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This study investigates Indonesian teachers' responses to curriculum changes over the past twenty years, involving four curriculum changes. This study employed a qualitative approach, conducting a systematic literature review conforming to PRISMA 2020 guidelines. Utilizing databases such as Scopus, ERIC, EBSCO, ProQuest, Taylor & Francis, Science Direct, and Google Scholar with selection criteria focused on empirical studies capturing Indonesian teacher's responses toward curriculum changes within the last 20 years (2003-2023). Screening and quality assessment resulted in 26 studies for detailed content analysis. The findings showed teachers’ general openness and acceptance of new curricula, yet this does not translate into effective implementation and reliance on traditional methods. Persistent difficulties include struggles applying student-centered learning, developing learning material, authentic assessment, digital proficiency, and tailored curriculum. These challenges were attributed to inadequate training, resource constraints, student difficulties, cultural factors, and teacher practical competence. This review implied the need to shift schools and local government towards hands-on in-service teacher training and for policymakers to enhance effectiveness through a system of monitoring and incentives. It also suggested a re-evaluation of pre-service training and teacher recruitment criteria, ensuring teachers were equipped for transforming educational practices in Indonesia.

For students with intensive learning needs for whom standard, validated interventions do not effectively promote academic growth, data-based instruction (DBI) is suggested as an effective, fine-grained approach to individualization. Key to DBI's success is making instructional changes based on individual students' progress monitoring data. The purpose of this study was to evaluate the effects of such instructional changes on student early writing outcomes. We applied a piecewise linear–linear mixed-effects (PLME) model to determine student writing growth trajectories before and after teachers introduced instructional changes. Using data from 46 elementary school students with intensive writing intervention needs, results showed that a PLME model with two segmented slopes—before and after the change—best explained students' observed change in writing scores. Results also showed that a higher level of initial writing skills was associated with higher levels of intercepts and additional growth gains after the instructional change, whereas the type of instructional change was not associated with predicted writing trajectories. We discuss the implications of positive effects of teachers' individualized timely decisions to change instruction using progress monitoring data as well as unexpected findings and study limitations such as small sample size and inconsistency in results. Educational Impact and Implications Statement: When individualizing instruction for students with the most intensive academic intervention needs, especially in writing, it is recommended that teachers use student progress data to evaluate the effectiveness of instruction. Teachers are encouraged to change their instruction if the data indicates that students are not progressing as expected. We examined whether the instructional changes made by elementary special education teachers while implementing data-based instruction (DBI) improved the early writing outcomes of struggling beginning writers. When teachers made appropriate decisions to change instruction for those students who were experiencing slower-than-expected writing progress within DBI, the students showed facilitated writing growth following these instructional changes. [ABSTRACT FROM AUTHOR]

Since the late 1980s, school curriculum revisions in Japan have sought to promote capabilities and dispositions that transcend subject boundaries and are often labelled 'competencies' in international curricular discourse. This study examines policy documents over the period, showing how Japanese policymakers have sought to navigate pressures internal and external to Japan. It argues that tension between competencies and subject domains in the OECD's PISA surveys enabled both attacks on Japan's so-called yutori (relaxed) curriculum revision of 1998–1999, and subsequent responses by Japan's Ministry of Education and Science. Analysis indicates that curriculum reform in Japan has moved from a 'competency-added' revision in 1998–1999 towards a 'competency-integrated' revision in 2017–2018; the latter seeks to resolve the tension between competencies and subject content by developing broader capabilities through distinctive approaches offered by different subjects. Further research is needed to determine how well the curriculum will be translated into school practice. [ABSTRACT FROM AUTHOR]

Engaging with interdisciplinary learning during higher education (HE) study can provide students with skills and modes of thinking informed by multiple worldviews. Opportunities for interdisciplinary learning in the English HE system are limited; associated primarily with postgraduate study or later undergraduate stages. This paper reports on an enhancement project that sought to engage first-year students with interdisciplinary learning. Drawing on data gathered from staff interviews, student focus groups and module enrolments, we examine drivers and barriers impacting on the planned curriculum transformation. Whilst drivers emerged from many directions (e.g. professional bodies, staff advocates), these were overwhelmed by the barriers – both administrative and ideological. Student responses were mixed. Some would have liked a wider choice of truly interdisciplinary modules, but it was clear many students did not understand the rationale for the modules and felt that they needed more support to participate. [ABSTRACT FROM AUTHOR]

Instructional shifts required by equitable, reform‐based science instruction are challenging, especially in the elementary context. Such shifts require professional development (PD) that supports teacher internalization of new pedagogical strategies as well as changes in beliefs about how students learn. Because of this complexity, many PD programs struggle to foster lasting pedagogical shifts, necessitating further investigation into why some teachers successfully embrace reform practices while others do not. This qualitative study uses a nonlinear, iterative model of teacher learning (Interconnected Model of Professional Growth; Clarke & Hollingsworth, 2002) alongside professional noticing to help understand why elementary teachers in science PD differentially make sense of and internalize new pedagogies. Findings indicate that teachers most likely to adopt reform‐based instructional practices from the PD were those who clearly connected student learning to their instructional moves. In addition, teachers who more actively attended to student sensemaking and productive struggle took up pedagogies from the PD more substantively than did colleagues who attended solely to student engagement and affect. Finally, teachers who attended to and valued novel ideas from students' lived experiences were more likely to change their beliefs about students' capacity to learn science, and thus more likely to see the value of instructional practices from the PD. In sum, structuring PD to build on these specific teacher noticing skills can encourage more teachers to move away from traditional, teacher‐directed instructional practice, and more fully support reform‐based instructional practices. [ABSTRACT FROM AUTHOR]

