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Implementation of SPN21 Curriculum in Brunei Darussalam: A review of selected implications on school assessment reforms  [cached]
Lawrence Mundia
International Education Studies , 2010, DOI: 10.5539/ies.v3n2p119
Abstract: Implementation of SPN21 Curriculum in Brunei Darussalam: A review of selected implications on school assessment reforms Abstract In the past twelve years (1997-2009), Brunei Darussalam has implemented three major educational policies: (1) inclusive education, in 1998; (2) the National Education System for the 21st Century known in Malay as Sistem Pendidikan Negara Abad 21 or SPN21, 2008; and (3) education for the gifted / talented students, 2009. These changes are partly designed to diversify and broaden the provision of education and the development of the country’s human resources. However the success of these reforms will depend on many factors such as the suitability of the teachers, availability of funds, quality of schools, and changes in examinations. The present qualitative study analyses and reviews selected technical innovations to examinations that need to be undertaken concurrently with the ongoing curriculum reforms to support the new initiatives. The issues discussed include over-emphasis on examinations; assessment of affective skills; assessment of vocational and technical subjects; use of informal assessments in school-based evaluations; moderation of marks for borderline students; the relationship between formative and summative assessments; changes to teacher education courses that deal with school assessments; and nationalisation of the senior secondary school examinations. A content analysis of the skills measured by current school examinations and a needs assessment research to reform the present school evaluation procedures were recommended to gain in-depth insights. Keywords: Policies; curriculum; reforms; assessments; examinations; development
Geschlechterbewusstsein im Schulprogramm Gender Consciousness in the School Curriculum  [cached]
Thomas Koinzer
querelles-net , 2003,
Abstract: Geschlechterbewusstsein in der Schule und Schulprogrammentwicklung geh ren zusammen. Die Beitr ge des Bandes geben beispielhaft Auskunft über die Implementierung von Gender-Wissen“ im Schulprogramm, den Schwierigkeiten dabei und den Wirkungen im Schulalltag. Issues of gender consciousness at school and curriculum development go hand in hand. The contributions in this book offer exemplary insights into the implementation of gender knowledge in the curriculum, the problems involved, and its consequences for everyday school life.
Curriculum Reforms and Physical Education: the Theoretical-Conceptual knowledge of the Spanish School Population Reformas Curriculares y Educación Física: los Conocimientos Teórico-Conceptuales de la Población Escolar Espa ola.  [cached]
Juan Luis Hernández álvarez,Roberto Velázquez Buendía,Eugenia Martínez Gorro?o
Education Policy Analysis Archives , 2007,
Abstract: This article analyses the changes generated by the implementation of a new curriculum in the context of the new Law of Education in Spain. In that context, our interest is centered in the reflection about the influence of educational policies in the development of Physical Education as a subject matter. We use a historical perspective to analyze some of the changes introduced by the Ley de Ordenación General del Sistema Educativo Espa ol (LOGSE, 1990), and the curricular reform. In particular, we base our analysis on the introduction of the theoretical-conceptual contents (“to know”) in the curricular area of Physical Education, which has traditionally centered in the “know how”. In order to carry out our analysis, we took as a point of departure the results obtained from the research on what the Spanish school population knows about the theoretical-conceptual contents. The focus of the investigation was the Spanish school population between the ages of 10 and 16. A Questionnaire on the Learning of Concepts in PE was applied to a representative sample (n=2,721) of the said school population. Results show that, in general, the students of both primary and secondary education have a poor theoretical and conceptual knowledge, reaching worrying proportions in some cases. The results also show the need to develop strategies that lead the improvement of the “PE culture” among students of both primary and secondary education. The learning of these contents is a fundamental factor in the education of autonomous citizens, committed to caring for their bodies and their health, and thus achieving a good quality of life. The study shows that the curricular reform by itself is insufficient to introduce new contents. Thus it is also necessary to implement measures of support to teachers so that the proposed changes become a reality. El objeto central de este artículo es realizar una reflexión sobre la influencia de las políticas educativas en la evolución de la asignatura de Educación Física en el sistema educativo espa ol. Tomando una cierta perspectiva histórica, se analizan algunos de los cambios introducidos por la Ley de Ordenación General del Sistema Educativo Espa ol (LOGSE, 1990) y por las reformas curriculares que la sucedieron. En concreto, el análisis se basa en la introducción de los contenidos teórico-conceptuales ("saber") en un área curricular tradicionalmente centrada en el "saber hacer". En este sentido, tomando como punto de partida los resultados de la investigación sobre la adquisición de conceptos por parte de la población escolar , se establecen
