content integration
Recently Published Documents

Abstract The Fam-FFC model includes caregiver education and care pathway to promote physical function, wellbeing, and cognition. The Ecological Model (EM) provided a framework to assess the cultural appropriateness of the Fam-FFC intervention, through interviews with family caregivers, patients, and nurse champions, and focus groups with staff. Findings are described within the eight dimensions of the EM: 1 ) language: perceptions of the dyads’ comfort level with intervention information; (2) persons: representation of dyads’ ethnic /racial group within the nurse champions’ ethnicity/race; (3) metaphors: use of cultural terms equivalent to those used by participants; (4) content: integration of participants’ values, customs, and traditions in the intervention; (5) concepts: congruence of caregiving concepts with cultural norms; (6) goals: congruence of the intervention goals with participants’ cultural norms and goals; 7) Methods: the culturally appropriateness of the delivery of the intervention; and (8) context: alignment of the intervention with the participant’s socio-community context.

Pendidikan agama berwawasan multikultural di sekolah merupakan salah satu cara untuk mengelola kemajemukan bangsa kita sehingga tidak menimbulkan konflik dan berakibat pada disentegritas. Komponen-kompenen yang diberdayakan dalam mengelola pendidikan agama berwawasan multikultural meliputi; kurikulum pendidikan agama (content integration), pendidik, tenaga kependidikan, lingkungan sekolah, dan kepemimpinan kepala sekolah dengan memasukan dimensi belajar dari perbedaan, membangun saling percaya, memelihara saling pengertian, menjunjung sikap saling menghargai, terbuka dalam berfikir, apresiasi dan interdependensi, resolusi konflik dan rekonsiliasi nirkekerasan.

This study explored how, and to what degree, clinical supervisors utilize and integrate strength-based and multicultural approaches. We conducted a qualitative investigation using a grounded theory paradigm and consensual qualitative research methodology and analysis. Participants included 14 licensed psychologists. We organized the data into four domains: (a) supervisory approaches, (b) multicultural content/integration of multicultural approaches, (c) strength-based content/integration of strength-based approaches, and (d) supervisor power and supervisee empowerment. Results suggested that participants were keenly aware of multiculturalism and multicultural competence, and infused these perspectives throughout their supervision. Supervisors as a group were less aware of the ways that they used strength-based approaches with their supervisees, although a subset of participants intentionally used strength-based interventions. Notably, some supervisors used multicultural and strength-based perspectives in an integrative fashion by recognizing that strengths vary depending on the cultural context. We discuss implications for supervision practice, advocacy, theory, and research.

Multicultural education is a strategic instrument for millennials to build the nation's spirit of nationality, unity, and integrity. The writing of this review aims to inspire various schools in Indonesia in shaping coexistence behavior in a multicultural society. The younger generation needs to get a broad knowledge of the importance of multicultural education to create a personality that reflects the spirit of nationalism and patriotism. This paper discusses multicultural education and its application to the foundation of Sultan Iskandar Muda (YPSIM) in Medan. The goal of implementing multicultural education in schools is students get the same opportunities to achieve their achievements without worrying about discrimination. Writing this review provides benefits to the reader in dealing with various social problems and symptoms due to differences in ethnicity, race, religion, and values in a society. Banks and Johnson said that there are five basic dimensions for transforming the structure of the school, namely (1) content integration, (2) an equity pedagogy, (3) empowering school culture and social structure, (4) prejudice reduction, and (5) a knowledge construction process.

This is the final part of research started in 2014 when development of the new National Curricula (NC) was initiated. The role of music education had to be mapped to prove its meaning as a traditional mandatory subject in the NC. According to the research program, different aspects, related to music education (content, integration of art subjects, informal and non-formal music activities, supportive learning environments, etc.), were analysed. The research of 2020 is summarising the values music education can provide for development of educated, responsible, ethical and creative people. The data collected from essays of school students and (future and in-service) music teachers (n=166), were analysed by qualitative methods. The values were classified by the following categories: social, cultural, cognitive, moral, aesthetic, personal. The research results can be used as arguments for developing music education syllabi in the NCs from kindergartens to gymnasia. The whole program of research is already being used for further development of music teacher education.  

The study aimed to reveal how to integrate pluralism and multicultural education to prevent radicalism at Universitas Muhammadiyah Kupang. This qualitative research used purposive sampling technique to select the informants between students and lecturers. The data collections were analysed by using the Creswell method, such as data collection, organization, reading, memo, description, classification, interpretation, and visualization. The study showed that integrating pluralism and multicultural education was conducted through selecting content integration, using cooperative learning method, constructing knowledge, reducing prejudices, and evaluating the learning process. As a result, the outcome of the learning process shows that radicalism can be prevented through integrating pluralism and multicultural education into curriculum of sociology education.

Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTCI). Conflicting CT conceptualizations and little understanding of evidence-based strategies for CTCI could result in significant barriers to increasing students’ access to CT. To address these concerns, we analyzed 80 studies on CT education, focusing on both the CT conceptualizations guiding current CT education research and evidence-based strategies for CTCI. Our review highlights the code-centric nature of CT education and reveals significant gaps in our understanding of CTCI and CT professional development for teachers. Based on these findings, we propose an approach to operationalizing CT that promotes students’ participation in CT, present promising methods for infusing content with CT, and discuss future directions for CT education research.