With ever-increasing focus from policymakers on the potential of vocational education to provide skills for livelihoods and sustainability in the rural economy, this study set out to investigate attempts at curriculum reform by agricultural technical and vocational education and training providers in the context of the dual crisis – 'climate and economic' – in Zimbabwe. The question addressed is: How should the agricultural vocational education and training curriculum respond to the climate and economic crisis to ensure sustainability? The paper highlights enablers and barriers to curriculum responsiveness. Moll's model of curriculum responsiveness provided analytical lenses for the study. Data collection was through semi-structured interviews, focus group interviews, document analysis and observations, and analysed thematically. The study revealed that the climate crisis in Zimbabwe has affected both government and non-government vocational training centres in several ways. However, the curriculum was 'one-size fits all', focused on the needs of a formal labour market. Such a labour market has been decimated by the economic crisis and climate break down. Hence, providers of agricultural vocational education in rural areas ought to consider re-engineering the curriculum to be more responsive to a range of drivers, including climate change, especially within the rural context. [ABSTRACT FROM AUTHOR]

Against the backdrop of curriculum reform in Norway, this article presents a study of teacher involvement and influence in national curriculum making through participation in official commentary processes. Education policy documents presented teacher involvement in the reform as essential to the legitimacy and ownership of the curriculum in schools, but a central question in this study is whether involvement in the process also means influence over the final curriculum. The study focuses on a central new element of the curriculum, the interdisciplinary topic democracy and citizenship, and analyses how teachers influenced the content of the new curriculum. Qualitative document analysis and reflexive thematic analysis were applied to curriculum drafts, responses to an official commentary process, and the final curriculum. The analysis shows that teachers' opinions were backgrounded throughout the development process, while the content suggested by educational experts was foregrounded. In the final curriculum, the teachers' suggestions for content were omitted. The findings may have consequences for future reforms as well as for curriculum interpretation and operationalization in schools. [ABSTRACT FROM AUTHOR]

Background: In taking up educational technology tools and student‐centered instructional practice, there is consensus that instructors consider the unique aspects of their instructional context. However, tool adoption success is often framed narrowly by numerical uptake rates or by conformity with non‐negotiable components. Purpose: We pursue an alternative ecosystems framing which posits that variability among contexts is fundamental to understanding instructors' uptake of instructional tools and the ways their teaching trajectories develop over time. Design/Method: Through a multiple‐case study approach using interviews, usage data, surveys, and records of community meetings, we examine 12 instructors' trajectories to illustrate the dynamic uptake of a technology tool. Results: Cross‐case analysis found that instructors' trajectories are tool‐mediated and community‐mediated. We present five cases in detail. Two foreground ways that instructors gained insight into student learning from student responses in the tool. Two illustrate the role played by the project's Community of Practice (CoP), an extra‐institutional support for deepening practice. The final case illustrates the complexity of an evolving instructional ecosystem and its role in instructors' satisfaction and continued use. Conclusions: Use of the educational technology tool perturbed ecosystems and supported instructors' evolving trajectories through mediation of instructor and student activity. Instructors' goals guided initial uptake, but both goals and practice were adapted using information from interactions with the tool and the CoP and changes in instructional contexts. The study confirms the need to understand the complexity of the uptake of innovations and illustrates opportunities for educators, developers, and administrators to enhance uptake and support diversity goals. [ABSTRACT FROM AUTHOR]

The article presents a discussion among several professors in the history department at the University at Albany, the State University of New York who were involved in a curriculum overhaul project that failed to obtain the objectives of attracting new students and stemming the decline in those choosing to major in the humanities. The University's department embraced the premise put forth by the American Historical Association's Tuning the History Discipline project that sought to attract majors, resources and prestige through a more creative, research-based curriculum. The scholars discuss the reasons why the project failed, and how they have reevaluated their assumptions, expectations and options going forward.

The article discusses the revision of the curriculum in history education, with the goal to offer a curriculum that is more inclusive and committed to antiracism. It notes that history students were surveyed. Additional topics mentioned include allowing for academic freedom, revising scholarly literature, considering the function of history education, and implementing the changes.

The article offers information on the History Teaching & Learning Project (HTLP), with the aim to reform the history curriculum at the University of Colorado Boulder. The project's origins, development, and implementation goals, including the development of student learning objectives, the promotion of a culture of scholarly teaching, and the revision of the curriculum, are discussed.

Lexical complexity has been a key consideration of teaching preparation in determining grade appropriateness of teaching materials. However, the lack of quantified and defined standards for benchmarking lexical complexity has made it difficult for teachers when adapting source texts to target learners. This study has assessed quantitative differences in lexical complexity of exemplar texts at different points of schooling using a range of lexical diversity and sophistication features. The data consists of 2,372 texts from popular curriculum packages adopted from 1 to 12 grades of the English curriculum in China. One-way ANOVAs revealed significant differences in 16 out of 17 lexical complexity indices among different grades. Subsequent post hoc tests identified three lexical diversity features and four sophistication features that helped to differentiate exemplar texts across these 12 grades. These findings on the nature and role of lexical complexity have yielded new insights into the establishment of grade-level benchmarks for material preparation. [ABSTRACT FROM AUTHOR]

