The teacher's task in the independent learning curriculum was to prepare a learning implementation plan, compile material, prepare assessments, ensure changes in student behavior, and carry out ...evaluations. However, 52% of students visited by researchers received grades below standard. The article was to determine the obstacles and difficulties teachers that have in implementing the Independent Learning Curriculum. The researchers used mixed methods approach. The respondents in this research were 66 teachers. Data collection techniques used surveys with instruments that have been developed. This instrument was assessed on a Likert scale of 1 to 5 points. Data collection used observation, interviews with 10 teachers, and documents related to research indicators. Analysis data technique used SPSS Version 25.0. Then data from observations, interviews and documentation were collected, reduced, coded, diversified and conclusions drawn. As a result, it was found that the learning implementation plan was incomplete, the teacher did not prepare the material himself, and the assessment method was not yet structured. It was also found that teachers lacked mastery of the material. From the survey it was found that 62.87% of teachers' learning implementation plans did not comply with implementation, 68.53% of teachers lacked mastery of the material, there were 72.10%, there were 56.92% changes in behavior and 54.20% did not evaluate learning.
The proposal of this work revolves around the reflection on the contributions of critical and postcritical theories to the study and
analysis of the curriculum in the context of intercultural ...education.
In this regard, we draw upon the contributions made by sociologist Raewyn Connell, educator and essayist Jurjo Torres Santomé, and
educator Tomaz Tadeu Da Silva.
Building upon the studies of Connell and Torres Santomé, we delve into the concept of curriculum justice. The research of these authors
encourages us to shed light on the place occupied by the interests of the less privileged in the selection
of the content to be taught and on from what standpoint curricular reforms that embrace them are
formulated. Da Silva’s academic production enables us to analyze the connections between the curriculum and interculturality. In this
sense, it proposes understanding the issue of gender and racism in curricular materials analyzing how
differences are produced through relationships of asymmetry and inequality.
La propuesta de este trabajo gira en torno a la reflexión de los aportes de las teorías críticas y poscríticas al estudio y análisis del currículum en clave de educación intercultural. En este sentido, se toman las contribuciones que han realizado la socióloga Raewyn Connell, el pedagogo y ensayista Jurjo Torres Santomé y el pedagogo Tomaz Tadeu Da Silva.
Desde los estudios de Connell y Torrés Santomé, profundizamos en el concepto de justicia curricular. Sus investigaciones nos proponen arrojar luz sobre el lugar que ocupan los intereses de los-as menos favorecidos-as en la selección de los contenidos a enseñar y desde qué posición se plantean las reformas curriculares que los abrazan. La producción académica de Da Silva, permite analizar las conexiones que se gestan entre el currículum y la interculturalidad. En este sentido, propone entender la cuestión del género y el racismo en los materiales curriculares desde un análisis de los procesos por los cuales las diferencias son producidas a través de relaciones de asimetría y desigualdad
The study focuses on the importance of inclusive curriculum design in Higher Education (HE) and the impact of reasonable adjustments in ensuring inclusive practices. Although making reasonable ...adjustments attempts to ensure inclusivity, the data gathered suggests that some staff struggle to accommodate disabled students, due to a lack of knowledge, training and awareness of disability. The findings are drawn from qualitative data collected from five participants by way of in-depth interviews. The study explored the perceptions of staff members in a Law School, and attempts to offer practical recommendations to ensure HE institutions adopt inclusive practices in their curriculum design. The findings suggest that having an inclusive curriculum can in some cases minimise or obviate the need to make reasonable adjustments. It is suggested that HE institutions should now switch their focus to the social model of disability which focuses on attitudes, so as to transform the perception of staff towards disabled students. Additionally, practical solutions are provided in an attempt to recognise that disabled students may need to be treated differently, in order to achieve their full potential, which ultimately ensures inclusion within the curriculum.
The relationship between child health, wellbeing and education demonstrates that healthier and happier children achieve higher educational attainment. An engaging curriculum that facilitates children ...in achieving their academic potential has strong implications for educational outcomes, future employment prospects, and health and wellbeing during adulthood. Outdoor learning is a pedagogical approach used to enrich learning, enhance school engagement and improve pupil health and wellbeing. However, its non-traditional means of achieving curricular aims are not yet recognised beyond the early years by education inspectorates. This requires evidence into its acceptability from those at the forefront of delivery. This study aimed to explore headteachers', teachers' and pupils' views and experiences of an outdoor learning programme within the key stage two curriculum (ages 9-11) in South Wales, United Kingdom. We examine the process of implementation to offer case study evidence through 1:1 interviews with headteachers (n = 3) and teachers (n = 10) and focus groups with pupils aged 9-11 (n = 10) from three primary schools. Interviews and focus groups were conducted at baseline and six months into implementation. Schools introduced regular outdoor learning within the curriculum. This study found a variety of perceived benefits for pupils and schools. Pupils and teachers noticed improvements in pupils' engagement with learning, concentration and behaviour, as well as positive impacts on health and wellbeing and teachers' job satisfaction. Curriculum demands including testing and evidencing work were barriers to implementation, in addition to safety concerns, resources and teacher confidence. Participants supported outdoor learning as a curriculum-based programme for older primary school pupils. However, embedding outdoor learning within the curriculum requires education inspectorates to place higher value on this approach in achieving curricular aims, alongside greater acknowledgment of the wider benefits to children which current measurements do not capture.
