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This document discusses the SPICES model, an analytical technique for curriculum development, review, and evaluation. The SPICES model can be used to (1) review existing curricula, (2) develop new curricula, and (3) tackle specific questions about curricula. Considering each of the six issues in the SPICES model (Student-centered, Problem-based, Integrated, Community-based, Elective, Systematic) can provide a framework for meaningful discussion and help ensure curricula align with school objectives. Decisions related to teaching methods and assessment should also take the SPICES issues into account.
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Assignment 1 What Is Special About Special Education Research.docx
Assignment 1: What Is Special About Special Education Research?
Effective researchers in the field of special education are acutely aware of the challenges inherent in their investigations. Working with children with exceptionalities brings particularly important responsibilities. These responsibilities include careful attention to the treatment of subjects, validity, and the use of results. Furthermore, theories must be studied using a robust measurement of appropriate variables and a respective statistical analysis.
For this Assignment, you will analyze the challenges facing special education research today as well as evaluate the role and importance of key research elements to the field of special education research.
To prepare:
· Review the required and additional Learning Resources for this module. Pay particular attention to the types of challenges facing the field of special education, research gaps in the literature, and how each may be addressed with valid measurement, theory, and study.
· Consider the role and importance of the following in special education research:
o Measurement
o Theory
o Variables
o Statistical analysis methods
Develop
a 5–8 page paper to utilizing the following section headings:
1.
Challenges to research practices in special education
a. Explain the challenges posed to those who design, implement, and utilize the results of research in the field of special education.
2.
The purpose of measurement in special education
a. Explain the important role and purpose of measurement in supporting valid research in special education.
3.
The role of theory and effective practice
a. Explain the importance of a clearly articulated theory in providing a foundation from which to conduct research and identify effective practices.
4.
Identification of variables
a. Explain the importance of, and process for, identifying research variables.
5.
Statistical methods used in special education
a. Explain the role of specific methods of statistical analysis, and their importance in conducting valid research in special education.
Support your position with specific references to and examples from the Learning Resources, outside peer reviewed research, and personal experience.
Note:
For this Assignment and all scholarly writing in this course and throughout your program, you will be required to use APA style (6th edition). Please use the Walden Writing Center as a resource as you complete assignments. Additionally, review the rubric for requirements for the use of APA style and citation. Points will be deducted for each submission if you do not strictly and accurately use correct APA citations each time you submit your work throughout the course.
Learning Resources
Note:
To access this module’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Florian, L. (Ed.). (2014).
The SAGE handbook of specia.
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SAGE Research Methods Understanding and Evaluating Research- A Critica.docx
SAGE Research Methods
Understanding and Evaluating Research: A Critical
Guide
Author: Sue L. T. McGregor
Pub. Date: 2019
Product: SAGE Research Methods
DOI: https://dx.doi.org/10.4135/9781071802656
Methods: Theory, Research questions, Mixed methods
Disciplines: Anthropology, Education, Geography, Health, Political Science and International Relations,
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Access Date: January 11, 2023
Publishing Company: SAGE Publications, Inc
City: Thousand Oaks
Online ISBN: 9781071802656
© 2019 SAGE Publications, Inc All Rights Reserved.
Overview of Research Design and Methods
Learning Objectives
• Distinguish between methodology, method, and research design
• Compare and contrast research design as logical and as logistical
• Appreciate the difference between reconstructed logic (quantitative) and logic-in-use (qualitative), es-
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• Explain the five logics of mixed methods research designs
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• Compare and contrast the most agreed-to approaches and terms about research integrity, rigor, and
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Introduction
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pare a case study, or engage in ethnographic research where researchers immerse themselves in the lives of
the participants. That being said, the general discussions in Chapters 9 (qualitative) and 10 (quantitative and
SAGE
© 2018 by SAGE Publications, Inc.
SAGE Research Methods
Page 2 of 27 Understanding and Evaluating Research: A Critical Guide
mixed methods) will address the basic conventions pursuant to preparing, conducting, and reporting these
t.
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107ChapterBY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
107
Chapter
BY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
VANTASSEL-BASKA AND BROWN
AN ANALYSIS OF
GIFTED EDUCATION
CURRICULUM
MODELS
4
Much of gifted education as a field rests on the approaches
that are used to serve gifted students in schools and other con-
texts. Consequently, the importance of programmatic and cur-
riculum models cannot be overestimated. The purpose of this
chapter is to systematically review existing program/curriculum
models in the field and to determine the evidence for their use
and their effectiveness with gifted populations. Although origi-
nally conceived as a study more than a decade ago, the models
contained herein have been updated with more recent research
support as it has become available and as related work on appro-
priate curriculum for the gifted has been conceptualized.