This discussion article presents practices for designing more supportive and individualized writing tasks for adolescent and young adult students. The practices emerged from a synthesis of findings from a prior study in which we asked 79 undergraduates to talk about moments from their writing histories that made them feel proud of their writing. [ABSTRACT FROM AUTHOR]

After the publication of the CEFR Companion Volume in 2018, a revision of the curriculum in force for the English subject in the Bilingual Sections in the Community of Madrid has been implemented. One of the main changes is the inclusion of the concept of linguistic mediation in the subject 'Advanced English' in the last stage of secondary education. In an attempt to understand how linguistic mediation strategies and activities are being developed in real classroom contexts, this study has focused on teachers' perceptions of linguistic mediation. A questionnaire and a focus group were used to examine teachers' understanding and awareness of linguistic mediation, as well as the type of mediation activities that are relevant for their students and the extent to which they include linguistic mediation activities and strategies in their lessons. Additionally, the study has shown some of the deficiencies that exist in the way linguistic mediation is currently being addressed in the classroom, as well as teachers' needs in order to better implement it. [ABSTRACT FROM AUTHOR]

This paper examines the openings for educational change enabled by framing inequality through the concept of rights, considering how variations of this framing have emerged historically and in current debates. Taking as our starting point the 1970 publication Rights and Inequality in Australian Education, we suggest that it is important to pay attention to the ways in which rights gain force within social action and through demands made by differently constituted publics. In the 1960s and 1970s, a right to educational equality garnered greater recognition, prompting moves towards needs-based funding and curriculum diversification, led by the Commonwealth Schools Commission. These moves were responsive to social movements that helped to shape new publics. In a second and more politically conservative moment, rights and inequality were increasingly separated in policies influenced by neoliberalism. We argue that the strategies currently adopted by Indigenous scholar-activists are promoting a return to a rights-based perspective, which is distinctive in casting inequality as ontological and epistemic violence. [ABSTRACT FROM AUTHOR]

Purpose: This study addressed a relatively understudied process of school leadership: the principal-teacher conversation about instructional change. Two distinct conversation structures were examined: controlling conversation and transformative leadership conversation (TLC). Self-determination theory (SDT) was used to make the case that TLC is a better fit for instructional change than controlling conversation. Hypotheses were developed on the relationship between principal-teacher conversation and teacher trust in the principal, teacher autonomy and teacher vitality. These mental states were identified for empirical testing because of their influence on change processes. Design/methodology/approach: The empirical study used a correlational research design with survey data. The data came from a random sample of 2,500 teachers from the population of certified teachers in a southwestern state in the USA. Useable survey responses were obtained from 1,615 teachers, for a response rate of 65 percent. Teachers in the sample averaged 15 years of teaching experience, with 7 years in their current school. Around 81% of teachers identified as female and 18 percent as male and 79% of teachers listed a racial identification as white. Hypotheses were tested in a path model using AMOS 28.0 with robust maximum likelihood (MLR). Findings: As hypothesized, TLC had moderate to strong positive relationships with teacher trust in the principal, teacher autonomy and teacher vitality. Controlling conversation had small, negative relationships with teacher trust in the principal and teacher autonomy. Controlling conversation was not related to teacher vitality in the path analysis. Compared with controlling conversation, TLC had stronger relationships with teacher mental states. Originality/value: The results of this study begin to reveal useful evidence on the inherent social-psychological mechanisms active in principal-teacher conversations. With results indicating that conversation structure has consequences for positive teacher mental states, the study directs attention to a ubiquitous yet understudied leadership process. [ABSTRACT FROM AUTHOR]

Background: The drug retail represents the main area of activity for pharmacists worldwide. In Brazil, this sector is responsible for employing around 80% of professionals. Before this reality, the academic training of pharmacists requires specialized skills and knowledge so they can fulfill their tasks. In this sector, considering the influence of managers and mentors on the model of pharmaceutical practice, their perceptions about the demands of the market can help discussions related to the training of pharmacists. Aim: To analyze the academic training of pharmacists for the drug retail market from the perspective of managers and mentors. Method: This is a qualitative study conducted with managers and mentors of the drug retail market. A semi-structured interview guide was prepared and applied to the intentionally selected participants. The study was approved by the Research Ethics Committee under the number 4,169,752. The interviews were conducted through videoconference by an experienced researcher. The data obtained were analyzed using Bardin's analysis technique, following the steps of categorical thematic content analysis using the ATLAS.ti software. Results: 19 interviews were carried out. Among the reports, the interviewees highlighted the importance of retail in the employability of pharmacists, as well as inconsistency in the academic training for this sector, originating the following categories: curriculum reform to include the market demands, follow-up and career plan, training for entrepreneurship and sales, practical application of knowledge, and encouragement of experience. Conclusion: Pharmaceutical academic training is linked to several challenges, whether organizational, structural, or budgetary. To overcome these challenges, it is necessary to unite the interested parties in the formulation and implementation of a strategy for the professionalization of pharmacists, considering their social role in patient care, aligned with the company's sustainability, so that both coexist. [ABSTRACT FROM AUTHOR]

