Vitalizing the evaluation of curricular implementation: a framework for attending to the “how and whys” of curriculum evolution

Education Research: Flipped classroom in neurology

Neurology ◽

10.1212/wnl.0000000000007730 ◽

2019 ◽

Vol 93 (1) ◽

pp. e106-e111 ◽

Cited By ~ 1

Author(s):

Stefano Sandrone ◽

Jimmy V. Berthaud ◽

Chad Carlson ◽

Jacquelyne Cios ◽

Neel Dixit ◽

...

Keyword(s):

Flipped Classroom ◽

Medical Knowledge ◽

Current Evidence ◽

Health Care Education ◽

Future Studies ◽

Small Collection ◽

Curricular Implementation ◽

Patient Complexity ◽

Unequal Access ◽

Faculty Time

How to most effectively deliver a large amount of information in an engaging environment that encourages critical thinking is a question that has long plagued educators. With ever-increasing demands on both resident and faculty time, from shrinking duty hours to increased patient complexity, combined with the exponential growth of medical knowledge and unequal access to the spectrum of neurologic subspecialties around the country, this question has become especially pertinent to neurology residency training. A team of educators from the American Academy of Neurology's A.B. Baker Section on Neurological Education sought to review the current evidence regarding the implementation of the flipped classroom format. This educational model has only recently been applied to health care education along the training continuum, and a small collection of articles has, so far, used disparate methods of curricular implementation and assessment. While the feedback from learners is generally positive, a number of obstacles to implementation exist, most notably learner time commitments. These are presented with discussion of potential solutions along with suggestions for future studies.

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Putting the guidelines to work: moving from undergraduate physiology curricular guidelines to program development and improvement

AJP Advances in Physiology Education ◽

10.1152/advan.00180.2019 ◽

2020 ◽

Vol 44 (4) ◽

pp. 664-669

Author(s):

Kathryn M. S. Johnson

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Diverse Student Populations ◽

Wide Range ◽

Diverse Student ◽

Consultation Model ◽

Curricular Implementation ◽

Critical Resource ◽

The Impact ◽

Evaluation And Assessment

The first curricular guidelines for undergraduate physiology programs, currently under development by the Physiology Majors Interest Group (P-MIG), outline learning outcomes applicable for a wide range of physiology and physiology-related programs with diverse student populations. These outcomes for knowledge of core physiological concepts, professional skills, and advising provide a standard for undergraduate physiology education and a benchmark for student learning. Evaluation of how programs meet the curricular guidelines and assessment of the impact of programmatic approaches on student learning are essential for programmatic improvement. The collection and dissemination of evaluation and assessment findings, facilitated by P-MIG, is a critical resource for established undergraduate physiology and physiology-related programs seeking to improve their learning outcomes and new programs developing their curriculum. Strategies for institutional evaluation and assessment are provided to outline possible approaches for programs to use the guidelines to improve or develop their curriculum. P-MIG member expertise and knowledge of curricular implementation provide the foundation for possible collaborations among organizations and institutions to develop a program consultation model, where external consultants provide evaluation and assessment guidance and feedback as an additional resource for physiology educators.

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Educación Física en Casa de Calidad. Propuesta de aplicación curricular en Educación Secundaria Obligatoria (Quality Physical Education at Home. Curricular implementation proposal in Middle Secondary School)

Retos ◽

10.47197/retos.v0i39.78792 ◽

2020 ◽

Author(s):

Rafael Burgueño ◽

Alberto Bonet-Medina ◽

Álvaro Cerván-Cantón ◽

Rubén Espejo ◽

Francisco Borja Fernández-Berguillo ◽

...

Keyword(s):

