supervision. It is further asserted that the primary aim of such instruments is not so much to detect risk, but rather to foster professional conformity with these managerialist risk-management systems so prevalent in contemporary Western societies. PMID:27559223

Measuring and managing health system performance: An update from New Zealand.

PubMed

Chalmers, Linda Maree; Ashton, Toni; Tenbensel, Tim

2017-08-01

In July 2016, New Zealand introduced a new approach to measuring and monitoring health system performance. This 'Systems Level Measure Framework' (SLMF) has evolved from the Integrated Performance and Incentive Framework (IPIF) previously reported in this journal. The SLMF is designed to stimulate a 'whole of system' approach that requires inter-organisational collaboration. Local 'Alliances' between government and non-government health sector organisations are responsible for planning and achieving improved health system outcomes such as reducing ambulatory sensitive hospitalisation for young children, and reducing acute hospital bed days. It marks a shift from the previous regime of output and process targets, and from a pay-for-performance approach to primary care. Some elements of the earlier IPIF proposal, such as general practice quality measures, and tiered levels of performance, were not included in the SLM framework. The focus on health system outcomes demonstrates policy commitment to effective integration of health services. However, there remain considerable challenges to successful implementation. An outcomes framework makes it challenging to attribute changes in outcomes to organisational and collaborative strategies. At the local level, the strength and functioning of collaborative relationships between organisations vary considerably. The extent and pace of change may also be constrained by existing funding arrangements in the health system. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

Applying Laban's Movement Framework in Elementary Physical Education

ERIC Educational Resources Information Center

Langton, Terence W.

2007-01-01

This article recommends raising the bar in elementary physical education by using Laban's movement framework to develop curriculum content in the areas of games, gymnastics, and dance (with physical fitness concepts blended in) in order to help students achieve the NASPE content standards. The movement framework can permeate and unify an…

A Model Framework for Course Materials Construction (Second Edition).

ERIC Educational Resources Information Center

Schlenker, Richard M.

Designed for use by Coast Guard course writers, curriculum developers, course coordinators, and instructors as a decision-support system, this publication presents a model that translates the Intraservices Procedures for Instructional Systems Development curriculum design model into materials usable by classroom teachers and students. Although…

Distributed Leadership of School Curriculum Change: An Integrative Approach

ERIC Educational Resources Information Center

Fasso, Wendy; Knight, Bruce Allen; Purnell, Ken

2016-01-01

Since its inception in 1999, the distributed leadership framework of Spillane, Halverson, and Diamond [2004. "Towards a Theory of Leadership Practice: A Distributed Perspective." "Journal of Curriculum Studies" 36 (1): 3-34. doi:10.1080/0022027032000106726] has supported research into leadership and change in schools. Whilst…

Multicultural WebQuests for Gifted Students

ERIC Educational Resources Information Center

Harmon, Deborah A.; Jones, Toni Stokes; Copeland, Nancy

2007-01-01

A multicultural curriculum affirms and includes all people regardless of age, race, ethnicity, gender, socioeconomic status, language, religion, physical ability, or mental ability. The goal is to reduce prejudice and bias by discussing these issues. The Bloom/Banks curriculum framework was developed as a model for creating multicultural gifted…

Curriculum Innovation for Marketing Analytics

ERIC Educational Resources Information Center

Wilson, Elizabeth J.; McCabe, Catherine; Smith, Robert S.

2018-01-01

College graduates need better preparation for and experience in data analytics for higher-quality problem solving. Using the curriculum innovation framework of Borin, Metcalf, and Tietje (2007) and case study research methods, we offer rich insights about one higher education institution's work to address the marketing analytics skills gap.…

Generation Y New Zealand Registered Nurses' views about nursing work: a survey of motivation and maintenance factors.