There is a widely variable breadth of coverage of skeletal muscle content across both undergraduate human anatomy and undergraduate anatomy and physiology (A&P) courses. In response to the need for a ...more global understanding of the content taught in undergraduate anatomy courses, we developed an online survey (administered through Qualtrics) where both human anatomy and A&P faculty could report skeletal muscle coverage in their courses. The survey also collected comparative demographic institutional data such as the type of institution (community college vs. 4 year), course format, and geographic location of the undergraduate institution. Skeletal muscles surveyed included those listed and described in a typical undergraduate human anatomy text (McKinley MP, O'Loughlin VD, Pennefather O.
(5th ed.), 2017, p. 960). The data indicated some interesting instructional trends regarding muscular system coverage. First, both the "identification" and "action" of specific muscles are taught at a higher frequency than the teaching of either "attachments or innervation." Innervation of specific skeletal muscles is the least taught concept. In each body region, certain muscles were taught with higher frequency than others. This research shows there is a global trend in teaching identification of specific skeletal muscles within each body region and often this is accompanied by teaching actions of said muscles. These general instructional trends may increase our understanding of the anatomical and physiological education our undergraduate students are receiving and will lead to further critical conversations about content development and curriculum.
Globally climate change (CC) is scarcely addressed in school curricula, and school graduates are mostly uneducated about climate change. The purpose of this paper is to make a case for ...conceptualising CC as a discipline, and to further argue why CC should be included in school curricula as a disciplinary-subject. An initial examination of CC in curricula globally reveals that the main approach for including CC in the curriculum is the cross-curriculum approach. The problems associated with this approach are discussed in regard to the challenges posed to the integrity of the CC body of knowledge, and to the teaching and learning. The paper continues to build a case for conceptualising CC as a discipline in its own right. It explains the notions of: disciplines, subjects, and disciplinary-subjects. Further, it describes the disciplinary characteristics of CC, and the benefits of including CC in the curriculum as a disciplinary-subject. However, curricular resistance issues are identified and discussed. These resistances are addressed by considering evidence derived from curriculum theory, cognitive psychology and philosophy of science for supporting the inclusion of a CC disciplinary-subject. Finally, the challenges in establishing a CC disciplinary-subject are discussed. The paper concludes by considering implications for further research.
An integrated curriculum is one where the summation of different academic disciplines forms a coherent whole and, importantly, where the relationships between the different disciplines have been ...carefully and strategically considered when forming the composite. Within pharmacy curriculum integration is important in order to produce graduates who have the capacity to apply their knowledge to a range of complex problems where available information is often incomplete. This paper discusses the development of an integrated curriculum in which students are presented with an organized, logical sequence of material, but still challenged to make their own integrations and develop as integrative thinkers. An evidence-based model upon which an interdisciplinary undergraduate pharmacy curriculum can be built is presented.
Following professional development (PD), implementation of contemporary topics into high school biology requires teachers to make critical decisions regarding integration of novel content into ...existing course scope and sequence. Often exciting topics, such as neuroscience, do not perfectly align with standards. Despite commitment to enacting what was learned in the PD, teachers must adapt novel content to their perceptions of good teaching, local context, prior knowledge of their students, and state and district expectations. How teachers decide to integrate curricula encountered from PD programs may affect student outcomes. This mixed-methods study examined the relationship between curricular application strategies following an inquiry-based neuroscience PD and student learning. Post-PD curricular implementation was measured qualitatively through analysis of teacher action plans and classroom observations and quantitatively using hierarchical linear modeling to determine the impact of implementation on student performance. Participation in neuroscience PD predicted improved student learning compared with control teachers. Of the two distinct curricular implementation strategies, enacting a full unit produced significantly greater student learning than integrating neuroscience activities into existing biology units. Insights from this analysis should inform teacher implementation of new curricula after PD on other contemporary biology topics.
This large‐scale study used a survey to collect data on K‐12 world language classrooms in Massachusetts public schools, focusing on core instructional practices, curriculum, and assessment. The study ...resulted in 383 individual teacher completed responses, representing 188 districts, which was analyzed using descriptive statistics. Results indicate encouraging signs in the adoption of core proficiency‐based instructional practices, thematic curriculum design, and the use of performance‐based assessments. Further support for teachers in how to implement these practices is needed, along with attention to school leaders who may have no background in world language education but are tasked with supporting and evaluating world language teachers. Survey data were collected at the beginning of school closures due to COVID‐19, capturing a picture of K‐12 world language education and a point of comparison for future research.
The Challenge
How can we make progress in world language education without understanding K‐12 instructional practices, curriculum, and assessment? How can we support teachers without understanding their classroom practices? How can we advocate for the World‐Readiness Standards for Learning Language without understanding what curriculum is being used in the classroom?
PDF