History of Curriculum Models
The history of curriculum development for the gifted has
been fraught with problems, similar to the general history of cur-
riculum development in this country. Some of the most success-
ful curriculum models for gifted learners have been developed
VA
N
TA
SS
EL
-B
A
SK
A
A
N
D
B
R
O
W
N
108 METHODS AND MATERIALS FOR TEACHING THE GIFTED
based on acceleration principles for advanced secondary students (VanTassel-
Baska, 1998). Many educators worldwide perceive the International Baccalaureate
(IB) program and the College Board’s Advanced Placement (AP) program as rep-
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process is both accelerated and shortened along the way for the most apt.
Alternatives to this viewpoint abound, however, and tend to focus on learn-
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to the learning enterprise, with content choices being more incidental. Evidence
of student work through high-quality products and performances also is typically
highly valued in these models.
Most of the enrichment-oriented approaches to curriculum development for
the gifted emanated from the early work of Hollingworth (1926) and her curric-
ulum template for New York City’s self-contained classes. Strongly influenced by
Deweyian progressivism, she organized curriculum units that al ...
107ChapterBY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
107
Chapter
BY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
VANTASSEL-BASKA AND BROWN
AN ANALYSIS OF
GIFTED EDUCATION
CURRICULUM
MODELS
4
Much of gifted education as a field rests on the approaches
that are used to serve gifted students in schools and other con-
texts. Consequently, the importance of programmatic and cur-
riculum models cannot be overestimated. The purpose of this
chapter is to systematically review existing program/curriculum
models in the field and to determine the evidence for their use
and their effectiveness with gifted populations. Although origi-
nally conceived as a study more than a decade ago, the models
contained herein have been updated with more recent research
support as it has become available and as related work on appro-
priate curriculum for the gifted has been conceptualized.
History of Curriculum Models
The history of curriculum development for the gifted has
been fraught with problems, similar to the general history of cur-
riculum development in this country. Some of the most success-
ful curriculum models for gifted learners have been developed
VA
N
TA
SS
EL
-B
A
SK
A
A
N
D
B
R
O
W
N
108 METHODS AND MATERIALS FOR TEACHING THE GIFTED
based on acceleration principles for advanced secondary students (VanTassel-
Baska, 1998). Many educators worldwide perceive the International Baccalaureate
(IB) program and the College Board’s Advanced Placement (AP) program as rep-
resenting the highest levels of academic attainment available. These programs are
thought to provide important stepping stones to successful college work because
they constitute the entry levels of such work. Thus, one approach to curriculum
development for the gifted may be seen as a “design down” model, where all
curricula at the K–12 level are organized to promote readiness for college and the
process is both accelerated and shortened along the way for the most apt.
Alternatives to this viewpoint abound, however, and tend to focus on learn-
ing beyond, or in lieu of, traditional academics. Most of the curriculum models
cited in this chapter ascribe to an enriched view of curriculum development for
the gifted, a view that addresses a broader conception of giftedness, taking into
account principles of creativity, motivation, and independence as crucial con-
structs to the development of high ability. These enrichment views also tend to
see process skills, such as critical thinking and creative problem solving, as central
to the learning enterprise, with content choices being more incidental. Evidence
of student work through high-quality products and performances also is typically
highly valued in these models.
Most of the enrichment-oriented approaches to curriculum development for
the gifted emanated from the early work of Hollingworth (1926) and her curric-
ulum template for New York City’s self-contained classes. Strongly influenced by
Deweyian progressivism, she organized curriculum units that al ...
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The document discusses three perspectives on learning - behaviorism, cognitivism, and constructivism. It compares their critical features from an instructional design perspective. Behaviorism views learning as changes in observable behaviors from environmental stimuli and reinforcement. Cognitivism sees learning as the processing of information, including attention, memory, and motivation. Constructivism considers learning as the active construction of knowledge by learners through experiences and reflection. The document aims to familiarize instructional designers with these perspectives to provide a foundation for designing effective instruction.
Module three L3S210
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The document discusses developing a framework to help science teachers incorporate more inquiry-based learning into their classrooms. National and state standards now require teaching science through inquiry. However, teachers face challenges in implementing inquiry due to lack of training, perceived time constraints, and adherence to traditional teaching methods. The proposed framework would provide teachers training in adapting existing curriculum, facilitating inquiry lessons, and assessing student learning through inquiry. It aims to support teachers in grades 6-12 as mandated by education standards.
