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The undergraduate psychology major is often one of the most popular choices for bachelor's degree-seeking students. Although national and international organizations are devoted to broad interests, there does not seem to be much coordinated effort - on any level - to comprehend and advocate on behalf of psychology baccalaureates. In this review article, we expand on psychology workforce literacy, focusing on a psychology major's ability to navigate the college-to-career transition. Psychology workforce literacy is more than exploring and knowing the options with a psychology bachelor's degree. It is also about self-confidence to make meaningful decisions about the next steps in one's career path, and many of these ideas emerge from the career development literature. We present ideas about how faculty can prepare undergraduate students with psychological workforce literacy knowledge and skills, curriculum options, and the pedagogical/assessment supports that faculty will need to know that their efforts are effective.

Interest in the study of computer technology in schools (often in the form of Computer Science subjects or coding initiatives) is seen to have undergone two waves of interest, one in the late 1970s/early 1980s and the other more recently since about 2010. Through a historical exploration of the rationales for the study of computer technology in schools in both the first wave and the second wave, this paper aimed to explore the various curriculum ideologies underpinning their justification. In doing so, the paper highlights the chameleon-like nature of this change agenda in aligning with contemporary trends to advance the study of computer technology on the curriculum. The paper argues that current manifestations of the study of computer technology in schools are at odds with broader curriculum reform goals and international policies and raises questions about students' access to such knowledge.

There is no general agreement about the best way of organising the curriculum. Debates often pitch a subject-based curriculum against an integrated curriculum although there is great variation among integrated approaches. Numerous claims have been made regarding the comparative merits of different approaches, but many scholars have noted the lack of a strong evidence base to support these. This article reports a review of reviews to examine how the learning outcomes of students following more subject-based or more integrated curriculum approaches compare based on empirical research that uses control groups. The literature from 1990 to mid-2022 was systematically searched. A final sample of nine reviews was included and critically appraised using the AMSTAR 2. The evaluation found that all reviews were of critically low quality. Within the reviews, relatively few primary studies concerned the primary school or secondary school level and had control groups. There was variation in outcomes reported between studies, but these tended to either find positive effects of integrated approaches or no differences between groups. Very few primary studies found detrimental effects of interventions involving integrated approaches. Various methodological issues as well as complexities of integration need to be considered when interpreting the findings. Overall, we conclude that based on the limitations of the current evidence, neither strictly subject-based nor more integrated approaches can be regarded as superior for students' learning outcomes. Implications for theory, research and practice are discussed.Context and implicationsRationale for this studyThere is a need for understanding the current evidence for comparative effects of subject-based and integrated curriculum approaches on students' learning experiences and outcomes.Why the new findings matterThe findings can inform the long-lasting, international debates regarding the best ways of structuring the curriculum.Implications for practitioners, curriculum designers and researchersThis review of reviews demonstrates that it is crucial for all stakeholders to move away from the false dichotomy of 'subjects' versus 'integration' and to recognise the various ways in which subjects can be integrated. Based on the reviewed evidence, neither strictly subject-based nor integrated approaches are superior for students' learning. A well-implemented approach drawing on the best of both worlds is likely required in practice, but more research is needed to explore this. The findings can inform researchers about what studies are needed to move the debate forward, including studies that use adequate control groups and consider affective outcomes.

This paper describes the collaborative development of an agenda for research on e-assessment in undergraduate mathematics. We built on an established approach to develop the agenda from the contributions of 22 mathematics education researchers, university teachers and learning technologists interested in this topic. The resulting set of 55 research questions are grouped into 5 broad themes: errors and feedback, student interactions with e-assessment, design and implementation choices, affordances offered by e-assessment tools, and mathematical skills. This agenda gives a framework for a programme of research aligned with practical concerns that will contribute to both theoretical and practical development.

