scholarly journals Curriculum Provisions for Classroom Instruction and Students’ Self-Efficacy at Secondary Level in Khyber Pakhtunkhwa

2019 ◽  
Vol IV (III) ◽  
pp. 55-63
Author(s):  
Shah Faisal ◽  
Nabi Bux Jumani ◽  
Seema Gul
Keyword(s):  
Self Efficacy ◽  
Core Curriculum ◽  
Formal Education ◽  
Classroom Instruction ◽  
National Curriculum ◽  
Secondary Level ◽  
Khyber Pakhtunkhwa ◽  
The Core ◽  
Western Province ◽  
North Western

Classroom instruction, as a key feature of formal education, primarily provided in the National Curriculum that aimed to materialize the curricular targets. This study was conducted with the objective to analyze the provisions for classroom instruction in the National Curriculum at secondary level that affects self-efficacy of the students in Khyber Pakhtunkhwa, a North-western province of Pakistan. The study was qualitative by design and conducted by employing Foucauldian discourse analysis of the core curriculum of Urdu, Mathematics, and Islamiyat for the sources of self-efficacy. The study found that the provisions, were either ignored or made idealistic without concrete provision in the classroom, proved to be pepped talk and were devoid of practical utility in the classroom for the purpose and, hence, were adversely affecting the efficacy belief of the students.

Redefining classroom instruction

2006 ◽  
Vol 30 (3) ◽  
pp. 124-127 ◽  
Author(s):  
Harry R. Goldberg ◽  
Eileen Haase ◽  
Artin Shoukas ◽  
Lawrence Schramm
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Contact Time ◽  
Core Curriculum ◽  
Classroom Instruction ◽  
Web Based ◽  
Traditional Lecture ◽  
The Core

In this study, the role of the classroom instructor was redefined from a “lecturer” responsible for delivering the core curriculum to a “facilitator” at the center of an active learning environment. Web-based lectures were used to provide foundation content to students outside of the classroom, which made it possible to improve the quality of student-faculty contact time in the classroom. Students reported that this hybrid format of instruction afforded them a better understanding of the content, a higher probability of retaining the content, and the opportunity to spend more time thinking about the application of the content compared with more traditional lecture-based methods of instruction.

scholarly journals Pengembangan kurikulum inti program studi PKn: perspektif PKn sebagai disiplin ilmu dan PKn persekolahan

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Cholisin Cholisin
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Field Study ◽  
Civic Education ◽  
Core Curriculum ◽  
National Curriculum ◽  
Block Grant ◽  
Training And Education ◽  
The Core ◽  
Academic Qualification

The draft of core curriculum (national curriculum) if undergraduate program if civic education (S1) is developed upon the agreement between civic education departments from sev­eral higher education institutions /faculties of teacher training and education accepted partner­ship block grant for developing the core curriculum This draft is hoped to be accepted as standard both for those in agreement and not. The core curriculum is developed from the essences of field of study, namely social, profes­sional, personal, and pedagogic competences. From these essences of field study, learning experiences; facilities, education; and academic qualification of lecturer are developed: It was agreed that 60% of the total credits is developed from these essences of field study and the rest (40%) is delegated to each institution in developing

scholarly journals Kielitietoisuus-käsite ja kieli-ideologiat helsinkiläisten peruskoulujen opetussuunnitelmadiskursseissa

2019 ◽  
pp. 42-59
Author(s):  
Salla-Maaria Suuriniemi
Keyword(s):  
Discourse Analysis ◽  
Core Curriculum ◽  
Basic Education ◽  
National Curriculum ◽  
Language Education ◽  
Language Awareness ◽  
The Core ◽  
Multilingual Learning ◽  
Core Concepts ◽  
School Curricula

This article critically explores the discourses surrounding the concept of language awareness in the school-specific curricula of basic schools in Helsinki. The school curricula have been designed at the process of reforming the Finnish national core curriculum for basic education and should be aligned with it. The newest Finnish national core curriculum for basic education came in to effect in 2016. Language awareness is one of the core concepts defining language education in the national curriculum and multilingual learning is an essential part of it. However, results of this study show that the school curricula do not always support multilingual outlook, but instead reflect monolingual practices. The most important theoretical tools in this study are the semiotic processes iconization and erasure defined by Judith T. Irivine and Susan Gal. The data for discourse analysis consists of 92 texts collected from the website http://ops.edu.hel.fi   in August 2018. This article is unique in analyzing school-specific curricula.

