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This article seeks the opinions, perceptions, and attitudes of faculty members about the strategies for using hologram technology in the learning environment. The research method was qualitative and based on this, 17 faculty members from Farhangian University Centers (CFU) and public universities in Iran were interviewed. The data obtained were analyzed using the content analysis method. The results, while providing valuable strategies in this field, show that the major strategies for using hologram technology in the learning environment included are "Promoting the efficiency of the curriculum in order to take advantage of hologram technology," "Sharing international experiences through hologram technology in the field of education" "Social, cultural and professional context building for the use of hologram technology" "Creating strategic planning in the field of hologram technology in education" and "Changing traditional approaches and adopting correct management actions in order to make optimal use of hologram technology". The results, show that this technology can definitely be improved and according to the trend it has adopted, it will be one of the main technologies in the field of education. This paper, provides the necessary strategies for the government and the private sector to use this technology in the school curriculum. [ABSTRACT FROM AUTHOR]

Textbooks are a widely used educational intervention that can affect student achievement, and the marginal cost of choosing a more effective textbook is typically small. However, we know little about how textbooks get from the publisher to the classroom. The purpose of this paper is to investigate the ways mathematics textbook adoption practices vary and predict adoption decisions. We use interviews with district leaders in a stratified random sample of 34 California school districts. We find isomorphic, highly formalized adoption processes in most districts. However, we observe some differences along dimensions of district size, technological interest/infrastructure, and English learner concentration. We recommend states produce and update lists of high-quality materials early and often, and that they use a highly rigorous evaluation process. We also recommend states experiment with encouraging similar districts to partner on textbook evaluation and adoption to respond to district demands for information and capacity building around curricula. [ABSTRACT FROM AUTHOR]

This paper advocates for the introduction of teaching about religions in schools in Trinidad and Tobago and presents a preliminary strategy to this end. The background to the paper is a National Commission for UNESCO project, for which one of the major goals was to determine the status and feasibility of Teaching About World Religions (TAWR) in schools. The initiative involved: (a) a survey conducted in a sample of schools in 2008; (b) a symposium (January 2010); (c) a workshop (October 2010); and (d) a presentation at the Ministry of Education consultation on the primary school curriculum in 2011. Some of the consultation feedback revealed societal fears arising from a misunderstanding of the purpose of educating young people about religions other than their own. The paper argues that greater knowledge and understanding of the tenets of our various religions are critical for promoting harmony in diversity. Historically, interfaith relations have been marked by disrespect and persecution of some faiths. While there has been decided improvement at official levels in the 52 years of independence, there exists a legacy of mutual intolerance, prejudice and mistrust, based largely on lack of information. The formal education system does not adequately address this legacy. The authors considered the nomenclature for such a programme and propose a preliminary framework and implementation strategy for teacher training and curriculum materials development for interreligious studies. [ABSTRACT FROM AUTHOR]

To reduce inconsistencies in citation instruction across the curriculum, the Gregg-Graniteville Library at the University of South Carolina Aiken developed a model of citation support that involved creating instructional materials, providing citation support at the reference desk and via appointment, and creating and delivering citation style workshops and instruction sessions. These efforts evolved into a multipronged model of collaboration that involved coordination within the library, with the campus writing room, and with the teaching faculty. The purpose of this paper is to provide an overview of this model, which is both collaborative and holistic in its approach, and to discuss the process of trial and error that has contributed to its growth and evolution. [ABSTRACT FROM AUTHOR]

A number of recent studies, especially within the East Asian region, have chronicled the problems involved in successful implementation of the English language teaching component of large-scale, system-wide educational innovations. This paper reports on the findings of research into the implementation, in both general and ELT-related terms, of another similar recent initiative, the Philippines Basic Education Curriculum (BEC). The data indicate that classroom-level implementation of the BEC has been difficult to achieve, principally because (i) the curriculum design is insufficiently compatible with teaching situation constraints and, (ii) the necessary levels of professional support and instructional materials have not been provided. The data also show that both drawbacks can be traced in the first instance to a shortage of teaching situation and implementation process resources, a phenomenon frequently noted in the other studies and elsewhere. As the literature on curriculum development also indicates, however, such problems occur in both resource-rich as well as resource-poor contexts. The paper therefore concludes by discussing a number of additional possible underlying causes for inappropriate forms of curriculum innovation, with a view to informing directions for further enquiry. [ABSTRACT FROM AUTHOR]