The development of reflective practitioners is one of four dominant change strategies in the Science, Technology, Engineering, and Mathematics (STEM) higher education literature. However, little research concerns the characterization of faculty's reflections. Before professional development programs can effectively incorporate reflective writings as a tool for pedagogical improvement, it is necessary to first understand the current state of faculty's reflections. To accomplish this goal, 98 physics and astronomy instructors were recruited from a teaching-focused professional development workshop and were asked to write a reflection on a self-identified challenging teaching experience. A combination of a priori coding to analyze the content and depth of the reflections, as well as in vivo coding to better capture instructors' thinking were utilized. The majority of instructors wrote low-level reflections, wherein connections were not made between an instructors' actions and the observed outcomes or the described experience was not centered on students' outcomes or educational research literature. Approximately half of the instructors contemplated their own growth and the relationships with their students. However, only a small minority of instructors considered larger societal, cultural, or ethical factors. Plans created by instructors to address future, similar situations heavily relied on the instructors themselves, regardless of the depth of their reflections, and few planned to seek out knowledge from other resources such as peers or the education literature. This study indicates that instructors may not engage in the types of reflection that are considered to promote meaningful instructional change. Trends in the instructors' plans show that ongoing support is necessary for them to effectively reflect and grow as practitioners. Overall, this work provides valuable insight into the poorly understood nature of faculty's reflections and showcases the need for more research to fully characterize reflections across STEM disciplines and to better inform professional development. [ABSTRACT FROM AUTHOR]

Textbooks, as potentially implemented curricula, play an important role in supporting classroom teaching and learning. Mathematical connections, one of the essential and hot topics advocated in mathematics education, have been emphasized in national curriculum reforms in various countries. However, little is known about the connection networks represented in school textbooks; even less has been done to compare textbooks from different countries. In this study, we propose an innovative method for examining how connections are represented in two popular U.S. (the UCSMP series) and Chinese (the PEP-A series) high school textbook problems involving quadratic relations. By using social network analysis, we identified 1129 connections, characterized connection networks into dense, moderate, and sparse digraphs, identified influential, prominent, and dual concepts and representations, and evaluated the strength between typical and reverse connections. The results revealed that the Chinese series presented a denser network of balanced between-concept connections but limited within-concept connections. The U.S. series exhibited more within-concept connections but emphasized typical connections, thus validating the potential of this innovative method. From this study, we suggest that our novel method provides a theoretical contribution to textbook analysis and connection analysis, which has rich implications for practice, for example, examining the network of connections students construct as a way to assess and to promote their conceptual understanding, and our approach opens the possibility of adopting new and efficient analytical tools from social network analysis in mathematics education research. [ABSTRACT FROM AUTHOR]

Professional Educational Researchers (PER) are a crucial component of China's Five-Level Education and Teaching Research System (ETRS), which has been of fundamental importance to Chinese basic education development. PERs play a significant role in directing teachers' professional development, advancing basic education curriculum reform, and supporting educational decision-making. This article explains the concept of the PER in the context of the ETRS, describes the professional criteria for being a PER, and expounds on their significance for basic education advancement. [ABSTRACT FROM AUTHOR]

The curriculum review and transformation project reported in this paper represents an intentional and collaborative effort of faculty and administrators in one academic department to implement meaningful changes in undergraduate curricula. Supported by two internal grants from the university, this three-year project included all faculty and administrators of the department. A systematic comparison was conducted between course syllabi content before and after the curriculum content intervention. Results identify changes in syllabi, course learning objectives, units/topics covered, and readings/course materials. Discussion provides implications for curriculum revision and suggestions for best practices to integrate diversity, equity, and inclusion across curricula. [ABSTRACT FROM AUTHOR]

In Indonesia, the phenomenon of curriculum change continues to experience various changes and improvements starting from the 1947 curriculum to the one that is being hotly discussed "Merdeka Curriculum". The research aimed to describe the implementation of the Merdeka Curriculum in teaching English and identify the teacher's problem during this process at the seventh grade of SMPIT Insan Mulia Surakarta in the academic year 2022/2023. The study used a qualitative descriptive method, collecting data through observation, interviews, and documentation. Data were gathered from two class observations and an interview with an English teacher. The findings revealed that the Merdeka Curriculum had been successfully integrated into English teaching. The teacher developed lesson objectives and teaching modules based on the Merdeka Curriculum, tailored to the characteristics of the educational unit. Additionally, the teacher followed a learning cycle and conducted assessments aligned with the Merdeka Curriculum. All components of learning, including objectives, materials, methods, media, and evaluation, were incorporated into the English teaching. However, the teacher encountered challenges such as limited time to design differentiated learning for individual student needs and difficulty in maintaining student engagement throughout the lesson. [ABSTRACT FROM AUTHOR]

The people of North Kayong Regency-West Kalimantan still uphold the culture of utilizing plants as food, known as North Kayong local vegetables. Preserving knowledge about existing local potential and its utilization can be done through education based on local wisdom or local potential. It can be employed as a tool to enhance the efficacy and significance of education while preserving the unique possibilities of every area. The K13 curriculum is a curriculum of change from conceptual learning to contextual learning. The education process according to regional potential can be done through encyclopaedia media that attracts readers because the encyclopedia contains explicit information and is accompanied by pictures with bright colours. analysis and development, the creation of a local vegetable-based encyclopedia of North Kayong Regency as a biology learning media using a development model (D&D) consisting of six stages, namely: problem identification, description of objectives, design and development, product trials, evaluation of trial results, and communication of trial outcomes. The outcomes of validation and students response trials to the encyclopedia media developed obtained perfect scores. Where the validation test received a value from media experts of 97.08% (very valid), material experts of 90.22% (very valid), and language experts of 88.14% (very valid). Students responded very well to the small-scale (78.83%) and large-scale (84.47%) trials. [ABSTRACT FROM AUTHOR]