This study analyzed studies done in Turkey in the context of curriculum evaluation (CE) by asking, "How is it made? The study was carried out in two stages. In the first stage, the document analysis method used 215 theses written between 1991 and 2020 on CE were analyzed according to the "thesis review form." In the second stage, depth analysis was made through semi-structured interviews with the authors (students) and the field experts (supervisors of the authors) of the theses to make the results of the first stage more understandable. Interviews were conducted with 32 participants. A maximum sampling method was used to determine the participants. The data analysis calculated percentage and frequency values for the data obtained in the first stage. In the second stage, descriptive analysis and content analysis were carried out with the MAXQDA 2020 qualitative data analysis program. The majority of theses did not employ a CE model as a consequence of the research, and the CIPP model was the most popular CE model. Many of the theses were not justified in using the CE model. Model usage increased as time passed to the present day. Many theses used quantitative models but did not explicitly state the sampling technique. Teachers were mainly used in this research as a source for data gathering, and participant numbers ranged from 10 to 50. Additionally, most studies used questionnaires and interviews as the primary data-gathering tools. All of these findings suggest that CE studies have several flaws.

The field of curriculum is characterized by its porous and evolving boundaries, which are influenced by ongoing shifts in sociological, technological, scientific, and political domains. Given this dynamic context, the field necessitates continuous advancements to address these evolving trends. Consequently, its scope and prevailing research foci are subject to change, thereby shaping curricular adaptations. The primary objective of this study is to delineate the contemporary scope of curriculum studies by examining prevailing topics of discourse. Research articles published in two selected journals--Curriculum Inquiry and Journal of Curriculum Studies--were analyzed to achieve this. These journals were chosen for their alignment with the study's objective and were employed as primary data sources. A bibliometric analysis was conducted on data harvested from these publications, utilizing descriptive statistics through the Web of Science (WoS) system as an initial analytical step. Subsequently, VOSviewer software was employed for advanced bibliometric analyses. The study's findings offer both visual and descriptive insights into how the thematic focus within curriculum studies has shifted over time. Notably, recent discussions within the field underscore the exigency for democratic curriculum reforms. Moreover, the issues addressed by the selected journals closely align with current societal challenges.

For over 70 years, Ralph W. Tyler's "Basic Principles of Curriculum and Instruction" has been the subject of considerable debate among curriculum scholars. This article offers a different reading of the Tyler rationale, juxtaposed with Foucault's "Discipline and Punish." The author suggests that Tyler's rationale shares many of the carceral logics described by Foucault in his genealogy of disciplinary power. This reappraisal of the Tyler rationale is significant in the current education policy environment. Tyler's emphasis on the attainment of assessable predetermined objectives has helped institutionalize punitive accountability regimes and may assist revanchist political actors in manufacturing moral panics around issues of gender, sexuality, racial history, and civics education. The logics of Tyler's curriculum protocol have been institutionalized as common sense in kindergarten through 12th grade and university education and are antithetical to crucial deliberation over the pressing existential issues we all face, including autocratic threats to education itself.

Tertiary education in Australia is dominated by a division between two large systems of provision: vocational education and training (VET) and higher education (HE). Over time, these tertiary education sectors have become distinct in several respects, including the way curriculum is conceived and practiced. In VET, competency-based training operates as a system-wide curriculum model. In HE, different professions and disciplines, in addition to university requirements, directly influence and shape curriculum design. The Australian competency-based model has been politicised over the last few decades, leading to fetishisation of the standards used to guide learning and teaching in VET and fostering distinct approaches to curriculum in the two systems. Schwab's notion of curriculum commonplaces can be used to examine teaching and learning in VET to highlight ways in which an expanded concept of curriculum could lead to a renewal of VET and simultaneously promote generative articulation between the two tertiary systems.

Use of digital tools that have entered people's lives in recent years has become a necessity during the COVID-19 pandemic, and students have started to use digital tools extensively both in their lessons and at their home. Students use technology intensively on daily basis, and the need for training these students in a way to establish safe online communication and collaboration has put the concept of digital citizenship on the agenda. In this study, the theoretical framework of the concept of digital citizenship was introduced, and the studies reported in the literature regarding digital citizenship and teaching of it were examined. The studies reviewed included (1) those on the introduction of the concept of digital citizenship or the elements of digital citizenship, (2) those conducted to determine the participants' digital citizenship levels or perceptions, (3) those examining the curricula within the framework of digital citizenship, and (4) those carried out in relation to teaching of digital citizenship and its elements. The studies in each group were briefly introduced. As a result of the study, several suggestions were put forward regarding digital citizenship education.

