| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "CURRICULUM CONSTRUCTION": |
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Curriculum Construction, 2002.
Shows that one of the foundations of a constructing a curriculum should be deciding on the terminology and definitions to be addressed.
2,400 words (approx. 9.6 pages), 10 sources, $ 89.95
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Abstract
In the structure of any given curriculum, there are terms that must be clarified in order to accurately address the nature of the materials being taught. However, in the development of the curriculum itself there are also terms that need expression, so that the educator and the students alike will be able to acknowledge the purpose of the education process and the methods being used to deliver the materials at hand. This paper defines and describes ten terms and their impact on the educational process.
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'Curriculum Frameworks', 2006.
A critique of 'curriculum frameworks: constructing a common body of knowledge' created in the late 1980's.
1,040 words (approx. 4.2 pages), 1 source, MLA, $ 36.95
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Abstract
This paper reviews 'curriculum frameworks: constructing a common body of knowledge', a model that was implemented only in theory. The paper compares this model to the present model in the New York City Department of Education.
Outline:
Objective
Introduction
The Curriculum Frameworks
Principles of the NYC Curriculum Framework
A Vision for the Twenty-First Century
Diagram of an Educational Community Reflective of a Teacher Educational Platform in the Poorest Area of NYC's South Bronx
From the Paper
"The vision of tomorrow's adults is what sets the goals nationally for education. Answering as to what skills and knowledge tomorrow's graduates will need to possess in order to succeed is a critical question to answer with clear focus on tomorrow's world. Education that is "effective, meaningful, and lasting" will serve to prepare the student to succeed in a world that is characterized by "increased diversity, technological change, and global economic interdependence." The student of today must gain through education the cognitive awareness and knowledge to truly appreciate the diversity in cultural heritage throughout the globe and have the capacity to respect the experiential differences that exist in terms of ethnicity and cultural diversity enabling them to work in collaboration and this too in a rapidly changing technological environment that requires integration of appropriate technologies to succeed at their tasks. Tomorrow's graduates must be flexible, technologically savvy, and possess the ability to collaborate in an environment that is ever-changing and ever-diverse."
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Curriculum in the Classroom, 2005.
A look at the definition of curriculum and the role the teacher plays in curriculum decision making.
1,631 words (approx. 6.5 pages), 20 sources, MLA, $ 53.95
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Abstract
This paper provides an exploration of curriculum in the classroom. It discusses how school-based curriculum development is one of the many tasks that school staff are now responsible for as a result of school- based management and how teachers' responsibility for curriculum decision-making is now extended beyond their own classrooms to whole school initiatives.
Outline
Defining Curriculum
The Teacher's Role in Curriculum Decision-Making
Factors Shaping Teachers' Curriculum Decision-Making Space
Impact of Recent National Trends on Curriculum Decision-Making
Proposed Interview Questions
From the Paper
"Outcomes-Based Education is a curriculum approach that inverts traditional planning, focussing on the outcomes stakeholders wish students to demonstrate as a result of their education (Brady, 1996). Once these desired outcomes have been identified, the challenge presented to schools, teachers, parents and students is to determine how they will ensure that these outcomes are achieved and demonstrated by all students. Lorenzen (1998, p.1) clarifies this process saying, "All curriculum and teaching decisions are made based on how best to facilitate the desired outcome." In this educational approach, the focus is no longer on what has been taught, but rather, what the students are able to demonstrate they have learnt."
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Education - Curriculum Reforms - The Past 25 Years, 2008.
A review of the changes in curriculum over the past 25 years.
1,098 words (approx. 4.4 pages), 4 sources, APA, $ 38.95
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Abstract
The paper defines "curriculum" and states that the educational curriculum has undergone dramatic changes, reflecting the changes in culture today. The paper relates that the educational curriculum has undergone many reforms, as the classrooms of today are filled with students of diverse age, socioeconomic status, etc. and that their diversity is definitely greater today than at any other time in the history of education. This paper analyzes and outlines the reforms in the educational curriculum over the past 25 years and includes a discussion on diversity.
Outline:
Introduction
Definition of Curriculum
Curriculum Reforms
Diversity
Conclusion
From the Paper
"Diverse educational goals, as well as varying life and economic circumstances, produce different patterns in student attendance. What was at one time the traditional college student, a white male of 18 to 20 years old, attending a four-year, liberal arts college full-time, and living on campus, is now a minority student in higher education. In addition to those students, the current college population also includes significant proportions of older students returning to school due to changes in the economy, women's roles, and work environments. Over half of the undergraduate population is over 21 years of age, and 41 percent are over 24 years of age. Another difference is the socioeconomic status of current students. This ranges from those whose families are able to finance their education fully, to adults whose incomes must also cover family expenses, to low-income students who require financial assistance. Students from lower economic and societal classes during their youth have led many of today's college students to value vocational training over learning for learning's sake. As compared to the past, women currently make up the majority of most institutions' undergraduate student bodies."