PubMed

Jamieson, Isabel; Kirk, Ray; Wright, Sarah; Andrew, Cathy

2015-07-01

The aim of this article was to report on the analysis of qualitative, open text data, received from a national on-line survey of what factors Generation Y New Zealand Registered Nurses wish to change about nursing and consideration of the potential policy and practice impacts of these requests on their retention. Prior to the economic recession of 2007-2010, the growing shortage of nurses in New Zealand presented a serious concern for the healthcare workforce. Given the ageing New Zealand nursing workforce, an ageing population and the increasing demands for health care, it is imperative that issues of retention of Generation Y nurses are resolved prior to the imminent retirement of more experienced nurses. A descriptive exploratory approach using a national wide, on-line survey, eliciting both quantitative and qualitative data was used. The survey, conducted from August 2009-January 2010, collected data from Generation Y New Zealand Registered Nurses ( n  =   358) about their views about nursing, work and career. Herzberg's Motivation-Hygiene theory was used as the framework for the analysis of the open text data. The factors that nurses wanted changed were skewed towards Herzberg's hygiene-maintenance factors rather than motivating factors. This is of concern because hygiene-maintenance factors are considered to be dissatisfiers that are likely to push workers to another employment option.

Science of Alcohol Curriculum for American Indians (SACAI): An Interdisciplinary Approach to the Study of the Science of Alcohol for Upper Elementary and Middle Level Students.

ERIC Educational Resources Information Center

American Indian Science and Engineering Society, Boulder, CO.

This curriculum provides American Indian youth with a framework for learning about the effects of alcohol on the body and the community. The curriculum stresses the development of scientific thinking skills and was designed for upper elementary and middle level students. The guide consists of four units: How Does Alcohol Circulate through the Body…

Trying to restore justice: bureaucracies, risk management, and disciplinary boundaries in New Zealand criminal justice.

PubMed

Fox, Kathryn J

2015-05-01

New Zealand is well known for its restorative justice conferences in the youth justice system. However, restorative justice has yet to overwhelm the adult criminal justice system. Based on interviews in New Zealand with correctional staff, restorative justice providers, and others, this article explores the reason for the modest inroads that restorative practice has made, and suggests that the general context may explain the limits of restorative justice in other places. The article argues that bureaucratic silos make it challenging to determine if restorative practice might fit within a rehabilitation or reintegration framework. In addition, because of the dominance of psychological modes for assessing and treating criminal behavior, an overarching preoccupation with risk management orients correctional practice toward treatment. Moreover, restorative justice's affiliation with victims' perspectives has made its placement within offender reintegration difficult to imagine. Finally, the penal populism that frames correctional practice in New Zealand, and other Anglophone countries, makes alternative to punishment harder to sell. However, the current liminal state of correctional practice creates an opportunity to conceive of more humanistic ways of repairing the harm caused by crime. © The Author(s) 2013.

Mental health education in occupational therapy professional preparation programs: Alignment between clinician priorities and coverage in university curricula.

PubMed

Scanlan, Justin Newton; Meredith, Pamela J; Haracz, Kirsti; Ennals, Priscilla; Pépin, Geneviève; Webster, Jayne S; Arblaster, Karen; Wright, Shelley

2017-12-01

Occupational therapy programs must prepare graduates for work in mental health. However, this area of practice is complex and rapidly changing. This study explored the alignment between educational priorities identified by occupational therapists practising in mental health and level of coverage of these topics in occupational therapy programs in Australia and New Zealand. Surveys were distributed to heads of all occupational therapy programs across Australia and New Zealand. The survey included educational priorities identified by occupational therapists in mental health from a previous study. Respondents were requested to identify the level of coverage given to each of these priorities within their curriculum. These data were analysed to determine a ranking of educational topics in terms of level of coverage in university programs. Responses were received for 19 programs from 16 universities. Thirty-four topics were given 'High-level coverage' in university programs, and these were compared against the 29 topics classified as 'Essential priorities' by clinicians. Twenty topics were included in both the 'Essential priorities' and 'High-level coverage' categories. Topics considered to be 'Essential priorities' by clinicians which were not given 'High-level coverage' in university programs included the following: mental health fieldwork experiences; risk assessment and management; professional self-care resilience and sensory approaches. While there appears to be overall good alignment between mental health curricula and priorities identified by practising occupational therapists, there are some discrepancies. These discrepancies are described and establish a strong foundation for further discussion between clinicians, academics and university administration to support curriculum review and revision. © 2017 Occupational Therapy Australia.