Amidst the effort to extend its knowledge base, however, there is still a difficulty in understanding the null curriculum. Thus, the general purpose of this paper is to synthesize the concepts in understanding the null curriculum. Following the research method of the systematic review, relevant materials were searched, gathered, and analyzed. Based on the results, it can be concluded that the null curriculum takes multiple dimensions, occurs at hierarchical levels, and can be identified using different frames of reference. When placed in a broader analytical perspective, the overlaps in the intellectual processes dimension, the inconsistencies of the implemented and experiential levels, and the unknown scope of universal curriculum draw challenges in fully understanding the null curriculum. It is recommended that the ground where the concepts intersect should be consistently used, the boundaries of the null curriculum as regards the different levels should be established, and the scope of the universal curriculum as a frame of reference should be explored in research.

Curriculum evaluation is a process carried out to decide the effectiveness of training programs. In this process, the strengths and aspects of the training programs that are open to improvement are emphasized. Therefore, curriculum evaluation studies are an important part of curriculum development. In this respect, it is important to consider the research studies on curriculum evaluation studies together in order to develop curriculum. This study aims to review the postgraduate theses completed on the evaluation of curricula in Turkey between 2007 and 2019 according to several variables and to determine the research trend in this field. The method of the research was formed by systematic review. In this context, 586 postgraduate theses written on curriculum evaluation were reviewed. It was determined that the theses showed a balanced distribution according to years and were generally at master's level. The postgraduate theses were mainly based on quantitative research methods, and in recent years, there has been a tendency towards qualitative and mixed-method studies. Questionnaires and interviews were used in the theses mostly prepared in accordance with the survey model and the data were collected from teachers and students. In the one-fifth of the theses on the evaluation of curricula which were examined within the scope of this research (105 theses), it was determined that curriculum evaluation models were taken into consideration and that the most preferred model was Stufflebeam's CIPP model. Following this model, Erden's "Element-Oriented Curriculum Evaluation Model" and Tyler's "Objective-Centered Evaluation Model" were also preferred frequently. [This article includes an extended summary in Turkish.]

Humility is widely regarded as a moral excellence and telos, hence, openly inculcated-instructed. Character education in and for humility, however, sits uncomfortably against today's pedagogical maxims such as self-esteem and self-assertiveness. This article looks into this and other tensions from the perspective of humility as experience (phenomenon) instead of humility as goal. Surveying humility qua experience can help us to understand how the mind directs toward objects of cognition with their content, meaning and axiology. Husserl's phenomenology and its theory of intuition suggests that humility is a personal belief (doxa) that moral agents construct out of their lived-experiences. Through iterations of similar lived-experiences, humility can become a "habitus" and, arguably, "episteme." This process is detailed by intersecting experience of humility with "intentionality," "phenomenological reduction," and "intersubjectivity." It is argued that, in contemporary education, 'experience' is widely accepted as learning content and teaching method. Humility as experience has significant implications for the main schools in curriculum studies, namely "traditionalists," "conceptualists" and "phenomenologists." This article claims that inculcating humility poses ethical challenges, and the role of education should instead be to explain and present to learners the phenomenological reality of humility.

This article examines documentation from a previously unpublished architectural survey of English comprehensive secondary school music classrooms, conducted between 1976 and 1978 by a team of Department of Education and Science architects led by David and Mary Medd on behalf of a Schools Council music curriculum research project directed by John Paynter. Close readings of the results of the survey and the circumstances leading to its eventual withdrawal guide an examination of the ways foundational child-centred music curriculum research and early musical postmodernism were articulated in relation to the crisis of deindustrialisation and the first experiments in economic austerity. The conclusion examines the later appropriation and transformation of Paynter's ideas in English music education policy, and argues that music critics and historians are wrong to denounce the postmodern aesthetics of progressive pedagogies as 'neoliberal culture', as neoliberal policy's actual investments have been in an anti-democratic apparatus of canon and competition.

