Merfat Ayesh Alsubaie · Journals & Books Hosting (International Knowledge Sharing Platform) · 2016
In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process.An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program ("Guide to curriculum development," 2006).It can be subject specific or a generalized overview of expectation.It must be a usable tool to assists teachers in the development of individualized strategies and the methods and materials necessary for them to be successful.
Cited by 222Open access
Kay Mohanna, David Wall, Elizabeth Cottrell et al. · 2023
This chapter offers an overview of some of the elements of curriculum design. In guiding a learner from novice to expert, a curriculum highlights the what, the when and the how of learning. It is frequently defined as ‘everything that happens in relation to an educational programme.’ Being clear about how components align ensures that coverage is complete and that assessment maps to learning. This chapter explains the different ways that alignment can be executed depending on the influence of stakeholders and what the risks or advantages are of different approaches.
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Knox, Courtney · Western CEDAR (Western Washington University) · 2016
This project examined the process of developing curriculum and analyzed its efficacy. Initially there were two sets of curriculum involved, but only one is included here because I was unable to gain the permission to publicly publish the other. The curriculum that is included is the curriculum I developed the Math Club at Fairhaven Middle School in Bellingham, WA. This curriculum was developed and implemented independently of any official curriculum regulations. Thus, I was free to personalize and change the curriculum based on what I saw was most needed in the classroom setting. However, there were still challenges that needed to be overcome in order to reach the goals that I set for the curriculum. I was given the position of Math Club Teacher for Fairhaven Middle School (FMS) in November of 2014. When I first started out, I had little to no direction in regards to what I was supposed to be teaching. So, first I developed the following three goals: I wanted the FMS Math club to… (1) be a welcoming environment where students could explore mathematics, (2) provide challenging material to stimulate problem solving, and (3) prepare students to compete in the Whatcom County Math Championship. So, to begin I studied the competition tests from previous years. After extensive study I developed a list of topics and skills that my students would be expected to know and developed worksheets and lesson plans based around them.
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Angelika A. Zollfrank, Catherine F. Garlid · Oxford University Press eBooks · 2012
The spiritual wellbeing of persons dealing with a healthcare crisis demands the attention of religious professionals and healthcare providers. There is growing consensus in the USA that professional board certified chaplains bring special expertise to spiritual care in the area of chronic illness, palliative care, and traumatic medical events. For optimal care the Palliative Care Consensus Report recommends interdisciplinary spiritual care models that enable health care professionals to identify spiritual issues and concerns. Multiple training modalities and programs offer education in compassionate spiritual care, particularly for healthcare providers. There is awareness that a Clinical Pastoral Education (CPE)- trained board-certified chaplain, as part of an inter-professional team is well-suited to provide expertise and guidance relative to the spiritual diagnosis and corresponding spiritual care. In this chapter the focus will be on CPE as a distinct pathway to spiritual care competence. CPE is closely supervised, experiential, clinical training for professional spiritual care givers of multiple religious and spiritual (R/S) backgrounds. Guided by patients’ and families’ needs, CPE trains spiritual care givers to provide respectful R/S care to patients, families, staff, and healthcare institutions. The CPE process deepens spiritual care givers’ emotional and spiritual self-awareness and professional identity formation. CPE trains religious leaders, clergy, seminarians, lay persons and healthcare providers to translate effectively between and become literate in the languages of modern Western medicine, multiple ancient belief and value systems, and the intersecting experiences of illness and faith.
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Ero, I I, Adegbola, P O, Odakwe, M E et al. · Archaeology Data Service · 2019
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Caswell, Hollis L. (Hollis Leland), 1901-1988., Campbell, Doak S. (Doak Sheridan), 1888-1973. · The Journal of the Abraham Lincoln Association
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2002
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R Sudha · Jaypee Brothers Medical Publishers (P) Ltd. eBooks · 2013
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Advances in medical education, research, and ethics (AMERE) book series · 2015
The purpose of this chapter is to understand that any residency training program for medical professionals needs to take into account their role as both service providers as well as students. As service providers, particular attention must be paid towards their interaction with health consumers. The tenets of the doctor- patient relationship must be practiced all the time. Also, as they are students, the various modalities by which their learning could be enhanced must be implemented and monitored by the teaching and supervising faculty at each and every stage.
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Spears Media Press eBooks · 2021
在curriculum development一词应用于课程领域后,译者们对其译法莫衷一是,归纳起来有课程编制、课程开发和课程研制等几种译义。从development一词的词源考查curriculum development本原含义,对正确认识curriculum development很有启示。由development的词源可知curriculum development不能译作课程编制,而只能译作课程研制或课程开发,二者是同义语,都是指以课程标准、课程计划、课程内容等为对象进行劳动以达到利用的目的的过程,它们包括解读课程标准和课程计划、选择课程内容,组织课程内容、设计课程实施程序、选择课程实施方式方法、对课程内容具体化等一系列环节。至于课程开发和课程研制的区别,就在于课程开发更注重实践层次,是技术性行为,而课程研制则更倾向于理论层次,是研究性行为。
Cited by 6Open access
D.E.P. Jenkins · European Journal of Engineering Education · 1983
Abstract When the SEFI cumculum development working group was established at the Aachen meeting of the SEFI Congress there was some concern expressed about the organisational problems of setting up this, the first working group of SEFI in the context of the very wide, almost hdeterminate nature of the subject area implied by the name. The members who subsequently joined the working group were, of course, well aware of the difficulties and, as one of their first tasks, devoted considerable time to the identification of ways of narrowing down the problems into manageable packages so that some attempt could be made at producing some useful results in this vast area.
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Martha E. Rogers · AJN American Journal of Nursing · 1961
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Joseph P. McDonald · 2024
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Mittulah, Winnie, Thoithi, GN, Nyinguro, PO · University of Nairobi Research Archive (University of Nairobi) · 2014
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Sarah Gustafson, Christiana Meng Zhang, Belinda Y. Chen · 2026
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Huang, Chu-Yu · DigitalCommons-Cedarville (Cedarville University) · 2012
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Laura Edgar, Susan Guralnick · 2024
Abstract Curriculum development for medical education is a complex process that can be achieved in a variety of ways. Two commonly used methods are the Six-Step Approach and Competency-Based Approach. Both provide a step-by-step roadmap for curriculum developers to follow. The Six-Step Approach is descriptive and allows for dynamic steps that can be performed in the order identified, any order, or multiple steps at a time. The competency-based approach is more prescriptive; it always starts with the identification of a competency after which all other steps must follow. Although these methods differ, several of the steps overlap. The two approaches can be used alone or in combination to achieve a curriculum development goal.
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Zeina Abdel Amir Hassan · Zenodo (CERN European Organization for Nuclear Research) · 2025
ABSTRACT The curriculum is a set of procedures that are carried out with the intention of bringing about a qualitative change in one or some of the components of the curriculum, or all of these components with the intention of increasing the effectiveness of this curriculum in achieving the desired goals. All the steps, actions and procedures through which the curriculum can be reformed and improved, so that the starting point is to study the current curriculum to identify its strengths and weaknesses and translate its goals into living reality in preparation for developing the necessary plans and programs to achieve these goals. The process of developing the curriculum is a cooperative effort, in which many groups and institutions must participate, and the teacher who is responsible for implementing the curriculum largely determines the success of any change or development of the school curriculum. The process of developing the curriculum is not separate; rather, it is continuous and accompanies the curriculum from its beginning to its end, and its purpose is to ensure the achievement of educational goals, improve the curriculum, develop its tools and update its information in line with the rapid changes that serve the learner's tendencies and desires.
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2017
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Altasan, Ahmad M · 2017
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