Handbook of Curriculum Development (Education in a Competitive and Globalizing World)

HANDBOOK OF CURRICULUM DEVELOPMENT......Page 12
CONTENTS......Page 14
PREFACE......Page 18
ABSTRACT......Page 26
INTRODUCTION......Page 27
1. HISTORY OF PBL: AN OLD PERFUME IN A NEW BOTTLE?......Page 28
1) The Problem......Page 30
2) The Tutor......Page 31
3) The Small Group......Page 32
2.3. Student Roles in the PBL Tutorials......Page 33
2.4. PBL: Never be One Single Approac......Page 34
3. CAN PBL BE IMPLEMENTED IN LOW-RESOURCED COUNTRIES? PBL EXPERIENCE AT SUEZ CANAL UNIVERSITY, EGYPT......Page 36
4.1.1. What are the effective learning theories and teaching principles?......Page 38
4.1.2. How can PBL help transform effective learning theories to practice?......Page 43
SUMMARY OF THE THEORETICAL BENEFITS BEHIND PBL......Page 44
4.2. PBL Learning Outcomes......Page 45
4.3.1. (Theory) Process-based research......Page 50
4.3.2. Outcome-based research......Page 51
5. WHAT ARE THE DEBATABLE ISSUES ABOUT PBL?......Page 54
5.1. Debatable Points about the PBL Effectiveness and Efficiency......Page 55
5.2. Debatable Points about PBL Educational Research......Page 59
5.3. Current Research Needs in Medical Education......Page 68
6. WHAT IS THE ROLE OF THE QUALITY ASSURANCE AND ACCREDITATION PROGRAMS IN STANDARDIZING THE EDUCATIONAL PROCESSES IN MEDICAL SCHOOLS?......Page 74
CONCLUSION......Page 78
REFERENCES......Page 80
ABSTRACT......Page 90
1. INTRODUCTION......Page 91
2. THE PROBLEM OF EFFECTIVE TEACHING......Page 92
2.1. Research Focus......Page 93
2.2.1. Generic features......Page 94
2.2.2. Constructivism......Page 95
2.2.3. Intended learning outcomes......Page 96
2.3. Research Problem and Questions......Page 97
3.1. Four Different Stories, the Same Concern......Page 98
3.2. Tasks and Teacher Mediation Are Present in any Formative Situation......Page 101
3.3. Task......Page 102
3.4. Teacher Mediation......Page 104
4.1.1. “Conceptual Field Network” Tool......Page 106
4.1.2. “PERT diagram of Formative Situations”......Page 108
4.2. Tools to Specify the Teaching Actions......Page 110
4.3.1. Case reported in [6-10]: Teaching introductory Physics course in an engineering school......Page 113
4.3.2. Case reported in [19-23]: Teaching optics in grade 8 (14-year-old students)......Page 115
4.4. A Synthesis about Tools and Results Obtained in the Case Studies......Page 117
5.2. Some Basic Principles......Page 119
5.3. MFS-TST......Page 120
5.4. Articulation between Tasks and Teacher Mediation......Page 122
5.5. A New Approach for Teacher Mediation......Page 123
A. Philosophical perspective......Page 124
B. Psycho-sociological perspective......Page 125
5.6.1. MFS-TST and the preparation of the curriculum......Page 126
5.6.2. MFS-TST to manage and to analyse the teaching of ST in the classroom......Page 128
5.7. Potential, Limitations and Conditions of MFS-TST......Page 129
5.8. Studies Conducted in Portugal and Angola that Used the MFS-TST: Overview and Results......Page 130
5.8.1. The main results obtained......Page 131
6. BASES FOR A MODEL FOR EFFECTIVE TEACHING FOR INTENDED LEARNING OUTCOMES IN ST (METILOST)......Page 133
7. BUILDING METILOST......Page 134
7.1. Training Mode......Page 135
7.2. Mediation Mode......Page 136
7.3. Epistemic Mode......Page 137
8. METILOST AS CONSISTENT TOOL TO DESCRIBE, ELUCIDATE AND PREDICT: AN OVERVIEW......Page 138
9.1. Teaching Methods......Page 140
9.2. Research about Classroom Teaching—The Case of Engineering Education......Page 143
10.1. A Synopsis of METILOST......Page 145
10.2. Relevance and Potential of METILOST......Page 146
10.4. METILOST Can Guide the Research on ST Teaching to New Possibilities......Page 147
10.5. Some Contributions of METILOST......Page 148
REFERENCES......Page 149
