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This study aims to investigate the evaluation and development of curriculum in education management through a systematic literature review (SLR). The study also seeks to identify gaps in the academic literature and make essential contributions to filling those knowledge gaps. Data was collected through a literature search on Google Scholar for articles published in Scopus-indexed journals. After screening with inclusion and exclusion criteria, 21 relevant articles were analyzed using NVivo software. This analysis includes identifying trends, distribution, research contributions, and the methodology used in these studies. Research trends show an increased interest in curriculum evaluation and development in recent years, reflected in the increasing number of research articles. The distribution of research articles by publisher, journal, and country of origin demonstrates the diversity of publication sources and international contributions in the academic literature on curriculum management. The analysis also revealed the diversity of research methodologies, covering a wide range of quantitative and qualitative methods. In addition, the use of software for data analysis is also highlighted in this study, showing a trend in the use of technology in facilitating research analysis. This study concludes that curriculum evaluation and development in education management is a complex and crucial topic, requiring a multidimensional approach and cross-border cooperation to understand it profoundly and overcome existing challenges. The study identifies gaps in the academic literature and provides a basis for further research and practice in curriculum evaluation and development.

Critical multicultural education (CME) challenges power imbalances in society and calls for the equitable distribution of power. It aims to address biases based on gender, class, and race, and improve social, economic, and educational opportunities for all individuals. While there have been several studies conducted on CME in relation to teachers and teacher training, there is a need to examine its broader implications for teacher education. This study aims to investigate the implications of CME on teacher education by analyzing different studies on this subject and their findings in various contexts. 14 relevant articles were compiled, categorized, and coded based on their context and findings, and descriptive data analysis was conducted. The study compared and contrasted the findings of the different studies and made generalizations about the implications of CME on teacher education and how it can be applied in the EFL context. The study highlights the importance of understanding the potential impact of CME on teacher education and provides insights for educators to effectively integrate CME principles into their teaching practices.

The article provides a retrospective analysis of the student sports development for the period from 1991 to 2022. The stages of the development are defined based on the research of legislation and other legal acts, strategic planning documents in the fields of physical culture and sports, education and youth policy. The key features of the development of student sports at each stage are presented. Conclusion about the need of a systematic approach to the student sports development is made. Recommendations for the improvement of student sport management are given.

Background & Objective: Considering the role and importance of faculty members in promoting education as one of the major aspects of university life, paying attention to the educational empowerment of faculty members is an inevitable necessity. This study was conducted to design a comprehensive inter-university educational empowerment program for faculty members of six universities of medical sciences in Iran. Materials & Methods: The present study was started as a scholarship process in 2018, and the 6 steps of Kern’s model were employed for its educational planning. First, in two stages of needs assessment (general level and target group), the dimensions of the program and the educational needs of the target group were determined. In the next step, the goals of the Purposeful Faculty Empowerment Program (PFEP) were defined and, based on them, educational strategies, including content and methods, were planned in the form of the PFEP document. In the following stages, the program entered the implementation phase and its effectiveness was evaluated. Results: The results of two stages of needs assessment at the general and the target group levels led to the formulation of PFEP needs assessment guidelines and the targeted educational capabilities, after which the educational topics of the PFEP were determined. The educational content related to each of the workshop topics and the method of holding the empowerment course were compiled as separate instructions for PFEP courses. The results of the formative evaluation of each PFEP course were published as final reports of each course, and the information obtained from it was used to improve future courses. Conclusion: This study led to the formulation of a comprehensive program for educational empowerment in six universities of medical sciences in Iran. The methods of planning and implementing this course can be a model for other universities to hold inter-university educational empowerment courses.

In response to the opportunities and challenges posed by rapid technological advancement, digital transformation (DT) has recently emerged as a key concept in higher engineering education. DT involves using digital technologies to transform educational and pedagogical practices to enhance the learning and teaching experiences, prepare students for the needs of industry, and foster innovation. Despite a growing number of small-scale empirical studies concentrating on digitalization at lower single-activity and classroom levels, the practices of traditional education largely remain. There is a need for more systematic and holistic frameworks to facilitate and guide DT in engineering education. This study reviews 13 studies, using a systematic approach to identify and analyze the literature on frameworks for DT of engineering education. Several characteristics are identified, including types of DT frameworks and models; drivers of DT; and digital learning tools and types. In addition, various anticipated outcomes of DT reported in the included studies are described at the micro, mezzo, and macro levels. Recommendations for future practices for engineering students, educators, and institutions and future research directions for engineering educational researchers are also proposed to support the further development of digital education.