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The Curriculum Theory, 2008.
A revue on the different approaches to the curriculum theory.
1,576 words (approx. 6.3 pages), 5 sources, APA, $ 51.95
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Abstract
The paper explains the origin of the word curriculum and concentrates on one approach, specifically "curriculum as process" which it discusses extensively. The paper states that different types of schools in the U.S. and other parts of the world are enticing students to enroll by offering a more effective curriculum than other schools. The paper then poses the following questions and attempts to answer them: 1. What exactly is a curriculum? 2. What are the approaches used in curriculum theory and practice? This paper explains all this and enumerates the different approaches in curriculum theory and practice and gives a brief description to each approach.
Outline:
Curriculum As Process
Strong Points
Weak Points
Curriculum Designing
From the Paper
"Curriculum as Process" approach has its weaknesses. First, this approach does not guarantee a degree of uniformity in what is being taught in the classrooms. Since this approach encourages interactions and discussions among students and teachers, interactions might take most of the time and that the real subject matter is not properly taken up. Secondly, this approach may lead to different means of teaching in different classrooms and may vary greatly in terms of the content being learned. Another weakness of this approach is that it entirely depends on the quality of the teachers being employed by the school. If the teacher is not well-prepared in his/her lessons, discussions and interactions may greatly deviate from what the teacher actually wants to achieve educationally."
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The Hidden Curriculum, 2005.
This paper discusses the hidden curriculum, which is concerned with imparting to the students the society's norms, values and culture.
1,525 words (approx. 6.1 pages), 4 sources, APA, $ 50.95
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Abstract
This paper explains that the effects of the hidden curriculum are often unnoticed, though its influence on educational institutions can be profound, impacting the behavior, both students and the instructor, often resulting in a less then optimal learning environment. The author points out that, in the United States, the hidden curriculum imparts respect for authority, good conduct and discipline by the organization of the classroom itself with the teacher seated at the front, which implies a hierarchy. The paper suggests that teachers and students can develop a critical awareness of the hidden curriculum by recognizing the many factors, which become part of the hidden curriculum, such as the media, and by being aware of the effects the hidden curriculum can have on topics such as race, class and gender.
Table of Contents
Hidden Curriculum
Effects of the Hidden Curriculum
Awareness
From the Paper
"As a tool for socialization, the hidden curriculum is an important means for preparing students to take on social roles. Jackson (1968), for example, believed that the values taught in the hidden curriculum provided students with a strong foundation to take on the working world. In most American schools, for example, students are expected to concentrate on their own work and to excel, rather than take time to tutor slower students. These practices prepare students for the competition inherent in the American business world and American society in general."
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Definitions of Curriculum, 2008.
An analysis of the definition of curriculum and the importance of taking into account the sociological and ideological aspects of the concept.
817 words (approx. 3.3 pages), 3 sources, MLA, $ 29.95
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Abstract
This paper examines the concept of curriculum and provides the writer's definition of it. In so doing, the paper outlines why conceptions of curriculum which focus predominantly upon describing it as course syllabi and learning modules are inadequate in large measure because they fail to take into account the sociological and ideological aspects of the concept. The paper also discusses E.A. Todd's definition of curriculum in "Curriculum Approaches and Definitions" and argues that it is overly broad and insufficiently descriptive.
Table of Contents:
Abstract
What is Curriculum?
From the Paper
"In closing, the preceding several pages have outlined this writer's conception of what the term "curriculum" really means. In so doing, what it is hoped has been revealed is just how enormous in scope the term really is and how merely confining one's understanding of it to course outlines, course modules and to technical competencies taught (and hopefully learned) is to really overlook many of the ideological and sociological aspects of curriculum. In the end, the concept "curriculum" is really an enormous and enormously important one."
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The Role of the Curriculum Coordinator, 2002.
This paper is a review of literature in support of a proposed research project defining the role the curriculum coordinator.
4,540 words (approx. 18.2 pages), 18 sources, APA, $ 118.95
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Abstract
This paper explains that there is an extensive body of literature discussing the roles of the curriculum coordinator, but there is no consensus on what that role entails. The paper stresses the importance of role theory in issues of position definition. The author states that the proposed research will examine the perceptions of the role of curriculum coordinator held by teachers, principals, vice-principals and curriculum coordinators themselves and will test whether these perceptions differ in relation to the perceivers' position within their schools.