Yager, stuart debate about what we teach nftej v24 n3 2014
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
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This document outlines the methodology of design-based research (DBR) for improving educational practices. DBR is defined as a flexible methodology that iteratively develops and tests innovations through collaboration between researchers and practitioners in real-world settings. This leads to context-sensitive design principles and theories. DBR aims to address local problems while also advancing theoretical knowledge. It produces learning environment designs, software, design narratives, and theoretical accounts based on data collected through repeated measurements over the course of design, implementation, analysis, and redesign cycles.
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Assignment 1 What Is Special About Special Education Research.docx
Assignment 1: What Is Special About Special Education Research?
Effective researchers in the field of special education are acutely aware of the challenges inherent in their investigations. Working with children with exceptionalities brings particularly important responsibilities. These responsibilities include careful attention to the treatment of subjects, validity, and the use of results. Furthermore, theories must be studied using a robust measurement of appropriate variables and a respective statistical analysis.
For this Assignment, you will analyze the challenges facing special education research today as well as evaluate the role and importance of key research elements to the field of special education research.
To prepare:
· Review the required and additional Learning Resources for this module. Pay particular attention to the types of challenges facing the field of special education, research gaps in the literature, and how each may be addressed with valid measurement, theory, and study.
· Consider the role and importance of the following in special education research:
o Measurement
o Theory
o Variables
o Statistical analysis methods
Develop
a 5–8 page paper to utilizing the following section headings:
1.
Challenges to research practices in special education
a. Explain the challenges posed to those who design, implement, and utilize the results of research in the field of special education.
2.
The purpose of measurement in special education
a. Explain the important role and purpose of measurement in supporting valid research in special education.
3.
The role of theory and effective practice
a. Explain the importance of a clearly articulated theory in providing a foundation from which to conduct research and identify effective practices.
4.
Identification of variables
a. Explain the importance of, and process for, identifying research variables.
5.
Statistical methods used in special education
a. Explain the role of specific methods of statistical analysis, and their importance in conducting valid research in special education.
Support your position with specific references to and examples from the Learning Resources, outside peer reviewed research, and personal experience.
Note:
For this Assignment and all scholarly writing in this course and throughout your program, you will be required to use APA style (6th edition). Please use the Walden Writing Center as a resource as you complete assignments. Additionally, review the rubric for requirements for the use of APA style and citation. Points will be deducted for each submission if you do not strictly and accurately use correct APA citations each time you submit your work throughout the course.
Learning Resources
Note:
To access this module’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Florian, L. (Ed.). (2014).
The SAGE handbook of specia.
NGSS Overview
This document outlines the three dimensions of the Next Generation Science Standards (NGSS): scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. It provides examples of each dimension and how teachers can apply them in the classroom, such as by starting lessons with focus questions related to core ideas or having students connect lessons to crosscutting concepts. The document also analyzes example NGSS standards to demonstrate how they incorporate these three dimensions.
SAGE Research Methods Understanding and Evaluating Research- A Critica.docx
SAGE Research Methods
Understanding and Evaluating Research: A Critical
Guide
Author: Sue L. T. McGregor
Pub. Date: 2019
Product: SAGE Research Methods
DOI: https://dx.doi.org/10.4135/9781071802656
Methods: Theory, Research questions, Mixed methods
Disciplines: Anthropology, Education, Geography, Health, Political Science and International Relations,
Psychology, Social Policy and Public Policy, Social Work, Sociology
Access Date: January 11, 2023
Publishing Company: SAGE Publications, Inc
City: Thousand Oaks
Online ISBN: 9781071802656
© 2019 SAGE Publications, Inc All Rights Reserved.
Overview of Research Design and Methods
Learning Objectives
• Distinguish between methodology, method, and research design
• Compare and contrast research design as logical and as logistical
• Appreciate the difference between reconstructed logic (quantitative) and logic-in-use (qualitative), es-
pecially an emergent research design
• Explain the five logics of mixed methods research designs
• Appreciate the link between research inquiry and research design
• Describe the purpose and importance of the Methods section of a research report
• Compare and contrast qualitative and quantitative intellectual inquiries
• Identify the major reporting components (subheadings) of qualitative and quantitative research re-
ports
• Compare and contrast the most agreed-to approaches and terms about research integrity, rigor, and
quality that are used in each of the three methodologies, and learn the attendant strategies to meet
the standard for the specific research methodology
Introduction
This chapter focuses on the constructs of research design and the Methods section in a research paper. Re-
search design is a larger construct than methods, to be explained shortly. But within a research paper, once
the authors have stated the research question, developed an introduction to the study, and presented a re-
view of the literature (and maybe a theoretical framework), their next step is to provide a description of the
strategies used to collect and analyze data pursuant to the research question—that is, their methods. This
chapter provides a generic discussion of methods, followed with much more detail in Chapter 9 (qualitative
methods) and in Chapter 10 (quantitative and mixed methods).
