Supplemental Material for Multicultural Social Justice Group Psychotherapy Training: Curriculum Development and Pilot

2017 ◽  
Keyword(s):  
Social Justice ◽  
Curriculum Development ◽  
Group Psychotherapy ◽  
Psychotherapy Training ◽  
Training Curriculum

scholarly journals Social Justice Across The English Curriculum In Indonesian Secondary Schools

2020 ◽  
Vol 2 (1) ◽  
pp. 28-35
Author(s):  
Sugiono Sugiono
Keyword(s):  
Social Justice ◽  
Secondary Schools ◽  
Curriculum Development ◽  
Relevant Literature ◽  
Knowledge And Skills ◽  
English Curriculum ◽  
Classroom Activities ◽  
School Based ◽  
Curriculum Framework ◽  
Teachers And Students

Social justice across curriculum is believed to entail changes in society, and thus the integration of social justice into curriculum comes to be crucial. Socially just curriculum deals with the principles of inclusive practices at schools, access to important knowledge and skills to all students, and the empowerment of students to act for socially just change. The purpose of this study was to investigate the extent to which the English curriculum in Indonesian secondary schools, year 10, is socially just.  This study focused on documentary research, analysing the collected documents – the curriculum framework and school-based curriculum development – from the lens of socially just curriculum indicators. These indicators were constructed based on the state ideology, Pancasila (Five Principles) and prominent scholars’ viewpoints of social justice covered in relevant literature.  The results showed that most of all, those documents reflected the indicators for socially just curriculum. Nevertheless, to make a judgment as to whether the English curriculum is socially just is not a simple matter, since further research, which promotes talks with teachers and students, observation of classroom activities, analysis of methods of assessment, student textbooks, workbooks, and other resources, would be necessary to be done.

PENGEMBANGAN KURIKULUM PENDIDIKAN DAN PELATIHAN (DIKLAT) BERBASIS MASALAH

2020 ◽  
Vol 1 (2) ◽  
pp. 43-46
Author(s):  
Putra Ramadani
Keyword(s):  
Curriculum Development ◽  
Science And Technology ◽  
Education And Training ◽  
Training Curriculum ◽  
Curriculum Model ◽  
The Future ◽  
And Training

Digital Problem-based education and training is held to overcome the discrepancy of student competition so that the education and training curriculum is in accordance with what problems are faced by STUDENTS so that the ability of EDUCATION PARTICIPANTS is in accordance with what is expected. One of the components in problem-based training is a problem-based curriculum based on the needs of the training participants' problems. In order to meet the demands of the increasingly sophisticated times along with the situation and conditions in society, the development of an education and training curriculum is necessary. Its development continues to adjust to the foundation in curriculum development, namely philosophical, psychological, Sociological and science and technology foundations. The development of problem-based education and training curricula also adjusts to the expected curriculum model according to the problems of students, so that the curriculum can produce education and training graduates with the desired abilities. The development of a problem-based education and training curriculum in the end is expected to be able to build professionalism and student problems in responding to challenges in the future. Thus the training will produce graduates, in this case STUDENTS who are professional and competent.

scholarly journals Task analysis method for procedural training curriculum development

2013 ◽  
Vol 3 (3) ◽  
pp. 204-218 ◽  
Author(s):  
Jakeb D. Riggle ◽  
Michael C. Wadman ◽  
Bernadette McCrory ◽  
Bethany R. Lowndes ◽  
Elizabeth A. Heald ◽  
...  
Keyword(s):  
Curriculum Development ◽  
Task Analysis ◽  
Training Curriculum ◽  
Analysis Method ◽  
Procedural Training

scholarly journals IMPLEMENTASI PENDIDIKAN DAN PELATIHAN DALAM MENINGKATKAN KOMPETENSI GURU (STUDI KASUS PADA UPT SMP NEGERI 2 DUAMPANUA KABUPATEN PINRANG)

2020 ◽  
Vol 4 (1) ◽  
pp. 67-77
Author(s):  
Muh Nur Rasyid ◽  
Andi Nurqalbiani
Keyword(s):  
Curriculum Development ◽  
Qualitative Data ◽  
Training Evaluation ◽  
Education And Training ◽  
Training Needs ◽  
Teacher Competence ◽  
Training Curriculum ◽  
And Training ◽  
Qualitative Data Collection

The purpose of this study is to analyze the training needs, to find out in setting training objectives, to find out the training curriculum development, to find out the preparation of education and training, to know the implementation of education and training, to find out training evaluation in improving teacher competence. This type of research is descriptive qualitative, data collection techniques used observation, interviews, and documentation. Sources of data are the Principal, Deputy Principal and teachers at UPT SMP Negeri 2 Duampanua. The results of this study indicate that the implementation of education and training in improving teacher competence in UPT SMP Negeri 2 Duampanua is carried out through 6 stages of education and training which include; (1) training needs analysis (Taining Need Assessment), (2) setting training objectives, (3) curriculum development, (4) preparation of training, (5) implementation of education and training, (6) evaluation, basically it has been done quite well it's just that there are deficiencies in terms of evaluation, the training evaluation conducted by UPT SMP Negeri 2 Duampanua is not sustainable and the implementation is only at the training venue, and is not accompanied by follow-up on how the application of the capabilities that have been obtained in the effort to utilize those capabilities is really controlled professionally.

Redefining Supervision: A Joint Inquiry Into Preparing School-Based Leaders to Supervise for Equity

2019 ◽  
Vol 15 (4) ◽  
pp. 330-355
Author(s):  
Rachel Garver ◽  
Tanya Maloney
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Curriculum Development ◽  
Iterative Process ◽  
Leadership Programs ◽  
Lesson Design ◽  
Student Work ◽  
Program Coordinators ◽  
School Based ◽  
Pedagogical Discussion

This article documents two professors’ inquiry into a lesson on supervising for equity in a supervisor preparation course. Through an iterative process of lesson design, lesson implementation, analysis of student work, and pedagogical discussion, we refine the lesson. Our study sheds light on the potential challenges of preparing supervisors to promote equity, offers pedagogical insights to leadership programs invested in instilling a commitment to social justice, and reflects the promise of collaborative faculty inquiry for curriculum development. The study contains implications for educational leadership faculty and program coordinators as well as facilitators of professional development for school leaders.

All Roads Lead to Curriculum Inclusive of Social Justice and Democracy

2016 ◽  
pp. 2034-2055
Author(s):  
Victor X. Wang ◽  
Marianne Robin Russo ◽  
Valerie C. Bryan
Keyword(s):  
Social Justice ◽  
Curriculum Development ◽  
Curriculum Implementation ◽  
Relevant Information ◽  
Curriculum Theory ◽  
Curriculum History ◽  
Knowledge And Skills ◽  
History Curriculum ◽  
Development Processes ◽  
Critical Components

Developing curricula requires instructors to take into account several factors. These factors can be viewed as critical components of curriculum development for education instructors. Without adequately addressing critical components such as curriculum history, curriculum theory, curriculum philosophies, curriculum processes, curriculum implementation, and evaluation, education instructors will fail to develop sound/meaningful curriculum(s). This chapter sheds light on relevant information from curriculum on its history, theory, philosophies of development, processes, implementation, and evaluation. The value of such as review is to assist those individuals seeking a teaching credential in education to have confidence to blend curriculum development with their prior occupational knowledge and skills. The chapter also examines caveats and dangers when social and political constructs are overlaid in comportments.

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