Responsiveness of Driving Curriculum Provision to Efficient Driving Training: Survey into Contemporary Driving Practices in Ethiopia

This research focused on investigating curricular efficiency in drivers’ training to ensure risk-free driving. Issues of concern were efficiency of the driving curriculum with respect to clarity in expected learning outcomes, pedagogic provisions and assessment. Interpretive research design was used to give shape to the data collection and analysis. Data were collected in the form of experiential and archival reflections. Accordingly, experiences in planning, implementing and assessing drivers’ training curricula and implementation strategies were looked into. Data were collected from seven institutions providing drivers’ training in Asella (n=3) and Adama (n=4) Towns of Ethiopia, selected through purposive sampling. The findings indicated that, the drivers’ training was largely based on a short-span provision which was far below the standard to ensure in-depth practices. The curricular materials lacked well-organized components with regard to clear statement of learning outcomes, organization of contents and skills, clarity in role-orientation, and depth in assessment. Moreover, the psychological consideration to individual differences among trainees, awareness about would-be customers and coping strategies for risks in time of accidents were less stressed. Though technical aspects of handling vehicles were well-grounded, awareness about the community with respect to road-safety was minimal. Team-works among concerned stakeholders to boost drivers’ understanding and skills were also non-existent.

Exploring Open and Distance Learning Reform at the National University of Lesotho: A Managerial Perspective

This study investigated how open and distance learning (ODL) reform was managed within the Institute of Extramural Studies (IEMS), at the National University of Lesotho (NUL). The reform was introduced during the 2017/18 academic year with first-year programmes in three departments: (a) Adult Education; (b) Business and Management Development; and (c) Research, Evaluation, and Media. The study employed interviews and analysis of institutional documents as data collection techniques. Interviews were held with eight programme coordinators, four department heads, and the director of IEMS. Purposive sampling was used to select the participants to the study given their strategic position in the management and implementation of the reform. Qualitative content analysis was used to interpret the data. The findings suggested that the ODL programmes were introduced without a policy and comprehensive plan. The implementation faced several challenges such as finance, as well as infrastructural and human resources. Evidence from the literature has suggested that compared to face-to-face strategy, ODL as an educational strategy requires special resources, support, and funding. Thus, curricular materials should be adapted for the ODL context, taking into account students’ characteristics. The study found that these pertinent requirements were not considered, and implementation continued as if the reform still constituted face-to-face or campus-based instruction.

Supporting Student System Modelling Practice Through Curriculum and Technology Design

Developing and using models to make sense of phenomena or to design solutions to problems is a key science and engineering practice. Classroom use of technology-based tools can promote the development of students’ modelling practice, systems thinking, and causal reasoning by providing opportunities to develop and use models to explore phenomena. In previous work, we presented four aspects of system modelling that emerged during our development and initial testing of an online system modelling tool. In this study, we provide an in-depth examination and detailed evidence of 10th grade students engaging in those four aspects during a classroom enactment of a system modelling unit. We look at the choices students made when constructing their models, whether they described evidence and reasoning for those choices, and whether they described the behavior of their models in connection with model usefulness in explaining and making predictions about the phenomena of interest. We conclude with a set of recommendations for designing curricular materials that leverage digital tools to facilitate the iterative constructing, using, evaluating, and revising of models.

In-Service Teachers' Perceptions of K-12 Online Learning Curriculum in a Graduate Course

While the number of K-12 students learning online continues to increase, the focus on online teaching is still absent in most teacher education programs. In this article, the authors examine the data from the fourth cycle of an action research project designed to examine K-12 online learning curricular materials at one Midwestern university. The learner-generated course data generated four themes: the benefits and challenges of K-12 online learning, success factors need for K-12 online learning, growing acceptance of K-12 online learning, and student self-efficacy for teaching online. Recommendations to improve the course based on the data and these themes included updating the Michigan-focused course readings, adding case studies related to overcoming student anxiety and issues often found in urban settings, and the creation/inclusion of some tool or instrument to measure learner readiness to teach online.

Teaching in the Era of COVID: A comparison between media platforms

Introduction: When it comes to using social media in pharmacy education, Facebook and Twitter are very popular. Methods: Instagram and Twitter accounts were created to complement formal teaching beyond core course hours in a fully online Communication in Pharmacy Practice course. The current study was conducted to assess students’ perceptions of the incorporation of social media platforms in teaching the course. It provided a comparison between the use of Blackboard, Instagram and Twitter in course delivery. Results: Out of the total 70 students enrolled in the course, 67 students completed the online questionnaire. Blackboard was preferred for academic use (44 students, or 65.7%), delivery of course announcements (36, or 53.7%), course core materials (34, or 50.7%) and provided the highest level of privacy (31, or 46.3%). On the other hand, Twitter was the most preferred for personal use (43, or 64.2%), delivery of extra-curricular materials (36, or 53.7%), discussion (36, or 53.7%), and was found to be the most convenient (62.7%), user friendly (41, or 61.2%) and provided the best notifications (alerts) (33, or 49.3%). The vast majority “agreed” or “strongly agreed” that social media enhanced communication with peers (52, or 77.6 %) and with the course instructor (54, or 80.6%). Conclusion: This evaluation demonstrated that students value social media use in teaching a fully online course, especially in the delivery of extra-curricular materials and discussions.

Honoring Gender Diversity in Music Classrooms

In this chapter, attention is given to specific ideas that school music teachers can use to honor TGE students. Examples for sharing and displaying TGE-inclusive names, pronouns, and titles are presented within a variety of music classroom contexts. The authors describe how school music teachers can select inclusive classroom curricular materials by reviewing them for bias against gender diversity, by incorporating inclusion in elementary classroom discourse, and by working to avoid gender stereotypes in instrumental music settings. Further discussion focuses on the need for age-appropriate interactions with children, the implications of gendered vernacular language in classrooms settings, and considerations for music teacher-educators working with pre-service teachers at the college level.

Gender Sensitivity in Textbooks in Secondary Education in Bhutan

This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.

Adding Reach and Ownership with Paper Airplane Circuits

University faculty members, librarians, and support staff developed hands-on, consumable, science, technology, engineering, and mathematics (STEM) curricular materials that could be inexpensively provided to large audiences. Goals included fostering STEM interest, teaching STEM principles, and encouraging continued exploration in home and school settings. This case describes design processes to realize these goals through basic circuits with paper airplanes and simple origami. Following several design implementations, kits costing ~$0.33 each were created and distributed to learners. Within these kits, learners created a back-lit paper airplane as they explored concepts regarding circuit definitions; open, closed, series, and parallel circuits; shorts; polarity; and current. Additional activities included LED bracelets, cubes, and greeting cards. Within this paper, we document successive design decisions, failures, reflections, and iterations that moved goals to reality. We also describe new design challenges, including waste management, sustained exploration, and advanced concept introductions.

Leading with Curricular Co-Design: An Exploration of Teacher Leadership Through the Co-Design Process

This study bridges teacher leadership research with principles of co-design in an effort to understand teachers’ experiences with co-design as a process of teacher leadership and its implications for strengthening teacher leadership development efforts. Using qualitative data from a multi-year co-design research project aimed at developing curricular materials, we explore how co-design aligns with and promotes multiple dimensions of teacher leadership. Findings revealed that teachers not only engaged in a process that shaped how they saw themselves as leaders, but also that critical elements of co-design promoted teacher leadership enactment.