As a caveat, a detailed discussion of how to use specific methods is beyond the scope of this overview chap-
ter, or even this book. There is no attempt to explain how to do a survey, conduct a scientific experiment, pre-
pare a case study, or engage in ethnographic research where researchers immerse themselves in the lives of
the participants. That being said, the general discussions in Chapters 9 (qualitative) and 10 (quantitative and
SAGE
© 2018 by SAGE Publications, Inc.
SAGE Research Methods
Page 2 of 27 Understanding and Evaluating Research: A Critical Guide
mixed methods) will address the basic conventions pursuant to preparing, conducting, and reporting these
t.
Theory Paper Presentation for Ed. D. Program
My theory focuses on transitional learning in the workplace and how learning styles are important for different generations in the multigenerational workforce. To effectively train workers, learning must accommodate different styles and preferences as people from different generations have diverse focuses, perspectives and expectations. The theory also recognizes that assumptions about learning from formal education may not apply to on-the-job learning, and proposes that understanding learning styles can provide insight into transitional learning at work and how to enhance it.
A Framework To Foster Problem-Solving In STEM And Computing Education
The document presents a framework for fostering problem-solving skills across STEM and computing education. The framework was developed based on a literature review of prominent problem-solving approaches in each discipline. It aims to provide a common set of idealized problem-solving processes and methods from across STEM and computing that teachers can draw from to help students solve interdisciplinary, authentic problems. The framework is not intended to prescribe specific procedures but rather to offer a "toolbox" of epistemological approaches that students can select, customize and apply based on the context. The authors argue this integrated framework can support both teaching practices and educational research on developing problem-solving competencies.
Common Core Implementation: 3 Keys for Success
Implementing the Common Core State Standards successfully means more than replacing one set of curriculum maps or pacing plans with another. The standards are important, not because of the specific topics that have to be covered at one grade level or another, but because of the vertical coherence they provide from grade to grade, the clarity and focus they provide across all grade levels, and the insistence on rigor, critical thinking, and real-world problem-solving that is embedded throughout the standards.
In other words, the standards can help us paint a picture for our students and our communities of what 21st century teaching and learning should look like.
An introduction to the problem statement
This document defines a research problem and provides guidance on formulating an effective research problem statement. It offers four definitions of a research problem focusing on addressing an issue, expanding knowledge, eliminating a difficulty, or investigating a troubling question. Characteristics of a good research problem and frameworks for developing SMART, NIPIC, and SREDA research problems are presented. Examples of specific research problem statements are provided. The document concludes with suggestions for activities and a bibliography for further research.
107ChapterBY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
107
Chapter
BY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
VANTASSEL-BASKA AND BROWN
AN ANALYSIS OF
GIFTED EDUCATION
CURRICULUM
MODELS
4
Much of gifted education as a field rests on the approaches
that are used to serve gifted students in schools and other con-
texts. Consequently, the importance of programmatic and cur-
riculum models cannot be overestimated. The purpose of this
chapter is to systematically review existing program/curriculum
models in the field and to determine the evidence for their use
and their effectiveness with gifted populations. Although origi-
nally conceived as a study more than a decade ago, the models
contained herein have been updated with more recent research
support as it has become available and as related work on appro-
priate curriculum for the gifted has been conceptualized.
History of Curriculum Models
The history of curriculum development for the gifted has
been fraught with problems, similar to the general history of cur-
riculum development in this country. Some of the most success-
ful curriculum models for gifted learners have been developed
VA
N
TA
SS
EL
-B
A
SK
A
A
N
D
B
R
O
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108 METHODS AND MATERIALS FOR TEACHING THE GIFTED
based on acceleration principles for advanced secondary students (VanTassel-
Baska, 1998). Many educators worldwide perceive the International Baccalaureate
(IB) program and the College Board’s Advanced Placement (AP) program as rep-
resenting the highest levels of academic attainment available. These programs are
thought to provide important stepping stones to successful college work because
they constitute the entry levels of such work. Thus, one approach to curriculum
development for the gifted may be seen as a “design down” model, where all
curricula at the K–12 level are organized to promote readiness for college and the
process is both accelerated and shortened along the way for the most apt.