As schools work toward addressing the youth mental health crisis, Student Assistance Programs (SAPs) can serve as a service delivery model to proactively offer a continuum of support. A SAP involves education and building awareness, prevention, early identification, referral, intervention, and guided support services. With the rising mental health need that was exacerbated by COVID-19, describing one district’s efforts can assist other schools in planning their own continuum of support within a SAP. This article provides a case example of one district’s efforts to create a system that integrates universal screening data and school and community support structures supporting students’ wellness. We describe the district’s continuum of support and early identification and intervention efforts, their systematic approach to integrating systems, and their teaming process. We will also report the percentages of students who are identified on wellness benchmarking and screening tools in addition to the percentage referred for additional support. We conclude by reviewing the implications for practice and future research.

The article describes the practical implementation of an experimental model for teaching academic writing to non-linguistic students of humanities at three levels of higher education. Improving the quality of domestic scientific publications submitted to high-ranking journals requires new effective pedagogical technologies. Theory and methodology analysis, as well as empirical observations show that the problems faced by Russian-speaking authors of academic texts can be divided into two categories: strong Russian accent that creates the language barrier and hinders understanding, and flawed academic style that leads to the cross-cultural academic barrier. The described ten-year study involved 25 students of Petrozavodsk State University, aged 17 to 28, who subsequently completed bachelor’s, master’s and postgraduate programs. At each of the three stages, the participants completed a set of tasks aimed at consistent and systematic formation of academic writing competence through writing abstracts (bachelors), conference proceedings (master’s students) and full-text academic articles (postgraduate students). To collect and process the data, the researchers used an open-ended questionnaire, the observation method, expert assessment, and descriptive statistics. The study results showed that the systematic approach helps to effectively eliminate structural and stylistic writing problems over the course of studies. However, the difficulties associated with the manifestation of the Russian accent in written English-language academic discourse are more resistant. The authors make the conclusion that the systematic development of academic writing skills in English will help to overcome obstacles for the internationalization of Russian science.

Introduction To promote their personal and professional growth, medical educators need practical, actionable feedback on their scholarship, as well as guidance for documenting their scholarship in educator portfolios. We offer a framework and resources to provide formative and summative feedback to faculty, administrators, and/or learners delivering an oral presentation at a face-to-face or virtual health professions education meeting. Methods In 2014, the leadership of the Central Group on Educational Affairs (CGEA) meeting planning committee developed and piloted a process to provide individuals with formative and summative feedback on their oral CGEA research presentations at face-to-face meetings and create a transparent process for determining the Best Presentation Award. The feedback process was implemented for 7 years until revised in 2021 for the CGEA's first virtual meeting. Past and present meeting organizers conducted four focus groups in 2021 with presenters and peer reviewers via Zoom. Transcripts were analyzed for major themes using conventional content analysis. Results To date, 102 presentation assessments have been conducted, including formative and summative assessments. Sixty-two volunteer assessors have participated, 19 (31%) of whom served for more than 2 years. Focus groups identified best practices and suggestions to improve the feedback process. Discussion This resource offers a feasible, systematic process to provide individuals with formative feedback on presentations at professional conferences, promote a community of practice for personal and professional development, and create a transparent process for determining a Best Presentation Award. Participants valued providing and receiving feedback and recommended implementation at other professional meetings.

The article is devoted to the actual guestions valeological competence of the modern teacher, is explored the structure valeological competence teacer, which is developed on the basis of priority spiritual-valued gualitties teacher, that is deaten back on forming vital jurisdictions undent.