ANNEX I. REFERENCES OF EMPIRICAL STUDIES THAT USED THE MFS-TST......Page 155
ABSTRACT......Page 160
INTRODUCTION......Page 161
SOME MODELS OF CURRICULUM STRUCTURE......Page 165
COMPARING THE MODELS......Page 169
UNCOVERING THE HYPERLINKED CURRICULUM......Page 171
EXPLORING THE HYPERLINKED CURRICULUM......Page 175
BUILDING A HYPERLINKED CURRICULUM......Page 177
LEARNING IN THE HYPERLINKED CURRICULUM......Page 182
SUPPORTING LEARNING IN THE HYPERLINKED CURRICULUM......Page 185
VIEWING THE HYPERLINKED CURRICULUM......Page 188
CONCLUSION......Page 195
REFERENCES......Page 197
INTRODUCTION......Page 202
CONCEPTUAL BASE......Page 203
Validation of Oral Presentation Objectives......Page 204
Reliability of Assessment Approaches......Page 206
Analysis of the Literature......Page 208
Learning and Teaching Oral Presentation Skills: Towards a Theoretical Framework......Page 212
Sub-Processes in Self-Regulated Learning......Page 221
Developmental Levels in Self-Regulation......Page 223
CONCLUSIONS......Page 225
REFERENCES......Page 226
ABSTRACT......Page 234
THEORETICAL FRAMEWORK......Page 235
METHODS......Page 237
Participants......Page 238
Data Collection......Page 239
Untitled......Page 240
RESULTS......Page 241
Curriculum Materials Use and Influence of Personal Resources......Page 242
Influence of Context on Teachers\' Curriculum Design......Page 247
DISCUSSION......Page 250
LIMITATIONS......Page 251
IMPLICATIONS......Page 252
ACKNOWLEDGMENTS......Page 253
REFERENCES......Page 254
ABSTRACT......Page 258
Section 1: Identity and Learning......Page 259
Section 2: International Students‘ Identity Construction and Learning......Page 262
Section 3: Curriculum Development......Page 273
REFERENCES......Page 276
INTRODUCTION......Page 280
PRIOR EXPERIENCE......Page 281
CPE 207......Page 283
Roles and Skills......Page 284
Process......Page 286
Subsystems......Page 288
Teams......Page 289
Technology......Page 291
Rationale......Page 292
FINDINGS......Page 294
OUTCOME......Page 297
REFERENCES......Page 300
ABSTRACT......Page 304
CURRICULUM STANDARDS......Page 305
Academic Standards......Page 306
SERVICE-LEARNING......Page 308
Definitions......Page 309
Types of Service-Learning......Page 310
Procedures......Page 312
Academic Standards and Service-learning......Page 313
Curriculum Themes and Service-Learning......Page 315
Types of Service-Learning......Page 316
Impact of Service-Learning on Curriculum......Page 317
CONCLUSIONS......Page 319
Implications......Page 320
REFERENCES......Page 321
APPENDIX A: EVALUATION OF THE EARLY CHILDHOOD SERVICE-LEARNING PROJECTS PRESERVICE TEACHERS......Page 325
APPENDIX B: EVALUATION OF THE EARLY CHILDHOOD SERVICE-LEARNING PROJECTS  P-K, K, K/1, 1, 2 CHILDREN......Page 326
1. INTRODUCTION......Page 328
2. METHOD......Page 331
2.2. Procedure......Page 332
3.1. Findings......Page 333
3.2. Results......Page 339
4. CONCLUSION......Page 341
REFERENCES......Page 342
APPENDIX 1: SUMMARY TEXT RUBRIC......Page 345
APPENDIX 2: SUMMARY TEACHING PROGRAM......Page 346
APPENDIX 4: PROBLEM SOLVING STRUCTURE CHART......Page 352
INTRODUCTION......Page 354
I. Early Childhood Curricula in Hong Kong: Problems and Challenges......Page 355
II. Reconceptualization of Learning in the Early Years......Page 356
III. SAIL: Story Approach to Integrated Learning......Page 358
IV. School-Based Curriculum: DAP, 3CAPS and Beyond......Page 362
REFERENCES......Page 364
APPENDIX: AN EXEMPLAR OF SAIL......Page 366
The Education of American Indian Students......Page 372
STEM Integration into American Indian Students‘ Education......Page 375
CURRICULUM DESIGN......Page 376
Bridge Construction......Page 377
Different Types of Bridges......Page 378
Designing the Least Expensive Bridge......Page 379
EVALUATION OF THE CURRICULUM......Page 380