scholarly journals Forests and forestry in the current kindergarten and primary school core curriculum in Poland

2018 ◽  
Vol 79 (4) ◽  
pp. 377-384
Author(s):  
Ewa Referowska-Chodak
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Core Curriculum ◽  
Formal Education ◽  
Forest Ecology ◽  
National Education ◽  
The Core ◽  
Teaching Content ◽  
8Th Grade ◽  
Forest Education

Abstract The aim of this work was to present topics related to forest and forestry in the current core curriculum of pre-school and general primary school education in Poland. For this analysis, teaching content related to forests and forestry was selected from the first three annexes of the Regulation (2017). This content is intended for children starting from the kindergarten age all the way to 8th grade as well as pupils with intellectual disabilities. In the current core curriculum, there are more topics devoted to forests and forestry than in previous analogous documents. This applies in particular to themes related to forest management, sustainable development and forest functions. Nevertheless, many topics related to biology and forest ecology remained in the curriculum, while little of the teaching content is related to threats and protection of the forest, hunting or harvesting of wood. In recent years, these have been issues that caused a number of social conflicts and controversies. Therefore, the content of forest education, which is not included in the core curriculum, should be thoroughly discussed in particular in non-formal education, because students most often have not previously been exposed to these issues. The broadened scope of themes related to forests and forestry in the current core curriculum for kindergartens and primary schools is the result of good cooperation between the State Forests and the Ministry of National Education. It would be worthwhile to continue this cooperation to implement coming changes of the above-mentioned document, supplementing the missing content as well as possible.

scholarly journals Prevalence, characteristics and risk factors of imported and local malaria cases in North-Western Province, Zambia: a cross-sectional study

2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Maureen N. Chipoya ◽  
Nzooma M. Shimaponda-Mataa
Keyword(s):  
Risk Factors ◽  
Cross Sectional Study ◽  
Malaria Prevalence ◽  
Imported Malaria ◽  
Full Blood Count ◽  
Sectional Study ◽  
Cross Sectional ◽  
Western Province ◽  
Imported Cases ◽  
North Western

Abstract Background Imported malaria is a major challenge for countries that are in malaria elimination stage such as Zambia. Legitimate cross-border activities add to the risk of transmission, necessitating determination of prevalence, characteristics and risk factors of imported and local malaria. Methods This cross-sectional study was conducted in 103 consented child and adult patients with clinical malaria symptoms, from selected health facilities in north-western Zambia. Patient demographic data and blood samples for malaria microscopy and full blood count were obtained. Chi-square and penalized logistic regression were performed to describe the characteristics and assess the risk factors of imported and local malaria in North-Western Province. Results Overall, malaria prevalence was 78.6% with 93.8% Plasmodium falciparum and 6.2% other species. The local cases were 72 (88.9%) while the imported were 9 (11.1%) out of the 81 positive participants. About 98.6% of the local cases were P. falciparum compared to 55.6% (χ2 = 52.4; p < 0.01) P. falciparum among the imported cases. Among the imported cases, 44% were species other than P. falciparum (χ2 = 48; p < 0.01) while among the local cases only 1.4% were. Gametocytes were present in 44% of the imported malaria cases and only in 2.8% of the local cases (χ2 = 48; p < 0.01). About 48.6% of local participants had severe anaemia compared to 33.3% of participants from the two neighbouring countries who had (χ2 = 4.9; p = 0.03). In the final model, only country of residence related positively to presence of species other than P. falciparum (OR = 39.0, CI [5.9, 445.9]; p < 0.01) and presence of gametocytes (OR = 23.1, CI [4.2, 161.6]; p < 0.01). Conclusion Malaria prevalence in North-Western Province is high, with P. falciparum as the predominant species although importation of Plasmodium ovale and Plasmodium malariae is happening as well. Country of residence of patients is a major risk factor for malaria species and gametocyte presence. The need for enhanced malaria control with specific focus on border controls to detect and treat, for specific diagnosis and treatment according to species obtaining, for further research in the role of species and gametocytaemia in imported malaria, cannot be overemphasized.

RELIGION AND THE CORE CURRICULUM

1952 ◽  
Vol 47 (1) ◽  
pp. 19-20
Author(s):  
M. L. Story
Keyword(s):  
Core Curriculum ◽  
The Core
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