Curriculum Development

The article used curricular documents affiliated with 3 different subgenres of Catholic schooling. The author suggests a critical reading of these curricular materials for the purpose of better understanding the kinds of educational messages sent to students through a) the hagiography of saints affiliated with the schools as well as in the b) documents produced by religious orders for lay and avowed teachers meant to propagate a unique schooled experience. In the process, the author draws upon curriculum theory as a way to critique the largely unquestioned kinds of theology-as-pedagogy that become intrinsically influential for teachers and students.

Waldorf Education follows a holistic approach of children’s development, where the fundamental characteristics are creative/artistic activities, integrating imagination-based teaching methods to support and enhance the development of children’s and adolescents’ physical, social, emotional, and cognitive skills. Neuroeducation provides the most relevant level of analysis for resolving today’s core problems in education. Multiple Intelligence (MI) theory investigates ways of using the theory as a framework in school for improving work quality, collaborations, opportunities for choice, and a role for the arts. To that end, we provide a systematic literature review that critiques and synthesizes representative literature on these three topics in order to reveal new perspectives towards a novel transformative educational paradigm in a digitized society. A comprehensive analysis of theoretical and empirical articles between 2000 and 2019 is provided. The search included five main academic...

I propose a rich theoretical understanding on Afro-Latino student development based on critical race theory, culturally responsive pedagogy and practice. Addressing racial disparities is about engaging students thereby making their lives better. I believe that creating Afro-Latino pedagogy will create a community of practice in which inquiry is a cornerstone of continuous student self-redefinition through improvement in culturally responsive systems.
We need educators to get involved with Afro-Latino students, our history and the way we occupy space in the Americas in order to address this gap in education.

"(From the Executive Summary...)
Introduction
This report presents the findings of an evidence review designed to summarise what is known about good practice concerning the content of, and access to, the school curriculum for students with special educational needs. The review focused on post-primary settings where the issue is particularly pertinent; the focus of education shifts from being student-centred at primary level to being much more subject-focused in post-primary settings.

The research team delivered two literature reviews: one national, one international. Each was designed to draw out key issues around curriculum and access to the curriculum for students with special educational needs – including gaps and trends in the evidence base – to help the National Council for Special Education (NCSE) plan its future research agenda.

The project aims to:
* deliver a narrative review of research from the Republic of Ireland and Northern Ireland to identify key issues and themes within the area of curriculum and/or curriculum access at post-primary level for students with special educational needs relevant to the Irish context
* deliver a systematic review of the international literature on these priority themes for students with special educational needs at post-primary level
* summarise key findings from the reviews to enhance understanding of curriculum issues in order to assist the NCSE to plan further empirical research as necessary, and to formulate policy advice on the matter to the Minister. "

Flipped learning is one of the practices brought about by in the field of technology and pedagogy developments. It is referred to by this name since it reverses the conventional understanding of education. Flipped learning offers students a flexible learning environment and access to information on their request. Also, teachers have the opportunity to get to know their students in a better way and to observe their progress rather than focusing on theoretical information during the course. In this study, it was aimed to investigate experiences and views of the graduates on flipped learning in the course of Curriculum Development. For this purpose, the study was designed in accordance with the phenomenological design which is one of the qualitative research methods. The participants of this study were consisted of nine graduate students. The data were collected through a semi-structured interview form and analyzed through content analysis based on coding. Codes were collected under the themes of "contribution to learning", "contribution to the learner", "contribution to the learning environment" and "limitations". Participants generally considered flipped learning positively, however, they stated that it had some limitations such as feeling of being lonely during learning process and technical problems.