This study was an attempt to compare the distinctive features in current Early Childhood Teacher Education (ECTE) curricula conducted at two universities, one in China, and one in the US. Document reviews, interviews, and questionnaires shed light on the two different approaches to curriculum design. Two program directors and 25 participants, viewed as "cultural outsiders," were recruited. Results showed that the US model could be viewed as "deep" learning while the Chinese model was seen as "broad" learning. The US ECTE curriculum focused on a robust connection between general education and professional courses, strong standards, content-centered professional courses, multiple cultures, and more credit for field experience. The ECTE curriculum at the Chinese university provided a wide variety of general education and professional courses, arts-related professional courses, national cultures, and more modalities for field experience. This study also examined the impact of culture and society on the ECTE curriculum design.

Background: Key to sustainability and expansion of any field is the intellectual works of its scholars who engage in their field as in-becoming and who continually strive towards its advancement. For researchers of curriculum studies this involves being knowledgeable and conversant of the underlying discourses framing and challenging the field. Aim: In South Africa, field of curriculum studies has been critiqued for being a quick-fix solution to social problems by merely approaching the curriculum as a 'dumping ground' and for its over-emphasis on curriculum as a schooling matter. The intent of this article was to exemplify other, more current, challenges and accomplishments of the research constituting the field. Setting: The publications of South African National Research Foundation-rated researchers specialising in curriculum, because their scholarship is deemed central to building societal knowledge through quality and high-impact research. Methods: A meta-study was conducted to determine trends in a particular cluster of publications to identify the ways that researchers are advancing in the field of curriculum studies in South Africa. Results: Four pertinent findings were evidenced. Firstly, strong localism/nationalism of the field. Secondly, the higher education context as highly researched. Thirdly, the multidisciplinary nature of South African curriculum studies research. Fourthly, strong impetus from sociological work in the field. Conclusion: We reflect on nomadic thought as a starting point central to the pursuits of researchers in advancing the field of curriculum studies as an intellectual activity and practice of complicated conversation.

This paper offers an exploratory account of the Nature of Geography (NOG) for geography education. The proposed NOG framework describes geography through the theoretical offerings of the family resemblance approach across the dimensions of: aims and values; knowledge; methods and methodological rules; practices; and geography as a social-institutional system. In science education, the recontextualized family resemblance approach has stimulated fruitful contributions to research, including its applications as an analytical methodological tool for curriculum research and development, and to inform teacher education. Rather than seeking to describe the essence of geography through an illusive shared epistemological object of study, the family resemblance approach offers a framework shown to be robust in science education with space for multiple foci and flexibility to hold unresolved questions in tension. Our argument is that integration of the NOG framework into geography education would introduce students to a more holistic understanding of the different ways in which aims and values, knowledge, methods, practices, and social-institutional dimensions interact in the construction and constitution of geography. We suggest possibilities for NOG across teaching resources, curriculum research, and teacher education.

This article focuses on the possibilities through which curriculum on the other side of the COVID-19 pandemic might contribute more proactively to future social and political crises that are multifarious yet interconnected in nature. The COVID-19 pandemic is a global crisis that touches every aspect of social life, including politics, the economy, healthcare systems, poverty, forced human migration, climate change, and importantly, education. To potentially address future crises through curriculum, the article first problematizes the present in education and society--specifically, the 50-year neoliberal project that has transformed society and education. It connects the crisis in education to a transformed social, political, and economic system that has introduced what Gordon Lafer has called a revolution of falling expectations through a hollowing-out of public institutions. The article then returns to the crisis of curriculum, contextualized in Joseph Schwab's "The Practical: A Language for Curriculum," which presaged the reconceptualization of the curriculum field. It dialogues with Schwab's advocacy for an eclectic, deliberative, and practical curricular ethic as a form of post-reconceptualization curriculum study to contribute to understanding and managing future disruptions, such as those inevitably associated with the climate crisis. Finally, the article connects to the concept of liquidity in curriculum, through which to embody curricular eclecticism and provoke teachers and students to author a vision for a more just future that will not reinscribe the pathologies of the past.

