Curriculum Development and School Technology : a Model for Curriculum Change

1983 ◽  
Vol 15 (2) ◽  
pp. 210-211
Author(s):  
C. Terry
Keyword(s):  
Curriculum Development ◽  
Curriculum Change ◽  
School Technology

scholarly journals Action Research as a Bottom-up Approach to Foster Teacher Involvement in Language Curriculum Change

2017 ◽  
Vol 8 (2) ◽  
pp. 362
Author(s):  
Mina Saghaieh Bolghari ◽  
Arezoo Hajimaghsoodi
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Curriculum Development ◽  
Curriculum Change ◽  
Teacher Involvement ◽  
Top Down ◽  
Language Curriculum ◽  
Different Types ◽  
Basic Characteristics

Despite the popularity of action research in the field of teacher education and professional development, not much is found regarding the role of action research in language curriculum development. This lack of interest may stem from the dominance of top-down approach over curriculum development in some EFL contexts where no special place is given to the local needs and wants. This paper starts with the definition and some basic characteristics of action research and then follows with a brief overview of its origins as well as different types. How action research can make changes in a curriculum is discussed next. Then it looks at the role action research may play in creating positive changes in teachers’ roles in curriculum development. Some of the challenges of implementing action research are mentioned later. Finally, the paper ends with some guidelines for teachers to make improvements as a result of conducting action research.

Experience Informs

2012 ◽  
Vol 25 (4) ◽  
pp. 341-346 ◽  
Author(s):  
Sarah J. Beckman ◽  
Sanna L. Boxley-Harges ◽  
Beth L. Kaskel
Keyword(s):  
Curriculum Development ◽  
Program Development ◽  
Curriculum Change ◽  
Lessons Learned ◽  
Consensus Building ◽  
Nursing Theory ◽  
Neuman Systems Model ◽  
Systems Model ◽  
Challenges And Opportunities ◽  
Neuman Systems

The efficacy of the Neuman systems model as a guiding framework for curriculum development of a baccalaureate program is examined. Insights from lessons learned provide directions for nursing theory-based curriculum change and program development. Challenges and opportunities during curriculum development are explored. Recommendations and strategies that contribute to consensus building are reported.

Transforming Learning Experience to Achieve Learning Outcome

2021 ◽  
pp. 306-320
Author(s):  
Elangkovan Narayanan ◽  
Manimegalai Jambulingam
Keyword(s):  
Curriculum Development ◽  
Significant Relationship ◽  
Curriculum Change ◽  
Learning Experience ◽  
Learning Outcome ◽  
Team Dynamics ◽  
Learning Attitude ◽  
Behavior Learning ◽  
And Behavior ◽  
Current Curriculum

Active partnership between teachers and learners that requires curriculum change in terms of student's participation during lectures and tutorials have become increasingly popular in the current curriculum development for many universities. Kolb's and Argyris theories of learning were adapted for this study to establish the framework for the constructs developed. A total of 178 samples were collected for the study. The result from the study showed significant relationship between team dynamics and learning outcome, team dynamic and learning attitude and behavior, learning attitude and behavior with learning outcome. The result also indicated full mediation of learning attitude and behavior towards team dynamics and learning outcome. The finding from this study provided a transformed culture and direction with new partnership between facilitators and students in achieving the desired learning outcome.

scholarly journals Whither our Undergraduate Core Curriculum in Theory?

2013 ◽  
pp. 146-159
Author(s):  
Murray Dineen
Keyword(s):  
Curriculum Development ◽  
Core Curriculum ◽  
Curriculum Change ◽  
Rote Learning ◽  
Critical Approach ◽  
The Core ◽  
Music Making ◽  
Richard Wollheim

In this paper, the author considers three aspects of the core curriculum: the mixture of poetics (the craft of music making) and apologetics (the argument for a canon of masterworks), the theoretical training of literate musicians, and the vehicles for bringing about curriculum change. Within this framework, the author addresses the theory text of Edward Aldwell and Carl Schachter, as well as essays by Christopher Lewis, Richard Wollheim, James Clifford, and Estelle Jorgensen. The author finds in the present curriculum an uncomfortable balance of craft and argument, and an orientation toward rote learning of a canon rather than a critical approach to knowledge skills. He finds as well little or no scholarly mechanism for curriculum development.

scholarly journals PRINSIP UMUM DAN KHUSUS PENGEMBANGAN KURIKULUM

2019 ◽  
Vol 8 (1) ◽  
pp. 23-42
Author(s):  
Niswa
Keyword(s):  
Curriculum Development ◽  
Curriculum Change ◽  
Positive Impact ◽  
Learning Resources ◽  
Educational Curriculum ◽  
The Times ◽  
Media Learning ◽  
The Impact

This article aims to describe the general and specific principles of curriculum development and to analyze the impact of the 2013 curriculum. The method used in this paper is to use the literature method (Librabry Research). The educational curriculum is always changing or developing, this is a form of response to the progress and demands of the times. However, curriculum change and development is certainly based on the principles that form the basis of development for educational curricula. The principles to be put forward include the principles in curriculum development, both in general and specifically. The results of this study indicate that, general principles in curriculum development include goal-oriented principles, competence, relevance, efficiency, effectiveness, flexibility, integrity, continuity, synchronization, objectivity and democracy. Specific principles include the principles of objectives, content, media, learning resources and evaluation. The expected positive impact of this article is that curriculum developers should pay particular attention to general and specific principles in curriculum development so that the objectives of the curriculum can be maximally achieved.

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