The purpose of this article is to study the potential of a systematic approach as the basic element of the course content in system training of managers in education. Methods. Methods involve analysis of the theory and practice of application of the system approach to management challenges in education; positions of the general systems’ theory; synergetic approach as «the optimum control mechanism of complex systems»; adaptation of administrative technologies for an education sphere, implemented before and mainly in economy; questioning of educators of an education system of different levels. Results. The authors have proved the necessity of formation of managers’ systems thinking, with the specialization – a variety of educational services rendering. Managerial process characteristics of educational institution are defined. The course as training variant «Education of Managers» is proposed on the basis of the analysis of a historiography and summary results of questioning. Scientific novelty. Theoretical blocks of retraining and reorientation program to new paradigms of educators’ service or activities of are specified. The systematic approach to activity operations management has become the basis of the proposed program. Practical significance. Developed on the basis of results of research and approved course « Systematic approach in educational institution practice: technologies and management issues» helps get over some thinking and the stereotypes that generate the problems in education system development; promotes understanding of management methods in accordance with principles of systematic thinking; realizes and sets the abilities of interrelations revealing between external and internal processes and phenomena in relation to the system; develops an ability to predict the future systems behaviour and readiness to change structure of system, cohesion between its elements and functions.

Experimental Design (ED) technique is a proven analytical method used in the chemicals industry. We have taken this approach and applied it to Phil Sabin's ‘Take That Hill’, a simple wargame presented at Connections 2014. By evolving the tactical turn game choices into playable full-game strategies, a descriptive set of game outcomes can be delivered and optimised to produce winning strategies. This provides a systematic approach to testing a game, with full post-game deconstructive analysis which is capable of being used to identify flaws, and find optimal strategies in playing the game. The most successful strategies found by ED outperformed individual strategies developed by experienced players. ED allowed pairing of obvious good play with seemingly counterintuitive play that were found to work well in unexpected combinations.

Increasing the effectiveness of Russian educational and pedagogical complex is an urgent task. Without solving this task, it is difficult to solve the problem of weakening moral ideals by a part of Russian youth. Overcome the gap between education and upbringing is due to the use of system approach in the state, public, school, family management of educational processes in childhood and adolescence. The article outlines and substantiates the principles of the system approach, which must be strictly observed by the participants in the management of the upbringing of the younger Russian generation.

The International Society for the Biological Therapy of Cancer (iSBTc) has initiated in collaboration with the United States Food and Drug Administration (FDA) a programmatic look at innovative avenues for the identification of relevant parameters to assist clinical and basic scientists who study the natural course of host/tumor interactions or their response to immune manipulation. The task force has two primary goals: 1) identify best practices of standardized and validated immune monitoring procedures and assays to promote inter-trial comparisons and 2) develop strategies for the identification of novel biomarkers that may enhance our understating of principles governing human cancer immune biology and, consequently, implement their clinical application. Two working groups were created that will report the developed best practices at an NCI/FDA/iSBTc sponsored workshop tied to the annual meeting of the iSBTc to be held in Washington DC in the Fall of 2009. This foreword provides an overview of the task force and invites feedback from readers that might be incorporated in the discussions and in the final document.

The article emphasizes the importance of localization in headache medicine, advocating for a systematic approach to diagnosis that considers where the pain and associated symptoms are located in the nervous system or surrounding structures, with the goal of ensuring that serious secondary headache disorders are not overlooked, ultimately leading to better patient care.

Introduction For medical educators, applying a systematic approach to working with struggling learners (learners in difficulty) can improve faculty success and satisfaction with the remediation process. Use of the familiar SOAP diagnostic framework can ensure that faculty develop a thorough differential diagnosis and target their interventions to address underlying issues affecting learner success. Methods We developed a workshop to teach medical education faculty essential skills for supporting learners in difficulty. Teaching methods included didactic presentation, large-group discussion, and small-group work with role-plays. Over three 2-hour sessions, participants learned to assess a learner in difficulty, develop an initial remediation plan, and evaluate their learning system with the goal of improving support to learners in difficulty. Evaluation included pre- and postsession assessment of learner self-perceived confidence and skill with working with struggling learners, as well as brief postsession evaluation. Results Ninety-nine faculty participated in the Learners in Difficulty workshop over 7 years. Participants’ overall rating of the workshop was 4.9 (1 = poor, 5 = outstanding). Pre- and postworkshop evaluation showed a statistically significant increase in perceived self-confidence to “Meet the needs of a struggling learner,” from an average of 4.4 to 7.6 on a 10-point scale (mean Δ = 3.2; 95% confidence interval, 2.6–3.8; p < .001). Discussion This workshop provides a stepwise approach to working with learners in difficulty and assessing participants’ educational systems to identify strengths and weaknesses. Evaluations indicated participants felt more confident in their ability to engage in this topic following completion of the workshop.