Comparative education studies within the perspective of globalization are seen as important studies, as they reveal the problems in education and show defective aspects of the systems applied in other countries. This way they improve the available system. The purpose of this research is to study the current curriculum of Life Science lesson within the context of four main elements comparatively. The Life Science lesson, which is assessed in the Social Studies course in many countries, is taught in Germany in a similar way as the content in Turkey. Therefore, Germany was chosen as the country for comparison. The study is a qualitative study and the data was analyzed by document review method. Document review is the examination of a text by the researcher according to various criteria. In other words, it collects records and documents related to a study and encodes and analyzes them according to a certain norm and system. The research is limited to the analysis of the current curriculum of the Life Science lessons in Turkey and Germany. The results obtained in the research will support the understanding of the Life Science Education Program in Turkey and contribute to the new studies to be carried out.

Purpose: This study investigated media and communication practitioners' perspectives on the journalism curriculum education in Malaysia. Curriculum plays an important role in providing quality education for students. Journalism is a dynamic field that integrates industrial experience and fundamental knowledge in the field from higher educational institutions. Scholars in the field are divided on the issue of whether it is important for academia to consider input from industrial players in shaping the curriculum on journalism education in higher institutions of learning. Methodology: Drawing from the researchers' experiences and guidelines from the Malaysian Qualifications Agency, the Taba Model was adapted as the theoretical framework for the study. The study used a semi-structured interview method. Fifteen experts were interviewed. They have served more than 10 years in the media industry and have held various executive positions. The interview protocol was developed based on the literature review and guidelines from the curriculum review of Communication and Media Studies. The interviews were conducted at the offices or homes of interviewees. Each interview ranged from 1 to 2 hours. The data was analysed using thematic analysis. Findings: The findings revealed four main themes, namely (1) Strong general knowledge requirement, (2) Right skills mattered, (3) Interest in the field--ability to adapt and learn, and (4) Specialised knowledge. The analysis of interviews indicated that curriculum needs to be revised based on academic convention and industrial needs. Significance: Thus, these findings lend further support to the clarion call for industry and academia to collaborate extensively in nurturing high quality graduates in journalism.

This paper analyzes the work of Herbert M. Kliebard, not only as a curricular historian, but also as a curricular theorist. We focus on his approach to studying the history of education and curriculum as a methodological framework for understanding the purpose of education. Next, we explore two important curricular events in the 1930s: The Eight-Year Study and the social studies textbooks of Harold Rugg. While the 1930s were markedly different from today, most notably in terms of the demographic and educational contexts of the United States, our analysis points to ways that educational scholars in the 21st century might mobilize more Kliebardian insights in their work. In both sections, we build from Kliebard's discussion to explore ways in which massive poverty and economic precarity did not lead to the federal centralization of curriculum and school policy, but rather to a range of localized and radical curricular interventions and practices. We then draw from the sense of possibility at the core of Kliebard's work to show that even in the face of seemingly commonsense responses to the growing poverty of school-aged youth, multiple opportunities for resistance remain. We conclude with future directions for curriculum theory and curriculum studies to carve out critical spaces where transgressional and transformational scholarship remain inherently possible.

Purpose: The purpose of the current study is to reveal general qualities of the objectives in the mother-tongue curricula of Hong Kong and Shanghai-China, South Korea, Singapore, and Turkey in terms of higher-order thinking processes specified by PISA tests. Research Methods: In this study, the researcher used a qualitative research design. Mother-tongue curricula were obtained from the official websites of the Ministries of National Education of the researched countries. The mother-tongue curricula of the countries are in an updated form at these official websites. This data was considered in terms of the levels of high-order thinking processes determined by PISA 2015. The data were analyzed in accordance with the content analysis. Findings: Hong Kong and Shanghai-China, and South Korea had the objectives at levels 3 and 4 most, and the fewest at 1a and below. This indicated that the objectives of the mother-tongue of these countries were similar to each other as they reflected higher-order thinking processes at these levels. Singapore included 51 objectives at level 4, although it had the most objectives at level 2 and 3. On the other hand, Singapore had the most objectives at levels 5 and 6. Turkey had the most objectives at levels 2 and 3 and the fewest at level 6. Also, Turkey had the fewest objectives at levels 5 and 6 and the most objectives at levels 1b and below. Implications for Research and Practice: What can be suggested by the current study is to conduct research on how to better objectives for higher-order thinking processes in mother-tongue curricula of countries.