Mass-Customisation and Self-Reflective Frameworks: Early Developments in New Zealand

ERIC Educational Resources Information Center

Clayton, John

2012-01-01

Education has long been regarded as the foundation stone of national growth and international competitiveness. In the last three decades national educational reforms to improve access to higher education qualifications, individual higher education institutions' aggressive national and international marketing initiatives and improved information…

Science Curriculum. Kindergarten through Grade Twelve.

ERIC Educational Resources Information Center

Fitchburg State Coll., MA. Dept. of Special Education.

This science curriculum guide provides a framework for science teachers of grades K-12 in the Leominster Public School System, Massachusetts. It represents the efforts of teachers and higher education faculty. An introductory section provides a philosophical statement on the nature of science and perspectives in the learning and teaching of…

Community Elders, Traditional Knowledge, and a Mathematics Curriculum Framework.

ERIC Educational Resources Information Center

Yamamura, Brian; Netser, Saimanaaq; Qanatsiaq, Nunia

2003-01-01

In Nunavut, where most residents are Inuit, Inuit elders are helping develop a new mathematics curriculum based on Inuit philosophy. Students will be involved in cultural, experiential activities during on-the-land trips. Such trips involve other community members, and the resulting interactions and informal teaching by individuals other than…

Alimentar: Theorizing Pedagogy, Curriculum, and Mentorship for Democratic Doctoral Education

ERIC Educational Resources Information Center

Howard, Kimberly J.; Turner-Nash, Kindel

2011-01-01

This conceptual paper suggests ways in which pedagogical practices, curriculum, and mentorship could foster democracy in doctoral education. Building upon critical, dialogic, caring, anti-colonial, and engaged pedagogies, we propose a framework for examining marginal spaces of teacher and student relationships that build upon life-projects…

Integrating the ChE Curriculum via a Recurring Laboratory

ERIC Educational Resources Information Center

Kubilius, Matthew B.; Tu, Raymond S.; Anderson, Ryan

2014-01-01

A recurring framework has been integrated throughout the curriculum via a Continuously Stirred Tank Reactor (CSTR) platform. This laboratory is introduced during the material and energy balance course, and subsequent courses can use these results when explaining more advanced concepts. Further, this laboratory gives students practical experience…

Towards a Framework for Professional Curriculum Design

ERIC Educational Resources Information Center

Winch, Christopher

2015-01-01

Recent reviews of vocational qualifications in England have noted problems with their restricted nature. However, the underlying issue of how to conceptualise professional agency in curriculum design has not been properly addressed, either by the Richard or the Whitehead reviews. Drawing on comparative work in England and Europe it is argued that…

Who Won the Debate in Women Education? Rousseau or Wollstonecraft?

ERIC Educational Resources Information Center

Owusu-Gyamfi, Clifford

2016-01-01

Curriculum framework in the education of children became debatable during the enlightenment. Jean-Jacque Rousseau's treatise, "Emile," outlined an educational curriculum based on natural rights. Rousseau thought education should be based on espousing and exploring the natural abilities of a person. Therefore, since women have a natural…

Schools, Technology, and Educational Leadership: A Framework for Change.

ERIC Educational Resources Information Center

Bennett, Christene K.

1996-01-01

If technology is to be integrated into the school curriculum, the meaning of educational leadership and the role of principals within a technical paradigm must be redefined. Principals are responsible for defining and communicating a mission, managing curriculum and instruction, training and evaluating teachers, monitoring student progress,…

From the School Health Education Study to the National Health Education Standards: Concepts Endure

ERIC Educational Resources Information Center

Nobiling, Brandye D.; Lyde, Adrian R.