CHALLENGES FACED DURING THE IMPLEMENTATION......Page 383
EVIDENCE OF SUSTAINED LEARNING......Page 384
CONCLUSION......Page 385
APPENDIX......Page 386
REFERENCES......Page 390
ABSTRACT......Page 392
ACTIVE LEARNING, INFORMAL ENVIRONMENTS, AND LOCAL ENVIRONMENTS......Page 393
HISTORY OF SCIENCE AND NATURE OF SCIENCE......Page 394
METHODS......Page 395
Student-Directed Research Investigations......Page 396
Community of Learners......Page 397
Active-Learning Strategies......Page 398
Local Environment Inclusion......Page 401
Student-Directed Research......Page 403
The Common Ground of the Local Environment......Page 404
Community of Learners......Page 405
Active Learning Strategies......Page 406
DISCUSSION AND CONCLUSIONS......Page 407
REFERENCES......Page 408
INTRODUCTION......Page 412
TEACHING ARCHAEOLOGY IN THE 21ST CENTURY......Page 413
Stewardship......Page 415
Diverse interests......Page 416
Communication......Page 417
Basic Archaeological Skills......Page 418
Real-World Problem Solving......Page 419
MATRIX: MAKING ARCHAEOLOGY TEACHING  RELEVANT IN THE 21ST CENTURY......Page 420
CONCLUSION......Page 423
REFERENCES......Page 424
INTRODUCTION......Page 428
INTERNATIONALISATION OF HIGHER EDUCATION IN AUSTRALIA......Page 430
Languages and Cultural Understandings......Page 431
Enhancing Deep Learning with Critical and Creative Thinking......Page 432
Group-Based Multidisciplinary Projects......Page 433
Learning Through Part-Time Jobs......Page 434
Engaging Multiculturalism and Multiple Racisms......Page 435
REFERENCES......Page 438
INTRODUCTION......Page 442
HOW PARTICIPATORY CULTURE IS ENCOURAGING  YOUTH CIVIC ENGAGEMENT......Page 444
Participatory Culture Facilitates Open and Thoughtful Civic Discourse......Page 445
i. Examples from Asia......Page 446
ii. Examples from Europe and America......Page 447
WHY STUDENTS NEED TO BE TAUGHT THE SOCIAL LITERACIES......Page 448
Negotiation Skill......Page 449
Collective Intelligence Skill......Page 450
CONCLUSION......Page 451
REFERENCES......Page 452
INTRODUCTION......Page 456
Classical Period (…-1960)......Page 457
Modern Period (1960-1985)......Page 458
The Period of Activities for Developing Comprehensive Programs (1984- )......Page 460
RESULTS AND RECOMMENDATIONS......Page 464
REFERENCES......Page 465
SUMMARY......Page 468
INTRODUCTION......Page 469
QUALITY AND SUSTAINABLE DEVELOPMENT......Page 470
CURRENT POLICY AND PRACTICE......Page 472
DOES EDUCATION WHICH EMBRACES SUSTAINABLE DEVELOPMENT LEAD TO A QUALITY EDUCATIONAL EXPERIENCE?......Page 474
FUTURE OPPORTUNITIES AND CHALLENGES......Page 476
REFERENCES......Page 477
INTRODUCTION......Page 480
Findings......Page 482
DISCUSSION......Page 487
REFERENCES......Page 488
EDUCATING THE WHOLE CHILD: THE ROLE OF SOCIAL AND EMOTIONAL DEVELOPMENT IN ACHIEVEMENT AND SCHOOL SUCCESS......Page 490
CHILD TEMPERAMENT AND SCHOOL READINESS......Page 491
EFFORTFUL CONTROL AND ACADEMIC ACHIEVEMENT......Page 492
EFFORTFUL CONTROL IN SCHOOL CONTEXT: A CHILD IN CLASSROOM PERSPECTIVE......Page 493
FROM SCIENCE TO PRACTICE: SOCIAL EMOTIONAL  LEARNING (SEL) IN SCHOOLS......Page 494
INTEGRATING SOCIAL EMOTIONAL LEARNING INTO  CURRICULUM AND ASSESSMENTS......Page 495
Human development objectives......Page 496
Complementary roles of standardized and individualized assessments......Page 497
Standardized benchmarks versus individualized goals......Page 498
CONCLUSION......Page 499
REFERENCES......Page 500
INTRODUCTION......Page 504
EDUCATION REFORM AND MEDIA EDUCATION IN HONG KONG......Page 505
THE NEW SENIOR SECONDARY CURRICULUM......Page 506
DEFINING LIBERAL STUDIES......Page 507
THE NEED FOR MEDIA EDUCATION......Page 508
GOING BEYOND THE TEXT......Page 509
Democracy and Citizenship......Page 510
CONCLUSION......Page 512
REFERENCES......Page 513
INDEX......Page 516