By April 2020 public schools throughout the country closed due to the COVID-19 pandemic. On the brink of these turbulent times, we concluded a larger survey study describing first grade literacy instruction in February 2020. Having documented a year of pre-pandemic literacy instruction, we then reached out to the same participants to report on their experiences teaching first grade during the 2020–2021 academic year impacted by COVID-19. In this exploratory study we surveyed first grade teachers (n = 36) to better understand the context, the amount of time allocated, and the materials and resources used by teachers for and during literacy instruction and how these variables differed before and during the COVID 19 pandemic. Our data indicated teachers had increased responsibility as they had reduced access to collaborative planning (t35 = − 2.092, p =.004, d = − 0.507), and the support of paraprofessionals (t35 = − 2.256, p =.030, d = 0.457). This increase in responsibility was amplified by the challenges of virtual and hybrid instruction, and the changes in instructional formats experienced by teachers. Concurrently, students experienced less instructional time (Z35 = − 3.704, p <.001, r = − 0.437), particularly in the areas of writing, vocabulary, and fluency. The consequences of these tumultuous experiences for teachers and students are likely to be long-lasting and complex to reconcile. [ABSTRACT FROM AUTHOR]

This paper examines the effects of high school curriculum reforms on infant health by exploiting sharp and staggered changes across states in core course requirements for graduation. Our results suggest that curriculum reforms significantly reduced the incidence of low birthweight and prematurity for black mothers. For white mothers, the estimated effects are small and generally insignificant. We also explore the mechanisms for observed effects and provide evidence consistent with our explanations. Finally, we calculate a large social gain induced by favorable infant health outcomes. Several robustness checks and different placebo tests support our findings. [ABSTRACT FROM AUTHOR]

Sustaining changes in teachers' practices is a challenge that determines the success of curricular reforms, from which Digital Education (DE) is not exempt. As the literature on sustainability is considered "scarce" and "scattered", long-term studies modelling the factors impacting teachers' sustained uptake of DE pedagogical content are lacking. Thus, we investigate whether and how 287 in-service teachers sustained a primary school DE curricular reform over a year after they completed their two-year DE professional development program. We model the sustainability of the reform through Structural Equation Modelling, and identify critical sustainability-factors. The validated Sustainable Adoption of Digital Education (SADE) model confirms that sustainability in the fourth year of the reform depends on perceived usefulness of teaching the new content, ease of implementation, and access to sufficient support in schools. Such factors should thus be evaluated, accounted for in the implementation phase of the reform, and sustained over time. The findings confirm that the DE curricular reform model contributes to positive self-efficacy to teach DE, provides sufficient in-school support, and promotes increasing adoption over time. However, as teachers' practices have not yet stabilised, and teachers may still adopt more to cover the breadth of DE-concepts, it is important to remain attentive to remaining sustainability barriers: lack of time, effort required to teach DE with teachers preferring to delegate, and lack of student-learning evidence, the latter being a significant challenge to address in the literature. These barriers must therefore be jointly addressed by researchers and practitioners in the field in order to promote the sustainability of the reform. [ABSTRACT FROM AUTHOR]

This article discusses challenges posed to the design and enactment of twenty-first century school curricula by examining three core issues: pedagogical autonomy, the balance and integration of knowledge and thinking skills, and curricular flexibility. It focuses on how a committee of experts commissioned by the Israeli ministry of education to advise it on reforming the state curriculum responded to these challenges. The discussion highlights two fundamental questions in curriculum design: how to integrate global research finding with local conditions? and how to respond to a changing and unpredictable reality? To deal with the challenges, the article offers a model that aims to enhance the flexibility of the curriculum, and a list of criteria to assist educators on all levels in making informed curricular decisions. Although the analysis is situated within a particular cultural and national context the issues addressed have general and global implications. [ABSTRACT FROM AUTHOR]

This paper reflects on the process of designing and implementing an update to the Introduction to Information Technology course at Bentley University, a business university in New England. Driven by a university-wide curriculum reform initiative and following best practices from digital literacy frameworks and IS model curricula, the new CS 100 course, entitled Solving Business Problems with Information Technology, shifted emphasis from a personal computing context to exploring small business applications of technology. Students networked with university alumni at “Topics in Tech” presentations, where they learned about career options as information technology professionals. The authors describe the pilot courses that led to proposing a new CS 100 course and reflect its challenges and successes. Challenges included meeting the university’s goal of transfer friendliness, scaling from a few pilots to multiple sections, consistency of course delivery, and evaluating assessment. Successes include placing course topics in a business context, introducing current technologies, and providing opportunities for students to learn about career opportunities and experiences from university alumni. The paper also describes how CS 100 aligns with the university’s student learning goals for the new curriculum. These include developing future-focused skills, encouraging curiosity and critical analysis, communicating and collaborating in different settings, and demonstrating understanding of issues related to ethical use of technology. [ABSTRACT FROM AUTHOR]

This article explores how recent curricular reform in Australia has been responsive to a culture of redress. It argues that taken together, the 2008 National Apology to the Stolen Generations and the 2010 national curriculum reform marked a turning point, whereby settler colonial injustices have since been systematically included in the curriculum. This is explored through a case study analysis of the two iterations of the Victorian Curriculum: History post-Apology— 2012 and 2016—the latter of which remains in current use. Using discourse analysis methods, this article argues that the inclusion of colonial injustice in the post-Apology era signals a consensus that has emerged around the significance of representing injustice in history curriculum, and by extension, for shaping future citizens. Through close textual analysis of the curriculum documents, this article finds that representations of historical injustice have been organized by four frames: memorialization, equivalence, personalization, and human rights. It argues that these frames curtail opportunities for the development of an understanding of the structural character and effects of settler colonialism, and limit consideration of the longer history of Indigenous sovereignty and self-determination. These failures raise questions about how impending reforms might respond to the contemporary political context where treaty negotiations and formal truth-telling with First Nations' polities are unfolding. [ABSTRACT FROM AUTHOR]