Most European Union countries and members of the Organization of Economic Co-operation and Development (OECD) are facing increasing learner diversity in schools and are accommodating increasing numbers of children from ethnic minority and/or migrant backgrounds. International surveys from OECD indicate that teachers are in need of professional training to better prepare them for working in multicultural and multilingual classroom settings. The aim of this article is to briefly investigate how curriculum in the 2013 reform of Danish teacher education suggests that student teachers address classroom diversity.

Critical multicultural educators' concerns about the oppressive and/or emancipatory potentialities of curriculum extend to the preparation of educational researchers. By framing one's scholarly life as curriculum, this personal phronesis of the author's scholarly journey as a multicultural teacher and researcher, highlights the implications for the knowledge construction process in the preparation of researchers as leaders for social justice. A personal and collective agenda for re-conceptualizing research as a public good is offered.

This article explores the role that corporations can play in the creation or failure of a sustainable society. A review of the concept of sustainability in the Australian Curriculum: Geography is made and then linked to a comparison of the legal framework guiding business activities of traditional corporations and those of B Corporations, which are guided by their own separate legislation. Business activities of a particular B Corporation in Australia, and other profit-oriented businesses in the same sector of the economy, are then compared in terms of four earth functions listed in the Australian Curriculum to determine if one is more sustainable than the other. This comparison concludes that the B Corporation is more sustainable than a traditional profit-oriented corporation in several respects, though it is not sustainable absolutely. The example explored is linked to curriculum outcomes and suggestions are made as to how teachers might apply this content and analysis when teaching for sustainability in their own classes.

This study was designed to compile the studies conducted on curriculum development and evaluation in ESL/EFL contexts and to specify their general characteristics through content analysis. The studies were chosen in line with the inclusion criteria through which online articles and dissertations were included. No specific timeline, context or research design was set for the literature search. As a result of the review of the related literature, 86 studies were reached and analyzed in terms of their contexts, sample type and size, data collection tools, data analysis techniques. All the studies were coded through a protocol and the results were tabulated. As well as the characteristics of the studies, their findings were also analyzed through content analysis and common points were presented and interpreted. As a result of the analysis, it was revealed that the curriculum evaluation studies were more popular than the curriculum development studies. It was also found that the studies were mainly about primary and secondary levels; they mostly employed Likert-type scales; semi-structured interviews were more common; descriptive statistics were applied more frequently. Finally, common findings were detected among the studies conducted in different contexts with different grades of study. By taking the findings as the basis, some suggestions are provided for further studies.

This article is mainly a reaction paper that reflects on the views and positions of Wraga and Hlebowitsh (2003) concerning the crisis and renaissance of the curriculum field. In doing so, a brief critical review on the two authors' views with regard to the ups and downs that the curriculum field has passed through, and most importantly the crisis it faced as it went through its formative period. The article also endeavored to show the efforts of different curriculum scholars, including the proposals of these two authors, to rescue the field from its total collapse. Next to this, my reflections on the views and positions of the two authors vis-à-vis the current state of the field and the proposals they presented to solve its crisis are highlighted. The paper also tried to reflect on the current state of the Ethiopian curriculum field based on some personal experiences and observations. Accordingly, it revealed that many of the signs of curriculum crisis are prevalent in contemporary Ethiopia. Finally, concluding remarks and lessons to be learned from this article are included.