II. Mesrutiyet doneminden itibaren ozellikle Cumhuriyetin ilanina kadar olan surede egitim ve ogretimle ilgili cok sayida gorus ve onerilerin dile getirildigi gorulmustur. Bu gorus ve oneriler cesitli boyutlarla ele alinip incelenmistir. Egitimle ilgili olan bu boyutlardan birisini de egitim ve ogretim programlari teskil etmistir. Tarama yontemi kullanilarak yapilan bu calismada 1908 ve 1923 yillari arasini kapsayan sureli yayinlarda egitim ve ogretimle ilgili konular ele alinmistir. Cumhuriyetin ilanindan once egitim ve ogretim programlari ile ilgili olarak cok sayida egitimci konunun onemine dikkat cekmislerdir.  Bu calismada bircok egitimcinin (Ahmet Ferit, Aka Mirza, Ali Resat Bey, Bilal Bey, Doktor Sabri, Doktor Saim, Halil Fikret, Harun Er Resit Hulusu Bey, Ibrahim Alaattin, Ismail Hakki, Mehmet Emin, Mehmet Rustu, Muallim Cevdet, Muallim Halit, Muslihiddin Adil, Mustafa Rahmi, Munir Mazhar, Ethem Nejat, Nafi Atuf, Necmettin Sadak, Sadrettin Celal, Sati Bey, Selim Sirri, Suley...

In the chronicle of the American education John Dewey has been mentioned as a legend, in the multiple senses of the word. Some have looked at him as just another stone in education’s burial ground, some have treated him as an individual whose life and work have been blown out of proportions, and others have revered him as the philosopher and doctrinarian of the American education, the man who had put flesh and muscle on an educational frame that had been missing direction and purpose. The goal of this paper is to review the framework of Dewey’s educational theory, to examine the implications of one of his most notable and notorious declarations in the light of his educational perspective and the socio-educational circumstance that motivated it, and to assess whether his educational perspective is still relevant for the curriculum of today, or must be relegated to the large educational archive of the United States and of the world.

We describe the possibility of using the Lego Mindstorms robots to support the ACM Computing Curriculum 2001, using them in lab exercises and projects for classes from beginning courses in programming to advanced courses in operating systems, compilers, networks and artificial intelligence. We first describe the limitations of the robots, both hardware and software, and some third-party programming environments that overcome some of these limitations.

The research project carried out in one primary school in Scotland was guided by an intention to discover and provide up-to-date data on what literacy teachers knew about critical literacy and whether this knowledge was promoted, achieved, and enacted in praxis. By specifically focusing on reading and teachers' approaches to texts, this study explores to what extent critical literacy makes its explicit or implicit appearance in the early years' reading classes as a result of teachers' understanding of it-their content knowledge, personal and professional beliefs. The findings have fueled the discussion about the preconditions for greater and more direct utilization of critical literacy in language classrooms. The knowledge and practices the teachers in this study revealed, reflect a promising springboard for developing new, more unified ways of teaching reading. After being reminded of and exposed to some of the central concepts of critical literacy, the teachers became more interested and confirmed that they would teach for it if they only knew how. This is also one of the main implications of the study for teacher educators, curriculum developers and researchers.

Culturally Responsive instruction must be differentiated to effectively embed elements to address students’ different cultures, needs, skill levels and goals. Regardless of the students in the classroom the teacher must be able to reach all of them to create a climate of inclusion and heightened engagement.  Carr, etc al. in the text “Making Science Accessible to English Learners and Making Mathematics Assessable to English Learners” provide a framework that can guide a teachers’ lesson planning and instruction. This includes instruction not only for ESL students but, SEL and a culturally diverse student population.

El presente trabajo reúne y explica lo que del Currículo más allá del contenido se debe tener en cuenta, y es necesario hacer énfasis en este tema ya que lo más común es ver que incluso los docentes y/o los integrantes de un cuerpo educativo toman como referencia el contenido para describir lo que es un currículo y lo que se busca es dejar claro que el contenido es todo aquello que se puede enseñar y todo lo que por consecuencia se puede aprender y que esto sólo representa una fracción de todo lo que en el currículo influye.