The goal of designing innovative curricula and programs in medical education is to create interventions that will change the attitudes, knowledge, skills, and behaviors of learners in order to prepare them to contribute to the health of patients and communities they serve. Systematic evaluation allows curriculum/program developers to optimize their curriculum/program and ensure that the goals of the curriculum/program are met. While curriculum/program evaluation is distinct from educational research, when approached in a rigorous manner, curriculum/program evaluation can be published as educational scholarship. The goal of our paper is to equip readers with tools to apply a scholarly approach to curriculum/program evaluation to produce findings that will advance the field. We start by defining curricula, educational programs, learner assessment, and evaluation. We then briefly describe examples of best practice models for curriculum/program development that incorporate the critical step of planning for evaluation. Building on published work, we distinguish the use of best practice models and conceptual frameworks to inform curriculum/program development and evaluation. More specifically, we outline steps to plan an evaluation that demonstrates WHAT was effective, describes HOW the curriculum/program contributed to the outcomes achieved, and points to WHY the curriculum/program led to the outcomes observed. We conclude with key considerations for publishing findings of an evaluation, including what to include in each section of a manuscript. [ABSTRACT FROM AUTHOR]

A parallel system of inclusive and special education persists in Ireland despite attempts to move towards integrated provision for students with Special Educational Needs and Disabilities (SEND) along a flexible continuum of support. Even in mainstream schools, duality exists and discrete delivery of special education continues to create ‘siloed’ approaches to education for some students. This paper outlines a research and knowledge exchange initiative involving a higher education institution and a management body for post-primary schools in Ireland attempting to develop integrated, school-wide, systematic and collaborative approaches to inclusive and special education. Theoretically underpinned by Hornby’s model of Inclusive Special Education (2015) and a conceptualisation of the SENCO role in the Irish context, a pilot process was implemented to support the development of an integrated response to a continuum of need. A year after initial implementation a review was undertaken. Focus group and individual interviews with SENCOs, Curriculum Leaders and Principals in six schools indicate that the initiative, while still in its infancy, raised awareness about inclusive special education amongst staff and provided data-informed approaches to education. The centrality of leadership in promoting school-wide approaches to inclusive special education also emerged. Finally, the importance of situated community of practice approaches to professional learning were identified as critical to leading change in schools.

The paper estimates the regional and municipal opportunities of spa- tial development modernization in the Russian Federation. In the post-crisis period, it is necessary to facilitate the innovative processes and society oriented state develop- ment to give way to the steady transition from the regional policy to the federal state structure, which requires scientifically based decision making in all the directions of social development. The author considers the ideology of such transition and recom- mends using the systematic approach to choosing priorities and development institu- tions. Several perspective factors such as education and science are analyzed in the context of systematic regional and territorial development along with the necessity for program-project modernization of the federal state structure. The following new insti- tutions for regional development are proposed: regional and municipal self-deve- lopment, business territories, program-project planning of spatial development.

A review of the book Evaluation in Organizations: A Systematic Approach to Enhancing Learning, Performance, and Change by Darlene Russ-Eft & Hallie Preskill, published in 2001 by Basic Books.

Web 2.0-based workplace learning is defined in this article as informal learning that takes place in the workplace through connections and collaborations mediated by Web 2.0 technology. Web 2.0-based workplace learning has the potential to enhance organisational learning and development. However, little systematic research has been published that explores how individual, social and organisational factors may influence Web 2.0-based workplace learning. This study aims to address this knowledge gap. Drawing on a selective review of the theories and research on social exchange, social capital, communities of practice and organisational support, we have developed a testable theoretical model for further empirical study.