2015-01-01

Background: The landmark School Health Education Study (SHES) project influenced by the conceptual approach to teaching and learning provides perspective on modern school health instruction. Conceptual education, the cornerstone of the SHES curriculum framework (CF), "Health Education: A Conceptual Approach to Curriculum Design," fosters…

Locality and the Curriculum: Towards a Positive Critique.

ERIC Educational Resources Information Center

Saunders, M. S.

1979-01-01

This paper describes, with a typology, the effects of localistic (community-focused) educational practice on the curriculum; and it assesses the arguments against localistic curricula which focus on the notion of social control. In conclusion, it offers a conceptual framework which may contribute to analysis of localistic curricula. (Author/SJL)

The Perils of Repressive Tolerance in Music Education Curriculum

ERIC Educational Resources Information Center

Perrine, William M.

2017-01-01

In recent years, philosophers of music education have called for a greater degree of political engagement by music education practitioners. Using Marcuse's discussion of "repressive tolerance" as a conceptual framework, I argue that a politicized curriculum in music education works against the liberal ideas of free speech and a free…

Role of Teachers in Constructivistic Approach

ERIC Educational Resources Information Center

Karpagam, S.; Ananthasayanam, R.

2011-01-01

This paper attempts to explain learner centered methodology of teaching at the school level due to implementation of National curriculum frame work for school (2005), since NCF [National Curriculum Framework] 2005 emphasizes the process of constructing knowledge i.e. learning to learn, willing to unlearn, and relearn as a new paradigm of learning…

Difference, Subjectivities and Power: (De)Colonizing Practices in Internationalizing the Curriculum

ERIC Educational Resources Information Center

Joseph, Cynthia

2008-01-01

This paper problematizes the discourse of internationalizing the curriculum using a critical framework of difference. The author draws on her transnational experiences as an international postgraduate researcher in an Australian university, an educator in Malaysia and her present experiences as an academic in an Australian university. The notions…

Secondary Art: Arkansas Public School Course Content Guide.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

Designed as a framework upon which secondary school curriculum can be developed, this Arkansas state curriculum guide provides specific guidelines for middle school/junior high school art programs and for a basic high school art course. Specific student learning objectives are presented in three instructional tracks that include: (1) basic skills…

Competence-Based Teacher Education: A Change from "Didaktik" to Curriculum Culture?

ERIC Educational Resources Information Center

Pantic, Natasa; Wubbels, Theo

2012-01-01

This paper explores the substance of competence-driven changes in teacher education curricula by testing the possibility of using a framework distinguishing between the German pedagogical culture of "Didaktik" and the Anglo-Saxon Curriculum culture to describe the substance of these changes. Data about the perceptions of…

Strengthening Student Thinking and Writing about World History

ERIC Educational Resources Information Center

Balantic, Jeannette; Fregosi, Erica

2012-01-01

According to the authors, five years ago their school district embraced Understanding by Design as the organizing framework for curriculum. The emphasis on enduring understandings and essential questions led the sixth grade social studies teachers to reevaluate what they were teaching in their World History Curriculum. Together the authors worked…

Understanding How Adolescents with Reading Difficulties Utilize Technology-Based Tools

ERIC Educational Resources Information Center

Marino, Matthew T.

2009-01-01

This article reports the findings from a study that examined how adolescent students with reading difficulties utilized cognitive tools that were embedded in a technology-based middle school science curriculum. The curriculum contained salient features of the Universal Design for Learning (UDL) theoretical framework. Sixteen general education…

Science Curriculum Design: Views from a Psychological Framework.

ERIC Educational Resources Information Center

Linn, Marcia C.

It is now almost universally acknowledged that science education must be rejuvenated to serve the needs of American society. An emerging science of science education based on recent advances in psychological research could make this rejuvenation dramatic. Four aspects of psychological research relevant to science curriculum design are discussed:…