Corporate Greed: A Mandatory Reason Towards Business School Reforms
Mark W. Johnson
Business Intelligence Journal , 2008,
Abstract: In the wake of recent dishonest practices by Enron, WorldCom, Global Crossing, Xerox, Qwest, Arthur Andersen, and Merck many people are asking how people believed to be so well educated and leaders in corporate America lacked the moral courage to seek and state the truth. Business Ethics has been thrown to the side as a Wild-Wild-West form of capitalism has taken hold on our corporate leaders. This corporate malfeasance has costs thousands of jobs, trillions of dollars in stockholder value, and skepticism of our once revered free economic system. In this proposal I will show why a lack of Business Ethics is such a far-reaching problem in our society and suggest reforms in the business school curriculum to help instill responsibility and accountability in our business leaders. I will also show how consumer education classes would help protect individuals from becoming victims of corporate greed.
Peak Oil and the Everyday Complexity of Human Progress Narratives  [cached]
John C. Pruit
Narrative Works , 2012,
Abstract: The “big” story of human progress has polarizing tendencies featuring the binary options of progress or decline. I consider human progress narratives in the context of everyday life. Analysis of the “little” stories from two narrative environments focusing on peak oil offers a more complex picture of the meaning and contours of the narrative. I consider the impact of differential blog site commitments to peak oil perspectives and identify five narrative types culled from two narrative dimensions. I argue that the lived experience complicates human progress narratives, which is no longer an either/or proposition.
Children, everyday numbers and school numbers  [PDF]
Clélia Maria Ignatius Nogueira,Magda Ribeiro de Fran?a Barbosa
Investiga??es em Ensino de Ciências , 2008,
Abstract: Relationship made by school children between “daily” numbers, or rather, numbers deployed outside the school, and numbers worked out in school under various circumstances, or rather, orally and in writing, is investigated. Analysis has been undertaken with ten six-year-old children by means of a clinical and critical method. Research results show that children interact with the environment and recognized the figures, name them, conjecture on their written mode and give coherent meaning to the figures. Analysis also demonstrates that children use numbers outside the school. They understand and exemplify the number’s different meanings in an out-class context. Since the children do not give a weighty meaning to “school” numbers, pedagogical activity with numbers fails to put into practice the recommendations of the official policy.
An Analytical Study on Issues, Challenges and Reforms in the Pakistan Studies Curriculum of Secondary Level
Kiran Hashmi
International Journal of Social Sciences and Education , 2011,
Abstract: The study represents an analysis of Pakistan Studies curriculum at the secondary level about issues, challenges and reforms. Pakistan Studies being a compulsory subject promotes national integration, national cohesion and patriotism along-with citizenship concept in education to the students. Pakistan Studies provides detailed information about all the aspects of Pakistan ranging form economy, society, population, resources, history and geography. It is the general impression that the subject has not achieved its desired goals although efforts have been made. Keeping in view the importance of the subject and its present status, the issues, challenges and reforms in Pakistan Studies curriculum were studied through qualitative research paradigm. In-depth interviews were conducted from a purposive sample. The major findings of the study indicated that the curriculum lacks objectivity; dates and presented statistics are no longer reliable, incomplete information about the different aspects of Pakistan’s history, improper assessment techniques, gender and religion bias, influence of political system, mismatch of the content and above all no teacher training courses.