Between tradition and reform: Pedagogical essay topics at two Swedish teacher training seminars, 1915–1937. During the beginning of the twentieth century, a series of school reforms was carried out in Sweden. One concerned the education of elementary school teachers. In this article, we examine which knowledge and teaching ideals that was posed by some of those who had the task of putting this reform into practice. At the center are the nearly five hundred essay topics that were offered at the teacher training seminars in Lund (only male apprentices) and Falun (only female apprentices) 1914–1937. The results advocate that two rather different local cultures of knowledge were developed at the two seminars. While the essay topics that were offered in Lund mostly seems to promote a more traditional reproductive view on teaching, the ones proposed in Falun rather appears to encourage a much more reformistic understanding of schooling. Hence it is suggested that the latter might be understood as an aspiration to establish a more autonomous and independent women teacher identity.

Teacher curriculum leadership is a key driver of curriculum reform in basic education and of improvements in student literacy. The mechanisms that underlie its development therefore constitute an important area of study. This case study analyzed the developmental trajectory of three teachers who became curriculum leaders. Results showed that from the static "macro" perspective, teacher curriculum leadership was generated by developing a sense of autonomous leadership, practicing culture leadership, and achieving an implicit leadership identity. From the dynamic "micro" perspective, teacher curriculum leadership comprised a permeable process of development from lower to higher levels. The study recommends creating an environment that nurtures teacher curriculum leadership by supporting professional competence and collaboration. [ABSTRACT FROM AUTHOR]

Children's Wear Design is an important part of the fashion design course. As a special category in design, children's wear plays a significant role in the growth and future of children. This paper starts by analyzing the status quo and the problems to be solved in the course of Children’s Wear Design, and then explores innovative teaching methods, teaching philosophies, and teaching objectives of the curriculum reform from three dimensions of teaching content, teaching structure, and teaching assessment. Thus, the analysis explores the new framework, new resources, and new perspectives of this course based on students’ individuality and design subjectivity, and then puts forward the implementation methods and optimization strategies for curriculum reform practices. The aim of the paper is to provide an effective framework reference for the teaching reform and practice of design courses, and also an inspiration for the future practice and teaching reforms of fashion design courses. [ABSTRACT FROM AUTHOR]

Implementation considerations should be integrated into the iterative development of educational innovations. The purpose of this design-based implementation research (DBIR) was to identify intervention components worthy of revision, examine the feasibility of a video manual and document barriers to the implementation of a multi-tiered dual-language instructional curriculum. Six teachers implemented the curriculum and provided feedback via structured interviews. Although four of the six teachers reported the intervention to be highly feasible, multi-tiered instruction did not align with the beliefs of two teachers. Teachers' feedback combined with child-level narrative and vocabulary outcomes led to curriculum revisions and to the creation of additional implementation supports. Findings suggest system-level barriers influence the sustainability of multi-tiered instruction in early childhood settings. [ABSTRACT FROM AUTHOR]

Based on the four dimensions of PCK, this paper investigates the professional development of rural PE teachers in Huaiji County by using the research methods of literature, questionnaire, interview and mathematical statistics. Based on PCK related theories, this paper analyzes the current situation of professional development of rural PE teachers in Huaiji County, explores the problems existing in the process of professional development, and provides an optimal path for the professional development of rural PE teachers, so as to improve the teaching ability and classroom quality of rural PE teachers, and promote the further development of rural PE education under the background of new curriculum reform. Through the research, it is found that the shortcomings of rural PE teachers are: lack of situational knowledge; lack of understanding of the course content; not flexible use of teaching representation; low ability to identify the differences of students' learning styles; lack of understanding of social environment, etc. [ABSTRACT FROM AUTHOR]

Increasingly, internationalisation at home and internationalisation of the curriculum are adopted by universities across the globe but their systemic implementation is a complex process. For instance, academics and academic disciplines understand and approach internationalisation differently, as previous studies have shown. However, there is little research on the role of such disciplinary perspectives in relation to different internationalisation practices and interventions. Using the Becher-Biglan framework of academic tribes, this exploratory study compares 12 undergraduate programmes at a Dutch university of applied sciences and addresses the question if the different disciplinary approaches to internationalisation as identified in previous studies are also reflected in the choices of internationalisation at home activities. The findings show there is more variation in the range of activities rather than in the types of activities and that it is within the rationales underlying those choices where the influence of disciplinary perspectives is more visible. [ABSTRACT FROM AUTHOR]

Curriculum has become a core element of universities' competitive positioning, internationally and nationally. This paper presents a longitudinal analysis of policy processes and outcomes associated with 'radical' university curriculum reforms that resulted in divergence from institutions' own historical patterns and national conventions and traditions. The empirical investigations draw on a policy trajectory conceptual framework and focus on how two research-intensive Australian universities navigated global–local policy flows throughout their curriculum transformations. Findings revealed that each reform project manifested proactive policy learning and, ultimately, agency, as global and national influences were articulated into local contexts, with the effect of 'breaking the mould' of relatively standardised university curriculum provision in Australia. At the same time, the analyses revealed a similar pattern of intensified bureaucratisation of curriculum governance within the two universities, as well as the compromising of initial reform objectives in key curriculum areas such as interdisciplinarity, internationalisation and so-called twenty-first-century skills. [ABSTRACT FROM AUTHOR]