Education in implementation science, which involves the training of health professionals in how to implement evidence-based findings into health practice systematically, has become a highly relevant topic in health sciences education. The present study advances education in implementation science by compiling a competence profile for implementation practice and research and by exploring implementation experts' sources of expertise. The competence profile is theoretically based on educational psychology, which implies the definition of improvable and teachable competences. In an online-survey, an international, multidisciplinary sample of 82 implementation experts named competences that they considered most helpful for conducting implementation practice and implementation research. For these competences, they also indicated whether they had acquired them in their professional education, additional training, or by self-study and on-the-job experience. Data were analyzed using a mixed-methods approach that combined qualitative content analyses with descriptive statistics. The participants deemed collaboration knowledge and skills most helpful for implementation practice. For implementation research, they named research methodology knowledge and skills as the most important ones. The participants had acquired most of the competences that they found helpful for implementation practice in self-study or by on-the-job experience. However, participants had learned most of their competences for implementation research in their professional education. The present results inform education and training activities in implementation science and serve as a starting point for a fluid set of interdisciplinary implementation science competences that will be updated continuously. Implications for curriculum development and the design of educational activities are discussed.

The purpose of this keynote address is to discuss how curriculum theory can make a specific contribution to research on transnational education policy; in particular, curriculum theory has implications for national policy due to the interest in exploring educational phenomena at different levels of the school system. From a Swedish perspective on curriculum theory, the coordinative transnational policy ideas of having 'high expectations' and 'raising standards' are traced through three levels of analysis: the transnational/national societal arena, the programmatic curriculum arena and the classroom/teaching arena. The transnational policy idea of 'international standards' underpins the idea of standards-based curricula, with a focus on the need to reach certain standards of knowledge and obtain equity in assessment; accordingly, such objectives have certain implications for curriculum structure and content as well as for actual teaching in the classroom. At each level of analysis, some concepts are introduced because of their potential to contribute in both exploratory and clarificatory ways. The analysis indicates that there is a need to uphold the role of the curriculum as a framework for genuine "educational" standards, with the professional teacher serving as the main actor for building educational relationships; otherwise, there is a risk that curriculum standards will degenerate into the instrumental standardisation of knowledge and teaching.

The acceptance of the Scholarship of Teaching and Learning (SoTL) as a legitimate form of scholarly investigation and the shape that it takes in post-secondary education are inherently discipline-specific. This paper examines how the character and heritage of public administration influence the acceptance of SoTL, and the form that it takes. It argues that the applied nature of public administration and its interdisciplinary character have influenced SoTL in the discipline. This study concludes systematic self-reflection by disciplines may be needed to identify potential factors that limit the acceptance and/or direction of SoTL in a discipline.

Electronic records management has been incorporated into the archival curriculum in North America since the 1990s. This study reported in this paper provides a systematic analysis of the content of electronic records management (ERM) courses currently taught in archival education programs. Through the analysis of course combinations and their relationships with ERM topic groups, the study helps identify the scope of the content coverage of ERM courses in relation to other courses in the archival curriculum. The study experiments on a method of analysis to explore the relationship between course content and related course offerings. The findings of the study provide evidence-based information for archival educators to analyze and rationalize their ERM course content coverage. It also provides opportunities for program leaders to review and design their course offerings in the archival curriculum.

Translation studies--that is translation and Interpretation, is a field that evolved as a sub-discipline of Linguistics and its related subjects. In the course of time, it developed as a separate area of study with roots still attached to its origins. Hence, the training of translator and the interpreter cannot be totally separated from linguistics. The view presented in this paper is that linguistic-based courses in Translation and Interpretation departments contribute to the grounding and achievement of the students in translation and interpreting classes in upper-grade levels. To this end, two universities--Atilim University and Bilkent University--have been selected as sources for this study, conducting two surveys among the students studying there. The findings based on the statistical analysis represent the usefulness of linguistic-based courses and their contribution to translation and interpretation studies.