As is evident in this statement, the Indigenous peoples of Canada recognize the value of their languages and have been concerned for some time about the possibility of the loss of this resource. Our intentions in this paper are to discuss the context of Indigenous language education in Western Canada, the hope of language revitalization, and the role of the

Concept of foreign aid was examined. Nigeria was receiving foreign aid for long time and some improvements have been done in economic development. Our investigation was on the point how deep it was impacted. Following the empirical literature, this study adopts the model employed by Ajisafe (2017) and Chotia and Roa (2017) to examine the impact of foreign aid and infrastructural development on poverty reduction. The study makes use of annual dataset to examine the impact of foreign aid and infrastructural development on poverty reduction in Nigeria over the period of 1981 to 2016. Data on foreign aid measured by Total Official Development Assistance received (constant 2010 US$), infrastructural development (proxy by total electricity net generation. Electric power and distribution losses as a ratio of output, mobile cellular subscriptions, Internet subscribers per 100 population, improved sanitation facilities as a ratio of population with access. Improved water facilities as a rati...

Dalam era globalisasi dan pasar bebas manusia dihadapkan pada perubahan-perubahan yang tidak menentu. Ibarat nelayan di "lautan lepas" yang dapat menyesatkan jika tidak memiliki "kompas" sebagai pedoman untuk bertindak dan mengarunginya. Hal tersebut telah mengakibatkan hubungan yang tidak linier antara pendidikan dan lapangan kerja atau "one to one relationship", karena apa yang terjadi dalam lapangan kerja sulit diikuti oleh dunia pendidikan, sehingga terjadi kesenjangan. Menanggapi hal tersebut dan krisis moneter yang melanda negara-negara Asia akhir-akhir ini, Direktur Pasipic Economic Cooperation (Tilaar, 2001: 21), menyatakan bahwa bangsa-bangsa khususnya di Asia Pasifik perlu mempunyai "outward and forward looking" internal masyarakat dan bangsa, tetapi juga pandangan tersebut perlu dijalin dengan pandangan ke luar dan ke depan, karena masyarakat dan bangsa kita adalah bagian dari statu masyarakat dunia yang semakin menyatu. Dalam kaita...

Much attention has been devoted towards improving the quality of education that a student receives, particularly with respect to those competencies and skills that are widely accepted as essential to a successful career. Regardless of the student's career choice, the basic skills in English and mathematics taught at the secondary education level, as assessed through standardized tests such as the ACT and SAT, determine the entrance course for continued learning in those subjects at the higher education level. For instance, students pursuing a degree in the mass communication discipline are often required to take English courses at the freshman level before taking any courses within their major. English composition courses are prerequisites commonly identified as essential to learning the writing and editing skills of the journalism or public relations profession.Exactly what type of math instruction should be required, however, and exactly which mathematics course should be the ...

This book seeks to understand how to internationalize curriculum without imperializing or imposing the old, colonial, and so-called first-world conceptualizations of education, teaching, and learning. The collection draws on the groundbreaking work of Dwayne Huebner in order to invite scholars into conversation with histories of curriculum studies and to posit them within it, opening up new spaces to work in and through curricular issues. This book will appeal to scholars, teachers, and students looking to reconceptualize international curriculum development and theory. (The proof is not representative of final version).

Curriculum design and development for Computer Science and similar disciplines as a formal model is introduced and analysed. Functions of education process as knowledge delivery and assessment are analysed. Structural formation of curriculum design is presented using definitive, characteristic and predictive functions. The process of change in the discipline is described and analysed. The algorithm to determine the core of the discipline is developed. Functions of the core moving and merging are introduced and analysed. A new assessment technique, multiple choice answers approach (MCAA) with several right and not mutually exclusive answers from a larger set of answers, is introduced. MCAA, even though developed as an assessment technique, also facilitates the formation of reliable coverage of subject curricula. The rigorous formation of assessment becomes an essential segment of curriculum design and development. Levels of applicability are explained showing the practical effectiveness of the proposed approach. A trial application in a real module of computer science showed promising results. Schemes of student progress assessment are introduced including analysis of success and protection from guessing, using penalty functions. Schemes of further development and directions for further research are discussed.