Physical Activity ◽

Physical Education ◽

Secondary School ◽

Information Technologies ◽

Physical Education Teachers ◽

Emergency Situations ◽

Calidad De Vida ◽

Motor Fitness ◽

Curricular Implementation ◽

At Home

Ante situaciones de emergencia que obligan al conjunto de la población – en especial a los adolescentes – a permanecer en casa, la Educación Física (EF) representa una buena estrategia para contribuir a mantener los niveles de actividad física diarios desde casa. Por tanto, el objetivo de este trabajo fue mostrar una propuesta didáctica que, basada en el currículum de Educación Física de educación secundaria obligatoria, contribuya a promocionar la actividad física en casa. Para ello, esta propuesta se fundamenta en un enfoque competencial, incluyendo tanto tecnologías de la información y la comunicación como el establecimiento de retos, con la finalidad de abordar los diferentes contenidos curriculares relacionados con la calidad de vida y salud, condición física y motriz, juegos y deportes, expresión corporal y actividades físicas en el medio natural. La evaluación se plantea mediante una serie de instrumentos (rúbrica, diario, portafolio, hoja de observación y cuestionario) que permitan conocer el grado de consecución de los criterios de evaluación. Después de todo, esta propuesta abre nuevas vías para que el profesorado de EF desarrolle otras propuestas didácticas que faciliten no sólo seguir con las clases de educación física, sino la realización de actividad física en casa. Abstract. In emergency situations that force the whole population – particularly adolescents – to stay at home, Physical Education represents an optimal strategy to contribute to adolescents’ physical activity at their home. Therefore, this study aims at showing a didactic proposal that, based on Middle Secondary School Physical Education curriculum, promotes adolescents’ physical activity at home. For this end, this proposal relies on a competence approach, including both communication and information technologies and the establishment of challenging activities, in order to tackle the different curricular contents related to health and quality of life, physical and motor fitness, games and sports, body expression and physical activities in natural environment. Assessment focuses on a series of instruments (rubric, diary, portfolio, observation sheets, and questionnaire) allowing to evaluate the degree of accomplishment for each assessment criterion. Finally, this proposal offers new avenues for Physical Education teachers to develop other didactic proposals facilitating not only Physical Education classes, but also physical activity at home.

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Panorama da Educação Matemática em alguns países da América Latina Overview of Mathematics Education in some Latin American countries

Educação Matemática Pesquisa Revista do Programa de Estudos Pós-Graduados em Educação Matemática ◽

10.23925/1983-3156.2017v19i3p1-12 ◽

2017 ◽

Vol 19 (3) ◽

pp. 1

Author(s):

Célia Maria Carolino Pires

Keyword(s):

Mathematics Education ◽

Latin American ◽

Comparative Research ◽

Traditional Approach ◽

Implementation Process ◽

Children And Young People ◽

Curricular Implementation ◽

Research Questions ◽

America Latina ◽

Latin American Countries

Nesta conferência objetivamos apresentar um panorama da Educação Matemática em alguns países latino-americanos (Argentina, Bolívia, Brasil, Chile, México, Paraguai, Peru e Uruguai), apoiado no Projeto “Pesquisas comparativas sobre organização e desenvolvimento curricular na área de Educação Matemática, em países da América Latina” desenvolvido de 2009 a 2017. Nos baseamos em concepções e procedimentos da metodologia de estudos comparativos, de Ferrer Juliá (2002) e Pilz (2012). Partimos de questões de pesquisa como: Que Matemática está sendo proposta no ensino de crianças e jovens de países latino-americanos neste início de milênio? Que pressupostos norteiam os documentos curriculares em países latino-americanos? Como se dá o processo de implementação curricular nesses países? Que currículos estão de fato sendo realizados em sala de aula? Como resultados destacamos que, no tocante à educação até a faixa dos 14 anos, as propostas dos diferentes países são muito similares, tanto nas finalidades conferidas ao ensino de Matemática, com foco na formação do cidadão, como em relação aos conteúdos e à incorporação de metodologias como a resolução de problemas e os recursos tecnológicos. Para a faixa dos 15 a 17 anos, há diferenças na organização dos cursos, mas pode-se notar uma abordagem bastante tradicional da matemática nos documentos curriculares.In this conference, we have presented an overview of Mathematics Education in some Latin American countries (Argentina, Bolivia, Brazil, Chile, Mexico, Paraguay, Peru and Uruguay), supported by the Project "Comparative research on curricular organization and development in Mathematics Education, in Latin American countries" developed from 2009 to 2017. We have based on conceptions and procedures of the methodology of comparative studies, by Ferrer Juliá (2002) and Pilz (2012). We start with research questions such as: What Mathematics is being proposed in teaching children and young people from Latin American countries at the beginning of the millennium? What assumptions guide curriculum documents in Latin American countries? How does the curricular implementation process take place in these countries? What curricula are actually being delivered in the classroom? As a result, we highlighted that, in the case of education up to 14th years old, the proposals of the different countries are very similar, both in the purposes of Mathematics teaching, focusing on citizen training, as well the content and the incorporation of methodologies such as problem solving and technological resources. For the group of 15th to 17th years old, there are differences in course organization, but one can see a rather traditional approach to mathematics in curriculum documents.