Developing students' competence in algorithmic thinking is emerging as an objective of mathematics education, but despite its inclusion in mathematics curricula around the world, research into students' algorithmic thinking seems to be falling behind in this curriculum reform. The aim of this study was to investigate how the mathematical modelling process can be used as a vehicle for eliciting students' algorithmic thinking. To achieve this aim, a generative study was conducted using task-based interviews with year 12 students (n = 8) to examine how they used the mathematical modelling process to design an algorithm that solved a minimum spanning tree problem. I observed each students' modelling process and analysed how the task elicited the cognitive skills of algorithmic thinking. The findings showed that the students leveraged their mathematical modelling competencies to formulate a model of the problem using abstraction and decomposition, designed their algorithms by devising a fundamental operation to transform inputs into outputs during the working mathematically transition, and debugged their algorithms during the validating transition. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to evaluate the current situation of education for sustainable development, climate change education and environmental education in a nationwide context. Methodologically, this study calls for more research to go beyond case studies and take a similar approach to examine university curricula and facilitate cross-country comparisons. Design/methodology/approach: This paper examines the status of climate and sustainability curricula in Taiwan's higher education system. Using the course catalog for the 2020–2021 academic year, the authors constructed a unique data set that includes 1,827 courses at 29 major universities in Taiwan. In each institution, the authors search for course titles that include "climate," "sustainable/sustainability" and "environment/environmental" as keywords and code the courses according to their disciplines. Findings: The finding highlights the variations across institutional types and subject matters. Public universities have an average of 4.94 related courses per 1,000 students, whereas private universities have only 3.13. In general, the relevant courses are more concentrated in the STEM and bioscience fields. The curricula, however, are seriously constrained by the disciplinary structure and foster few transdisciplinary perspectives. Originality/value: The authors seek to go beyond case studies and offer one of the most comprehensive curricula samples at the national level. Taiwan adds an important data point, as the current literature focuses heavily on the USA and Europe. [ABSTRACT FROM AUTHOR]

Introduction: The number of mentally altered patients a dentist meets in practice is increasing and interaction with them can be very challenging. As a baseline for an interventional study, we want to assess the attitude of dental students and identify areas of improvement in patient communication. This work compares the attitude of dental students towards people suffering from dementia to the attitudes of trained medical caregivers and the general population. Our aim is to use the results to assess the need for training in communicating with mentally altered patients. Materials and Methods: Fourth‐year dental students attended two lectures on dementia given by a psychiatrist as part of the geriatric dentistry lecture and were questioned afterwards using the Dementia Attitude Scale. In 2016 and 2017, 73 students at the University of Greifswald were interviewed. The response rate was 84%. Using a factor analysis, the Dementia Attitude Scale's validated questions were interpreted and compared with data from nursing staff from Switzerland and the USA. Results: The factor analysis of the data showed the same two‐factor loadings as the comparative groups, and that dental students' attitude is more comparable to the general population than to medically trained nursing staff. Conclusion: Given the results, we conclude that the implementation of a communication module can serve in improving the attitude of dental students towards patients with dementia. [ABSTRACT FROM AUTHOR]

Microbiology and Immunology is the core basic courses of life science-related majors such as pharmaceutical production technology and pharmacy and others. Students generally believe that the theory of microbiology and immunology is abstract and difficult to understand, and students show low initiative and enthusiasm in learning. Therefore, the course teaching team, based on the characteristics of abstract content of Microbiology and Immunology curriculum, wide range, strong theory, fast knowledge update and the course contains a large number of ideological and political elements, excavates out the course ideological and political elements closely related to practical production, life and health, and constantly optimizes the teaching methods and students' comprehensive integrates them into the curriculum teaching. The results show that the curriculum reform can not only stimulate students' enthusiasm for learning, but also cultivate ability and moral accomplishment, achieving the imperceptible effect of educating students. Key words: Curriculum ideological and political education; Microbiology and [ABSTRACT FROM AUTHOR]

The change in curriculum and increasing need for active healthcare professionals providing quality patient care has emphasised simulation-based regular training, reskilling and simulation centres to deliver these. However, there is limited literature on how to establish a simulation centre and overcome the challenges relating to developing faculty and maintaining the financial viability of these centres. Our review focuses on this gap in the current literature. The findings are presented as 1) identification of the methods of establishing a simulation centre, 2) setting up the resource in a simulation centre and 3) faculty development and curricular integration in a simulation centre. The space of a simulation centre depends on the organisation's or training body's needs. There is no single design which is recommended. Establishing a simulation centre should consider the needs of the organisation, educators and learners along with the available resources and ensure that curriculum integration and standards are met. [ABSTRACT FROM AUTHOR]

Before the social mobilizations of October/2019 broke out, the Chilean secondary education curriculum was modified. The reform implied transformations in the subject of History. The literature argues that curricular changes impact pedagogical practices, teachers and teacher identities. This research explores the identity positioning assumed by four history teachers in the face of the curricular transformations of their subject. The results of the qualitative research show the teaching identity declared during the initial application of the curricular reform; it outlines a positioning discourse that rejects the ideological assumptions of the curricular change and reveals an identity positioning that (re)locates the most relevant dimensions of the teaching identity constructed by the teachers. In passing, it evidences the critical position in the face of a curricular reform that imposes a new order to the professional status of teachers, expressed in the weakening of the exercise of the autonomy of history teachers. [ABSTRACT FROM AUTHOR]