This paper discusses the teaching of the values of space, and the development of sustainable regions, as viewed through a prism of values, and which should become an integral part of the geography curriculum. The author is convinced that new methodologies for the teaching of space-related topics in primary and secondary schools across Europe should be found. Therefore, this paper deals with the results of an international survey carried out in Slovenia, Poland, Italy, Greece and Montenegro, which aimed to define the main preferences and obstacles encountered by teachers and their students towards the various teaching aids presently employed within this subject area, and looks at the differences between expectation, and the actual delivery. Using the results of this survey, the author suggests possibilities for the development of geography teaching; particularly with regard to subject areas concerning sustainable development, values of space, and increasing the public awareness of both. [ABSTRACT FROM AUTHOR]

The objective of this paper is to foster reflections on the similarities and differences between the Communicative Approach, a well-known method for English language teaching in Brazil, and Critical Literacy, the latest suggestion made by the new Orientações Curriculares para o Ensino Médio (OCEM). First, we will address the theoretical traditions that give origin to the two teaching approaches, explaining their main concepts. Then, we will discuss the similarities between the two approaches, as well as their main differences. We claim that the two teaching approaches, however different in their proposals, are not incompatible, but complementary. Finally, we suggest an example of an integrated activity that aims to reconcile the objectives of the two approaches. [ABSTRACT FROM AUTHOR]

This paper presents the problems we have in a current society educated in the visual culture to teach Audio-visual Narrative in such a way that it takes a constant work of learning in the practical activity. Using this criterion, we begin studying the previous cultural parameters and continue with the practices, evaluation methods and feedback between pupils and teachers. [ABSTRACT FROM AUTHOR]

The present paper provides an overview of the development of an International Curriculum on Hydrogen Safety Engineering and its implementation into new educational programmes. The curriculum is being developed as part of the educational and training activities of the European Network of Excellence “Safety of Hydrogen as an Energy Carrier” (HySafe). It has a modular structure consisting of five basic, six fundamental and four applied modules. The reasons for this particular structure are explained. To accelerate the development of teaching materials and their implementation in training/educational programmes, an annual European Summer School on Hydrogen Safety will be held (the first Summer School was from 15–24 August 2006, Belfast, UK), where leading experts deliver keynote lectures to an audience of researchers on topics covering the state-of-the-art in hydrogen safety science and engineering. The establishment of a postgraduate certificate course in hydrogen safety engineering at the University of Ulster (starting in January 2007) as a first step in the development of a worldwide system of hydrogen safety education and training is described. [Copyright &y& Elsevier]

Since the formation of a coalition government in May 2010, there have been substantial changes in government policies relating to the education system in England and Wales. The previous Labour administration strengthened education in food and nutrition and promoted healthy eating in schools. The National Curriculum relating to food technology states what pupils should learn, making reference to practical cooking skills, food safety and hygiene and nutrition and healthy eating. This remains a statutory requirement. The Comprehensive Spending Review (CSR), announced in October 2010, meant that substantial financial cuts would be made across government, including the Department for Education. A huge swathe of quangos has already been cut, including the Qualifications and Curriculum Development Agency (QCDA) and the National Healthy Schools Programme (NHSP). The School Food Trust (SFT) has faced budget cuts, and further massive savings will come from the scrapping of Building Schools for the Future (BSF). The White Paper and Education and Children's Bill will provide greater freedom for schools and academies to determine their own curriculum, length of the school day and lesson times. David Cameron's vision of a 'Big Society' will require greater collaboration from a wide range of organisations, including industry and charitable organisations to support high quality education in food and nutrition in schools. Individual Headteachers will be freed to make decisions at a local level. This will leave individual schools with greater decision making and funding responsibility. [ABSTRACT FROM AUTHOR]