The purpose of this descriptive quantitative research study was to answer three basic informational questions: (1) To what extent ethics training, as stipulated in Texas Administrative Code Chapter 247, was included in the EPP curriculum; (2) To what extent Texas public universities with approved EPP programs provided faculty opportunities for and/or required faculty to obtain ethics training; and (3) To what extent EPP professors included information regarding the consequences of unethical behavior and information on professional and ethical decision making. A short, concise electronically delivered survey provided the necessary data to answer the informational questions regarding the training received and the delivery of Texas Administrator Code Chapter 247, Educators' Code of Ethics. As such, this descriptive quantitative research study investigated the extent Texas Education Agency (TEA) approved state universities addressed these criteria of teaching the code of ethics in their EPP curricula. The study found that the overall picture shows a majority of the TEA approved EPP professors included this criterion in their curriculum. The study also found that specific training opportunities were minimal, although there was considerable interest in training opportunities from the participants. The study showed a consensus among the participants regarding the inclusion of specific information about consequences for unethical behavior and information regarding professional and ethical decision-making.

As the meaning that teachers attribute to curriculum includes important data concerning curriculum development as well as affects their teaching process, this study investigated the perceptions of elementary school teachers regarding the concept of curriculum. The participants of the study, which was carried out using the phenomenological design, were determined using typical case and maximum variation sampling techniques. The data which was obtained from 26 participating elementary school teachers was collected using a semistructured interview form consisting of questions on perception and concept analysis. The qualitative data set was subjected to content analysis using an inductive approach. The findings were organized under two categories, namely, curriculum perception as a product of experience and the structural meaning of curriculum experience. The results of the study showed that elementary school teachers perceive curriculum as a theoretical text, political text, scope (content), or as guide books prepared by publishers, and that the curriculum is shaped in practice. In addition, the codes making up curriculum fidelity in the teaching process were grouped under two themes, adaptation and adoption. The study has found that in order for elementary school teachers to be able to adapt the curriculum during the process of teaching, they first need to understand the philosophy of curriculum and be competent at paralleling the curriculum with the context. In other words, they need to understand the curriculum and question the context in which it provides the service of teaching. In this respect, it has been recommended that teacher education programs should be examined in terms of their competency in training teachers who adapt the curriculum, and that the level of curriculum fidelity of a teacher during the teaching process should be studied.

In 2008, the University of Melbourne rolled out its restructured undergraduate degree program offerings. Rather than offering a multitude of faculty-specific degrees, the University started to offer a limited number of generalist degrees that serve as developmental pathways to specialist masters programs as well as stand-alone employment preparation. While the other "Melbourne Model" degrees in arts, science, commerce and biomedicine primarily aligned with their cognate faculty, one degree, the Bachelor of Environments, was taught across four faculties. Three reviews of this unusual undergraduate degree have been undertaken since 2009 with each recommending that the degree reduce the number of common core first year subjects to one. However, the decision to reduce to one core subject proved difficult within the blurred boundaries of cross-faculty management structures. This paper analyses the strategies being used to reach consensus following the most recent review.

An analytic matrix comprised of multiple media literacy teaching and learning principles is conceptualized to examine a model of news literacy developed by journalism educators at Stony Brook University. The multidimensional analysis indicates that news literacy instructors focus on teaching students how to question and assess the veracity of news texts, and their approach favors cognitive skill development over other ways people make meaning of media messages. Based on these findings, a cognitive theory of news literacy is proposed as a means to situate the journalistic methods and mindsets that informed the Stony Brook curriculum within the parameters of established media literacy education theories and practices.

This study aimed to analyze the recently updated teacher education programmes in two universities in Finland and Thailand. The article reports the characteristics of the elementary and secondary school teacher education studies in the selected universities, and discusses the roles and significance of 21st century skills and their modifications in these programmes. This kind of qualitative case comparison that focuses on modern skills and intercultural programmes is a new approach. The methods were document analysis and questionnaire-based survey. Six teacher educators who had important roles in the recent programme updates, three from each university, were the survey informants. The findings revealed that the policies and approaches to teacher education were different. While the Thai programmes focused more on courses, the Finns had a wider educational view. Second, research, skills and teaching practice were seen to be important, but the purposes were parted. Finally, as teachers' professional development tools, those will need further studies.

More than four thousand students engage in the community-based learning capstone program every year by enrolling in one of 240 senior-level courses that culminate their undergraduate education. In this article, the author shares the context and history of the program, its foundational principles and processes, and the nuts-and-bolts details of the ongoing operation of the largest community-based learning capstone program in the United States.