Designing meta-resources for mathematics teachers in the context of curriculum reforms: the case of digital technology use and student autonomy in France

The study presented in this paper concerns the design and evaluation of curriculum material that supports mathematics teachers’ understanding and enactment of reform curricula and innovative teaching practices. Our focus is on curriculum material supporting mathematics teachers’ practices combining the use of digital technology and the development of student autonomy. We refer to the theoretical framework of the Documentational Approach to Didactics, which considers teachers’ documentation work as a central lever for the evolution of teachers’ practices. Our study took place in the context of curriculum reforms in France, which called on teachers to combine the use of digital technology with the development of student autonomy in their practices. We investigate in this paper the design of a meta-resource with the aim of supporting teachers’ documentation work in this context. The documentation work ranged from choosing a lesson plan offered on a website to designing a completely new lesson. Using a design research approach, we conducted two design and evaluation cycles, involving different groups of researchers and teachers, and we analysed these design processes and their outcomes. The researchers used particular categories to distinguish between different forms of autonomy, and criteria concerning the articulation between student autonomy and digital technologies. The teachers provided elements concerning the features of a lesson plan facilitating its appropriation, and more generally related to their actual design work. Our results illustrate how a multidisciplinary team of researchers can collaborate with teachers to design ‘meta-resources’ supporting teachers’ documentation work in a context of education reform.

Oesophageal disorders

This chapter covers core curriculum topics relating to disorders of the oesophagus. A diagnostic and therapeutic approach to symptoms of gastro-oesophageal reflux disease is covered including physiology testing and the role of anti-reflux surgery. Other benign conditions causing dysphagia and chest pain are presented incorporating disorders of motility, infections, and the management of eosinophilic oesophagitis and oesophageal stricturing. Coverage is given to the investigation and management of patients with foreign body or caustic substance ingestions. There is particular focus on the investigation and management of oesophageal malignancy including in palliative stages, along with the various stages of Barret’s oesophagus. This includes diagnostic features, surveillance intervals and management of dysplasia associated with Barrett’s. Additional curriculum material regarding disorders of the oesophagus will also be covered in the mock examination chapter.

Miscellaneous

This chapter includes a range of miscellaneous curriculum topics including endoscopy, anorectal disorders and gastrointestinal (GI) investigations. Questions discussing the role and indications for antibiotic prophylaxis in endoscopy, sedation, performance measures and consent will provide education on best practice in endoscopy. Coverage is also given to the management of anticoagulation pre- and post-endoscopy together with commonly encountered procedural complications: post-polypectomy syndrome, post-endoscopic retrograde cholangiopancreatography pancreatitis and caustic injury. The presentation and management of key anorectal disorders (haemorrhoids, anal fissures, anal intraepithelial neoplasia, infectious proctitis) are also presented here. Finally, principles of salient GI investigations including anorectal manometry and breath tests are well described. Additional curriculum material regarding miscellaneous gastrointestinal conditions and investigations will be covered in the mock examination chapter.

Organisasi dan Desain Pengembangan Kurikulum PAI

Islamic education curriculum is not separated from its relation to the basicand objectives of Islamic education. Some parts of the curriculum materials can bedeveloped by the demands of the times and the human environment but considered thetimes and the human environment, but considered that the curriculum of Islamiceducation should be substantive in the purpose of Islamic education. The curriculumorganization is considered to be able to achieve that goal. Acting as a determinant ofhow a defection will take place, of course, this curriculum organization is one of the important factors. Curriculum design is a framework in drafting curriculum organization and is a preparation of one component of the curriculum that is the content of curriculum material. This research uses library research by analyzing the data, documents related to the discussion is systematically analyzed. The purpose of this research is to know the form of the Islamic Education curriculum organization, the design principles of the Islamic Education curriculum, and the Islamic Education curriculum design.

Strategi Pengembangan Kurikulum Menghadapi Tuntutan Kompetensi Abad 21

The purpose of this study is to find out how the curriculum development strategy in dealing with the demands of the 21st century, curriculum development according to David Pratt and Winarno Surahmad are more conceptual than material which includes the activities of compiling, implementing, evaluating and refining the curriculum. The research method in this research is the study of literature or literature studies by finding various sources of data derived from relevant books and journal articles that are useful to strengthen the argument of the author The results showed that the curriculum development strategy can be carried out with several steps, namely: identification of needs, searching curriculum materials, curriculum material analysis, curriculum material assessment, decision making adoption of curriculum material.

Implementasi Strategi Pembelajaran Aktif dalam Pelajaran Agama Hindu

<p>On each there are teaching objectives to be achieved and for the achievement of these goals we need to convey topics in it there are concepts that should be up on the students, and for that particular approach is required as the solution problem solved, latiahan, trainer-memorized and possibly with other approaches. In a lesson that corresponds to a particular principle of curriculum material keterlaksanaan dipenggaruhi by four principal components, namely the carrier material, the Publisher materials, approaches and materials. In general the process of learning oriented activities on achieving a competency, hinting that Hindu religious educators should seoang mastered a number of capabilities regarding planning, how to organize and process implementation the learning itself. Active learning methods, positioning is one of the methods of positioning an educator to be able to dig into the potential that exists in his protégé so that participants can build creativity in the learning process. The application of active learning methods is an urgency that must be implemented by each school, this is because, the development of the educational world now demands the students become active and creative in the learning process.</p>