Table of Contents
Introduction
Role Theory: Theoretical and Historical Research
Applications of Role Theory to Organizations, Institutions and Educational Institutions
Application to Organizations/Institutions
Direct Application to Educational Institutions
Application of Role Theory to Role of Curriculum Coordinator
Perceptions of the Role of Curriculum Coordinators
Summary and Conclusions
From the Paper
"In some of the earliest research on role theory in direct relation to educational institutions, Biddle (1961) applied the theory to the role of the public school teacher and the relationships between the teacher's role and the problems of teacher recruitment. Specifically, the study examined teacher differences in teacher roles as perceived by teachers, college education majors and college students in other fields. The assumption underlying the study was that occupational choice was most often made because of role concepts and expectations. Questionnaires were used to elicit respondents' views of positive norms, negative norms, and expectations for teacher behavior in a variety of settings and situations."
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An Analysis of a Curriculum Debate, 2008.
A review of the debate over whether to implement a national curriculum for Australia.
1,800 words (approx. 7.2 pages), 6 sources, APA, $ 57.95
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Abstract
This paper explores the issue of whether Australia should implement a national curriculum. The paper begins by outlining the positive aspects of doing so and then, in order to provide a more rigorous and insightful approach to developing a basis for a national curriculum for Australia, the paper incorporates the research report 'Rethinking National Curriculum Collaboration; Towards an Australian Curriculum' by Alan Reed. The paper examines both sides of the debate on the issue and looks at some of the challenges that would be faced in the implementation process. The paper concludes that the implementation of a national curriculum is crucial to the future of Australia as it seeks to grapple with the complexities of globalisation, the speed of knowledge production, and the challenges of diversity.
From the Paper
"There have been various attempts to engineer various national curriculum agreements such as the attempts in the period from 1989-93 to establish a single national curriculum to form a national collaboration. The most recent manifestation of a national curriculum collaboration was the decision in July 2003 by the Minister Council for Education, Employment, Training and Youth Affairs (MCEETYA) to develop national curriculum consistency in Mathematics, Science, English and Civics. There has also been a search for curriculum commonality and recently the Commonwealth has tied State-territory funding for education to their participation in assessment/performance testing in primary and secondary schooling which in effect determines curriculum design."
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The High/Scope Preschool Curriculum, 2009.
The paper explores the influences of John Dewey and Jean Piaget's curriculum theory on preschool children's performance.
816 words (approx. 3.3 pages), 2 sources, MLA, $ 29.95
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Abstract
The paper looks at preschools that use the High/Scope curriculum that is based on John Dewey and Jean Piaget's theories of a cognitively-oriented curriculum. The paper discusses research that shows that children in High/Scope programs outperform other children who do attend preschool programs where the High/Scope curriculum is not used. The paper also highlights the importance of preschool for children's overall success.
Outline:
Influences Dewey and Piaget's Curriculum Theory Have on Preschool Children's Future Learning and Adult Outcomes
Discussion
Conclusion
From the Paper
"The High/Scope Perry research studied children living in poverty through to adulthood. The research found lasting effects on school achievement and literacy, high school graduation, adult earning, home and ownership, and life development. The Perry program played a significant role in successful life outcomes (1997).
"The High/Scope Preschool Curriculum Comparison Study also examined the long-term effects of preschool on children living in poverty. This study compared three programs: High/Scope, Directed Instruction, and a traditional nursery school curriculum. This research found that the High/Scope curriculum did not yield any significant differences in language, literacy, or school achievement than the other two curriculums. The three preschool curriculums all yielded academic success for preschool children. The High/Scope curriculum yielded greater success than direct instruction in the area of social and effects as well as criminal activity."
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Multicultural Curriculum, 2003.
A position paper on multicultural curriculum development.
1,150 words (approx. 4.6 pages), 4 sources, APA, $ 39.95
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Abstract
This paper is a position paper on multicultural curriculum. The paper discusses what a multicultural curriculum is and why it is needed in today's multicultural classrooms. It looks at the division among those who support a multicultural curriculum and those who don't. The paper briefly discusses how to teach the multicultural curriculum.
From the Paper
"According to Gollnick and Chinn multicultural education has the purpose of further developing a democratic society by providing and promoting a respect and understanding of diverse ethnic and cultural groups ..."
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Curriculum Trends, 2005.
An analysis of curriculum trends in the next ten years.
2,900 words (approx. 11.6 pages), 10 sources, APA, $ 85.95
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Abstract
This paper provides an analysis of curriculum trends in America's public and private schools over the next decade and notes that the trend in the past has been to modify the curriculum in an effort to learn and do the right things. The paper includes a summary of the research in the conclusion.
Background and Overview
What Curricular Changes Will We See and Why?
What Will be the Content of the Curriculum in the Next 10 Years
What and Who Will Influence Content?