OBJECTIVES: Our objective was to understand the perspectives of current and recently graduated pediatric residents concerning the impact of the COVID-19 pandemic, and subsequent curriculum changes, to their education. INTRODUCTION: Residency programs have experienced unprecedented alterations to education in the form of changing expectations, schedules, and opportunities during the COVID-19 pandemic. Little is known regarding resident perceptions of how these changes impact their education and ultimate career preparation. METHODS: An anonymous and voluntary electronic IRB exempt survey was sent to pediatric residents at a mid-sized residency program in the mid-Atlantic in August of 2020. This cross-sectional study survey consisted of a series of multiple choice questions with optional short answer responses. RESULTS: Twenty-two pediatric residents across all training years completed the survey for a response rate of 36%. The majority of residents, 59.1%, were interested in directly caring for COVID + patients; however, the minority (36%) felt prepared to care for COVID + patients. Most residents (63%) responded that graduate medical education programs should not have authority to exclude residents from taking care of patients with certain diagnoses and 95% of respondents indicated that they would prefer an opt out system instead. CONCLUSION: The majority of resident respondents had a strong interest in caring for COVID + patients and report that they value frequent updates from program leadership to guide their patient care. Residents also overwhelmingly support an opt out system when caring for future patients with particular infectious diagnoses rather than a mandated exclusion approach. [ABSTRACT FROM AUTHOR]

The changes taking place in this world are very fast. The change affects everything in it. Including in the world of education. The condition of the world that is slowly moving back after the COVID-19 pandemic requires us to quickly respond to existing changes. For this recovery is carried out on all parties. Education in Indonesia must also move quickly to implement recovery. One of them is with curriculum changes. The independent curriculum is a curriculum used to immediately restore education in Indonesia. A curriculum that can be expected to accommodate all student needs. This independent curriculum is one of the series of the Merdeka Belajar Program launched by the government through the Ministry of Education and Culture and Technology. It takes hard work and joint effort to make Indonesia better. [ABSTRACT FROM AUTHOR]

Background: The study is conducted to investigate whether curriculum reform for learners with special education needs (SEN) is taking place in Zambia. Objectives: The study objective were to investigate the extent to which curriculum had been reformed to facilitate the inclusion of children with SEN in Zambia; and determine stakeholders understanding of inclusive education policy, to evaluate the success of an inclusive programme in supporting the full inclusion of learners with SEN. Method: This study used a mixed method research design which involved data collection in seven provinces of Zambia. The researchers employed purposive sampling. The largest number of respondents were SEN teachers and administrators. The qualitative data collection tools included semi-structured interviews of individuals and focus groups. The quantitative data came from a questionnaire completed by teachers and supervisors as well as from government documents. The quantitative data were analysed using SOFA Statistics, while the qualitative data were analysed using ATLAS-TI 7. Results: Limited curriculum reform remains one of the main impediments to the implementation of the inclusive policy for children with SEN in Zambia. Conclusion: It is concluded that without curriculum reform the implementation of inclusive education in Zambia will be challenging. Contribution: There is a dearth of information regarding curriculum reform in Zambia. This is one of the studies that is attempting to plug the information gap on curriculum reform. [ABSTRACT FROM AUTHOR]

In the article, the author discusses the topics of race, queerness and disability in French studies. Also cited are her book "Queer Velocities: Time Sex and Biopower on the Early Modern Stage," the issues in said studies like social inclusion, opposition to structural change, and the efforts to reform the French studies curriculum.

In the article, the author discusses the issues and challenges facing French language and literature education in the U.S. amidst the growing promotion of science, engineering and math courses. Also cited are how French capitalism, colonialism, slavery, and industrialization affected the world, and how language and literature improved the communication skills of graduates and make them competitive in the job market.

In 2014, the Association of American Medical Colleges (AAMC) published 13 Core Entrustable Professional Activities (EPAs) that graduating students should be able to perform with indirect supervision when entering residency. A ten-school multi-year pilot was commissioned to test feasibility of implementing training and assessment of the AAMC's 13 Core EPAs. In 2020-21, a case study was employed to describe pilot schools' implementation experiences. Teams from nine of ten schools were interviewed to identify means and contexts of implementing EPAs and lessons learned. Audiotapes were transcribed then coded by investigators using conventional content analysis and a constant comparative method. Coded passages were organized in a database and analyzed for themes. Consensus among school teams regarding facilitators of EPA implementation included team commitment to piloting EPAs; agreement that: proximal EPA adoption with curriculum reform facilitates EPA implementation; EPAs 'naturally fit' in clerkships and provided opportunity for schools to reflect on and adjust curricula and assessments; and inter-school collaboration bolstered individual school progress. Schools did not make high-stakes decisions about student progress (e.g., promotion, graduation), yet EPA assessment results complemented other forms of assessment in providing students with robust formative feedback about their progress. Teams had varied perceptions of school capability to implement an EPA framework, influenced by various levels of dean involvement, willingness, and capability of schools to invest in data systems and provide other resources, strategic deployment of EPAs and assessments, and faculty buy-in. These factors affected varied pace of implementation. Teams agreed on the worthiness of piloting the Core EPAs, but substantial work is still needed to fully employ an EPA framework at the scale of entire classes of students with enough assessments per EPA and with required data validity/reliability. Recommendations stemming from findings may help inform further implementation efforts across other schools adopting or considering an EPA framework. [ABSTRACT FROM AUTHOR]