curricular change
Recently Published Documents


TOTAL DOCUMENTS

234
(FIVE YEARS 49)

H-INDEX

18
(FIVE YEARS 2)

ZDM ◽  
2021 ◽  
Author(s):  
Sebastian Rezat ◽  
Lianghuo Fan ◽  
Birgit Pepin

AbstractIn this survey paper we aim to provide an overview of research on mathematics textbooks and, more broadly, curriculum resources as instruments for change related to mathematical content, instructional goals and practices, and student learning of mathematics. In particular, we elaborate on the following themes: (1) The role of curriculum resources as instruments for change from a theoretical perspective; (2) The design of curriculum resources to mediate the implementation of reform ideas and innovative practice; (3) Teachers’ influence on the implementation of change through curriculum resources; (4) Students’ influence on the implementation of change through curriculum resources; and (5) Evidence of curriculum resources yielding changes in student-related factors or variables. We claim that, whilst textbooks and curriculum resources are influential, they alone cannot change teachers’ teaching nor students’ learning practices in times of curricular change. Moreover, more knowledge is needed about features of curriculum resources that support the implementation of change. We contend that curriculum innovations are likely to be successful, if teachers and students are supported to co- and re-design the relevant curriculum trajectories and materials in line with the reform efforts and their own individual needs.


2021 ◽  
Author(s):  
Hadi Ali ◽  
Ann McKenna ◽  
Jennifer Bekki ◽  
Rod Roscoe
Keyword(s):  

2021 ◽  
Vol 13 (14) ◽  
pp. 8044
Author(s):  
Leire Guerenabarrena-Cortazar ◽  
Jon Olaskoaga-Larrauri ◽  
Ernesto Cilleruelo-Carrasco

The recommendations of the UN and other international bodies on the need to transform university curricula to incorporate sustainability values, content and competencies have met with a warm reception from universities all over the world. However, the actual state of the integration of sustainability in higher education is, in general, somewhat more modest than one would expect. This article proposes a method of measuring the extent of sustainability-oriented curricular change in the Spanish University as a whole and applies it to the degrees in engineering and architecture. The method entails a documentary analysis of the teaching guides related to 1050 subjects. The results obtained do not invite optimism: curricular transformation is slow and insufficient and its results are still incomplete.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yvonne Feeney ◽  
Stephanie Daley ◽  
Breda Flaherty ◽  
Sube Banerjee

Abstract Background As the numbers of people with dementia worldwide rises, there is a need for improved knowledge and awareness about the condition across the healthcare workforce. There are concerns that traditional models of healthcare education, which focus on short-term episodes of care, limit student understanding of long-term conditions. We therefore designed and delivered the Time for Dementia programme at five Universities in the UK. Through longitudinal contact with families living with dementia, healthcare students gain increased understanding about the experiences of living with dementia. However, implementing new educational models brings challenges. To enable implementation of similar programmes in other educational institutions, this study aimed to identify the common barriers and facilitators of implementing these types of longitudinal programmes at scale. Methods To understand the facilitators and barriers of implementing a longitudinal dementia educational programme, a qualitative study was completed. Between October and December 2018, twelve in-depth semi-structured interviews were completed with university teaching staff (n = 6), programme administrators (n = 4), and Alzheimer’s Society staff (n = 2) that had key responsibilities for implementing Time for Dementia. Interview questions explored participants experiences, the facilitators, and the challenges encountered when implementing the programme. Interviews were audio recorded, transcribed verbatim, and analysed using inductive thematic analysis. Results The analysis identified five key themes: “Leadership characteristics”, “Organisational and student buy-in”, “Perceived value and motivating factors”, “Team coalition and support”, and “Time and fit”. Implementation of the programme was enhanced by resilient leaders managing the challenges of curricular change. Their belief in the value of the programme, stakeholder buy-in, and supportive team working enabled challenges to be overcome. Workload was reduced and student buy-in increased as time progressed and as more resources became available. A flexible approach to implementation was recommended to ensure the programme fits within the established curriculum. Conclusion Curricular change is a challenging task, yet necessary, if we are to improve care for people with long term conditions such as dementia. This study highlights the common barriers and facilitators experienced when implementing a longitudinal educational programme at scale. The findings presented in this study can be used by other educational institutions to manage curricular change efforts.


2021 ◽  
Vol 53 (2) ◽  
pp. 245-282
Author(s):  
William J. Carney

2021 ◽  
Vol 27 (1) ◽  
pp. 25-30
Author(s):  
Brigit Maria Carter ◽  
Beth Cusatis Phillips

There have long been challenges associated with integrating knowledge about diversity, disparities, and determinants into nursing curricula. Villarruel, Bigelow, and Alvarez describe these concepts as the three Ds about issues of disconnects and discrimination. These disconnects are evidenced by years of communicating the desire to reduce or eliminate disparities, without improvement in the education of future nurse professionals to prepare them to help achieve this goal. Over 10 years ago, Allen reviewed the literature on evidence to guide teaching on cross-cultural care and antiracism in nursing education, yet very little has changed. It is essential that academic nursing weaves health equity concepts throughout all programs, and establishes and maintains competency in and commitment to addressing health disparities, inequalities, and inequities. This article provides evidence of continued bias and racism, and suggestions for curricular change and student and educator training, in order to rebuild and solidify a nursing curriculum that is nonbiased and inclusive. The suggestions include a deeper look at the structures of the organization and the systemic culture, to ensure that racism is being combated as well.


Sign in / Sign up

Export Citation Format

Share Document