Who Will be Involved in its Development and Design
What Part will you Play in Curriculum Development in the Next 10 Years
How will These Changes Impact you Personally
From the Paper
"In spite of initiatives such as the Eight-Year Study and student-centered learning, public schools in American have remained deeply entrenched in traditional teaching; nevertheless, because the need is so great, renewed efforts to reconceptualize teaching in order to improve learning continue to emerge (Gross, 1997). What subjects should be taught in our schools, by what means, to whom, under what circumstances, and with what objective in mind? According to Reid (1999), these are the fundamental questions of curriculum that continue to be debated by politicians, administrators, educators, and, not least, the public at large; however, just what is curriculum? "It is a multitude of encounters between teachers (practitioners) and students (clients) in circumstances of great individuality, where outcomes are seldom predictable" (Reid, 1999, p. 3). In addition, a curriculum is also, by necessity, an institution. This is possible because both educators and the public alike have a firm conception of curriculum as institution, which includes concepts of "gradedness" (what it means to be a fifth grader), concepts of "subjectness" (what it means to study fifth-grade geography), and so forth (Reid, 1993). "
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English Foundation Stage Curriculum, 2005.
An examination of the curriculum guidance for the foundation stage of development that was designed for children in England, aged three to five years.
2,088 words (approx. 8.4 pages), 12 sources, MLA, $ 65.95
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Abstract
This paper analyzes the English foundation stage curriculum for three to five year old children, for all children participating in it. It identifies what is meant by an effective curriculum and analyzes the effectiveness of this curriculum for the children participating in it. The paper then considers theories of play and international approaches to learning for three to five year old children.
From the Paper
"The Dfes (2000) does attempt to take into account individual differences as point five in appendix one indicates. It states individual needs which should be incorporated include special needs, religion or ability and that children shouldn't be disadvantaged because of their differences. The Dfes (2000) already incorporates individual's needs in point four of appendix one which indicates children's experiences should build on what they know and can do. So combining these two aspects provides practitioners with suitable guidance to incorporate children of all abilities and value rather than exclude those with individual differences."
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Curriculum Design, 2005.
A brief examination of the differences in curriculum design for adults returning to school or for regular high school students.
1,014 words (approx. 4.1 pages), 4 sources, MLA, $ 35.95
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Abstract
When a group of individuals designed to be members of a sales force for a brick and mortar multinational business go 'back to school,' the curriculum philosophy, implementation and design of the firm will be by definition much, much different in its objectives than the aims of the curriculum of a local school district. This paper explains that the difference will not simply be in the age of the individuals, as many older people are becoming part of the nation's high school and community college graduates. It points out that the primary difference will be that the curriculum for the corporation must be praxis-driven, rather than simply designed to foster learning in the students. The writer posits that customer service and retention and employee satisfaction and retention must be the prime objectives of such corporate training.
From the Paper
"The sales curriculum must thus be designed with practicality and profits in mind. Academic learning is open ended, and designed to encourage students to ask 'what works.' But in corporate settings, management and outside consultants, as well as the past experiences of the company have already reached a consensus about what works. Now, the task of the curriculum is to enable the sales staff to implement the company's designed program to make effective sales. For example, in a school, one might ask, what is the best way to treat anxiety? A corporate training program for a sales staff would ask, how best to approach doctors in a hospital setting to sell our anti-anxiety medication? The skills and ability to learn in the sales staff are assumed, if human resource staff has done the HR job well by selecting qualified and competent employees. This assumption is not made in more conventional learning settings."
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Curriculum Design, 2002.
A paper which discusses a school curriculum design called Direct Instructions.
1,280 words (approx. 5.1 pages), 6 sources, APA, $ 43.95
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Abstract
A paper which shows how a school curriculum design called "Direct Instructions" is based on the model of learning by the same name. The paper shows that the main aim of the curriculum designed for elementary high schools of a district, is the uniformity in the curricula so all the schools impart the same educational quality and therefore there is no discrepancy and the whole community remains satisfied. The curriculum encourages coordination between the schools, identical teacher training, and ease the students transition into high school as they would belong to the same schooling system.
From the Paper
"The Coordinated Learning methods are designed to drill the students with what is taught in the class. The students are taught ?automaticity? where they learn and comprehend their lessons to perfection. They reiterate the lessons till each and every student has learned the lesson. The learning is not limited to the classrooms, but the students are also taught to implement what they have learnt and are taught the true usage of what they have learnt. The incessant repetition of work transfers the learning from short term to long-term memory of the student. The students are retested at timely intervals so as to ensure that they have not forgotten what they have been taught. Thus the overall effect is that the student?s learning power is accelerated and he finds it easier to learn and understand new things once he has been taught the tact of learning."
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