School Curriculum Committee: Its Role In Curriculum Implementation, The Case Of Amhara Region
W Melese
Ethiopian Journal of Education and Sciences , 2007,
Abstract: This study investigates the contribution of school curriculum committee in facilitating and coordinating curriculum implementation and factors that affect the roles of the school curriculum committee in secondary schools of Amhara Region. In undertaking the study the descriptive survey method was used. Five zones from the region were selected by using cluster-sampling techniques. Then from each zone three secondary schools with a total of fifteen secondary schools were selected again by cluster sampling techniques. Then all the school curriculum committee members and the principals of the school are taken by purposive sampling techniques. Moreover, one supervisor from each sample zone was also taken as a sample of the study. Questionnaires and structured interview guides were employed for data collection. The subjects of the study included a total of 262 school curriculum committee members, 15 secondary school principals and 5 zone educational supervisors. Frequency distribution and percentage were applied in analyzing and reporting the results. The result indicates that the school curriculum committee is ineffective in creating favorable situations for teaching to get in-service education, to get resources support, create smooth relationship among staff members, and to participate in decision making process related to curriculum. Except secondary school principals, supervisors, students parents, and community members did not contribute for the implementation effort of the curriculum. Moreover, the school curriculum did not coordinate different groups for this effort. The major factors that affected the roles of the school curriculum committee members are, lack of budget, lack of committee members understanding of the curriculum and roles and responsibilities of the committee members, lack of initiative and courage among teachers and shortage of resource support. Finally suggestions that may help to alleviate the problems were forwarded The recommendations forwarded include the school curriculum committee should facilitate conditions for teachers to get in-service education and participate in decision- making process related to curriculum at all stages and the committee should coordinate different groups for implementation and improvement of the curriculum. Moreover, the Regional Education Bureau, the Zonal Education Department or the school should give orientation about the roles and responsibilities of the school curriculum committee members, and the purpose of supervision for principals, department heads, and supervisor, allocate budget for school curriculum committee, provide incentives for teachers and school curriculum committee members, reduce workload of the curriculum committee members, supply material support, and reduce committee members Ethiopian Journal of Education and Science Vol. 2 (2) 2007: pp. 73-102
Attitudinal gains across multiple universities using the Physics and Everyday Thinking curriculum
Valerie K. Otero,Kara E. Gray
Physical Review Special Topics. Physics Education Research , 2008,
Abstract: Instructional techniques based on research in cognitive science and physics education have been used in physics courses to enhance student learning. While dramatic increases in conceptual understanding have been observed, students enrolled in these courses tend to move away from scientistlike views of the discipline and toward novicelike views, as measured by various assessment instruments. It has been proposed that course materials and instruction that explicitly address epistemology, the nature of science, and the nature of learning science will help students develop views more closely aligned with the views of scientists. The Physics and Everyday Thinking (PET) curriculum has specific goals for helping nonscience majors explicitly reflect on the nature of science and the nature of learning science. We show that in PET courses with small and large enrollments, shifts toward expert responses ranged from +4% to +16.5% on the Colorado Learning Attitudes about Science Survey. These results are compared to results from other studies using a variety of similar assessment instruments.
The curriculum ideology of the South African secondary school Biology
Lindelani Mnguni
South African Journal of Education , 2013,
Abstract: South Africa has had a number of curriculum reforms since 1994 which have been based on both political and education grounds. However, there is a dearth of knowledge about the nature of the envisioned graduates, especially with respect to social challenges. This can be addressed by exploring the curriculum ideology which outlines the vision of subjects within an education system by clarifying the aims of the subject, the content knowledge taught, the instructional process, the roles ofteachers and students, as well as the assessment processes. There are at leastfour curriculum ideologies, namely, the scholar academic ideology, efficiency ideology, student-centred ideology and social reconstruction ideology. The aim of the current study was to investigate the curriculum ideology of the Grade 11 Biology curriculum by analysing the Curriculum and Assessment Policy Statement. Results show that Biology adopts a multi-curriculum ideology approach with greater emphasis on scholar academic and student-centred ideologies. Characteristics of the social reconstruction ideology were the least observed. This implies that Biology is designed to advance the discipline but will probably not lead to social and student empowerment with regard to current social challenges.
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