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La competencia genérica de reconocimiento y aprecio por la diversidad humana: Evaluación en la formación inicial de docentes

Revista Electrónica Educare ◽

10.15359/ree.21-3.19 ◽

2017 ◽

Vol 21 (3) ◽

pp. 1

Author(s):

Carla Leticia Paz-Delgado ◽

Lorenzo Eusebio Estrada-Escoto

Keyword(s):

Inclusive Education ◽

Educational Process ◽

Faculty Members ◽

Curricular Reform ◽

University Professors ◽

Ongoing Training ◽

Curricular Implementation ◽

Attention To Diversity ◽

The University ◽

Depth Interviews

Currently, teaching takes place in highly diverse social, educational and cultural environments. Understanding and accepting this fact has allowed that pre-service and in-service teaching training be taught as education for diversity. It is in this sense that the Universidad Pedagógica Nacional Francisco Morazán (UPNFM, Pedagogical University Francisco Morazán) has, in a recent curricular reform, included a generic and transverse competency to contribute to the training of the University faculty, so that they can appreciate and understand diversity as an enriching asset of the educational process. The main objective of this research is to identify the level of development of this competency to propose a strategy to visualize inclusive education as transverse knowledge. This project was developed from the perspective of research for improvement and decision making, using a mixed methodology and collecting data through the analysis of documents, in-depth interviews, and a questionnaire. The participants in the study were 225 students, who were in their professional internship II, and eight professors from the General Ed courses.The results showed that UPNFM, in its curricular offer, has achieved great improvements as for the training of their faculty members regarding attention to diversity by incorporating in its curriculum a competency linked to an inclusive education. However, both members of the faculty and students pointed out that they did not have the skills to apply teaching strategies suitable to deal with diversity. Therefore, it is necessary to strengthen the process of curricular implementation through ongoing training of university professors.

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Advancing STEM-Based Business Sustainability: Mending the Curricular Gap

Management Teaching Review ◽

10.1177/2379298119852313 ◽

2019 ◽

Vol 5 (1) ◽

pp. 82-93

Author(s):

Elizabeth L. Petrun Sayers ◽

Christopher A. Craig ◽

Susan Gilbertz ◽

Song Feng ◽

Rita T. Karam ◽

...

Keyword(s):

Environmental Sustainability ◽

Cognitive Abilities ◽

Relevant Information ◽

Business Sustainability ◽

Academic Literature ◽

Sustainability Literacy ◽

Curricular Implementation ◽

Sustainability Challenges ◽

Sustainability Program ◽

Business Curricula

Businesses are increasingly facing economic, social, and environmental sustainability challenges. Science, technology, engineering, and math (STEM) are needed to address business sustainability needs, yet such competencies are noticeably absent from academic literature and business curricula. To mend the curricular gap, we make the case for developing cross-disciplinary STEM-based business sustainability curricula that enhance students’ sustainability literacy and cognitive abilities related to STEM and sustainability. A literature review is provided that documents curricular gaps specific to STEM and sustainability in the academic literature and in business sustainability program offerings. We then present a framework that can be used to integrate STEM and sustainability across the curricula and to evaluate curricular implementation. This review provides timely and relevant information that can help business management educators, instructors, and administrators justify, design, develop, implement, and evaluate STEM-based business sustainability curricula.

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Ideas and Implementation of an Internet-Based System of Qualification for Teachers in a Federally Structured Education System

International Journal of Online Pedagogy and Course Design ◽

10.4018/ijopcd.2016040104 ◽

2016 ◽

Vol 6 (2) ◽

pp. 46-64

Author(s):

Michael Koch

Keyword(s):

General Education ◽

Education System ◽

Learning Objects ◽

Training System ◽

Structured Education ◽

Federal States ◽

German Federal States ◽

Curricular Implementation ◽

The One ◽

Specific Project

Making an internet-based system of qualification available for teachers at general education schools within a federally organised education system poses a variety of challenges. Based on findings of pedagogical professional research, further and advanced teacher training needs to impart specialist scientific competencies and (simultaneously connected with these competencies) subject-didactic ones as well as providing support for curricular implementation on the one hand. On the other hand, there needs to be a broad portfolio of modules leading to specialist and didactic qualifications which can take heterogeneous curricular requirements into account. On the basis of pedagogical as well as systematic requirements, the article formulates the essential cornerstones of such a qualification-based online training system, using the example of the Economic (General) Education. Subsequent attention turns to a specific project with whose help more than 2500 teachers in eleven German federal states have gained qualifications since 2002. The focus is centred, in this regard, on the question of how the aforementioned objectives were pursued, aided by determining and developing numerous variant and invariant learning objects as well as linking them via a specific metadata system. This is followed by the presentation of further existing needs in research and development.

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