A Curriculum Framework is a : summary of the educational issues facing curriculum development committees; discussion of how state goals and standards relate to those issues; structure to help district curriculum development committees address the student standards; guide for planning professional development; guide to recommended instructional and assessment strategies; description of effective instruction and assessment strategies with an analysis of how they address the standards; collection of reference materials to assist curriculum development committees and other educators; and tool to communicate the goals of the standards to the community.
This Curriculum Framework is NOT a : set of detailed lesson plans; detailed scope and sequence of curriculum objectives; or mandate for specific methodologies or programs.
The curriculum framework serves todisplay meaningful curriculumexperiences and activities as well asidentified constraints. It is extremelyimportant to clarify exactly what will beprovided in the curriculum and thereasons why. Spelling out the contentand constraints associated with acurriculum enables everyone to see justwhat limitations are imposed on thecontent. An additional benefit has to do
ObjectivesAlthough there is widespread agreement about the importance of transferring knowledge into action, we still lack high quality information about what works, in which settings and with whom. While there are a large number of models and theories for knowledge transfer interventions, the majority are untested.
MethodsA narrative review of the knowledge transfer literature identified 28 different models which explained all or part of the knowledge transfer process. The models were subjected to a thematic analysis to identify individual components and the types of processes used when transferring knowledge into action.
ResultsFive common components of the knowledge transfer process were identified:1. problem identification and communication;2. knowledge/research development and selection;3. analysis of context;4. knowledge transfer activities or interventions; and5. knowledge/research utilization
.We also identified three types of knowledge transfer processes:1. a linear process;2. a cyclical process; and3. a dynamic multidirectional process.
Conclusion Our framework provides a foundation for gathering evidence from case studies of knowledge transfer interventions. We propose that future empirical work is designed to test and refine the relevance, importance and applicability of each of the components in order to build a more useful model of knowledge transfer which can serve as a practical checklist for planning or evaluating knowledge transfer activities.
Table of contents from a curriculumframework document :I. Philosophy and Goals of the Institution 1II. Students Served 2III. Instructional and Support Staff 4IV. Curricular Arrangement 6V. Employment Setting 10VI. Content Coverage 12 A. Vocational Technical 12 B. General Education