Alternatives to this viewpoint abound, however, and tend to focus on learn-
ing beyond, or in lieu of, traditional academics. Most of the curriculum models
cited in this chapter ascribe to an enriched view of curriculum development for
the gifted, a view that addresses a broader conception of giftedness, taking into
account principles of creativity, motivation, and independence as crucial con-
structs to the development of high ability. These enrichment views also tend to
see process skills, such as critical thinking and creative problem solving, as central
to the learning enterprise, with content choices being more incidental. Evidence
of student work through high-quality products and performances also is typically
highly valued in these models.
Most of the enrichment-oriented approaches to curriculum development for
the gifted emanated from the early work of Hollingworth (1926) and her curric-
ulum template for New York City’s self-contained classes. Strongly influenced by
Deweyian progressivism, she organized curriculum units that al ...
107ChapterBY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
107
Chapter
BY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
VANTASSEL-BASKA AND BROWN
AN ANALYSIS OF
GIFTED EDUCATION
CURRICULUM
MODELS
4
Much of gifted education as a field rests on the approaches
that are used to serve gifted students in schools and other con-
texts. Consequently, the importance of programmatic and cur-
riculum models cannot be overestimated. The purpose of this
chapter is to systematically review existing program/curriculum
models in the field and to determine the evidence for their use
and their effectiveness with gifted populations. Although origi-
nally conceived as a study more than a decade ago, the models
contained herein have been updated with more recent research
support as it has become available and as related work on appro-
priate curriculum for the gifted has been conceptualized.
History of Curriculum Models
The history of curriculum development for the gifted has
been fraught with problems, similar to the general history of cur-
riculum development in this country. Some of the most success-
ful curriculum models for gifted learners have been developed
VA
N
TA
SS
EL
-B
A
SK
A
A
N
D
B
R
O
W
N
108 METHODS AND MATERIALS FOR TEACHING THE GIFTED
based on acceleration principles for advanced secondary students (VanTassel-
Baska, 1998). Many educators worldwide perceive the International Baccalaureate
(IB) program and the College Board’s Advanced Placement (AP) program as rep-
resenting the highest levels of academic attainment available. These programs are
thought to provide important stepping stones to successful college work because
they constitute the entry levels of such work. Thus, one approach to curriculum
development for the gifted may be seen as a “design down” model, where all
curricula at the K–12 level are organized to promote readiness for college and the
process is both accelerated and shortened along the way for the most apt.
Alternatives to this viewpoint abound, however, and tend to focus on learn-
ing beyond, or in lieu of, traditional academics. Most of the curriculum models
cited in this chapter ascribe to an enriched view of curriculum development for
the gifted, a view that addresses a broader conception of giftedness, taking into
account principles of creativity, motivation, and independence as crucial con-
structs to the development of high ability. These enrichment views also tend to
see process skills, such as critical thinking and creative problem solving, as central
to the learning enterprise, with content choices being more incidental. Evidence
of student work through high-quality products and performances also is typically
highly valued in these models.
Most of the enrichment-oriented approaches to curriculum development for
the gifted emanated from the early work of Hollingworth (1926) and her curric-
ulum template for New York City’s self-contained classes. Strongly influenced by
Deweyian progressivism, she organized curriculum units that al ...
Barab design based research
This document discusses design-based research as an emerging methodology in the learning sciences. It begins by characterizing design-based research and distinguishing it from other research paradigms. Design-based research focuses on understanding learning in naturalistic contexts through iterative design. It aims to both understand and impact educational practice. The document then discusses challenges in design-based research like balancing internal and external validity and controlling for researcher bias. It argues design-based research must demonstrate local impact while also advancing theoretical knowledge.
21143 ftp.pdf behaviorism constructivism and
The document discusses three perspectives on learning - behaviorism, cognitivism, and constructivism. It compares their critical features from an instructional design perspective. Behaviorism views learning as changes in observable behaviors from environmental stimuli and reinforcement. Cognitivism sees learning as the processing of information, including attention, memory, and motivation. Constructivism considers learning as the active construction of knowledge by learners through experiences and reflection. The document aims to familiarize instructional designers with these perspectives to provide a foundation for designing effective instruction.
Module three L3S210
This module aims to extend understandings of teacher professionalism and the connection between educational research and practice. It discusses approaches to conceptualizing professionalism, including essentialist and socially constructed views. The module also explores the individual notion of "professionality" and how research can inform teaching practices to address challenges in education. Activities guide students to develop research strategies, mind maps, and presentations on their topic to link theory and practice.
Conducting A Needs Assessment 1.1
The document discusses developing a framework to help science teachers incorporate more inquiry-based learning into their classrooms. National and state standards now require teaching science through inquiry. However, teachers face challenges in implementing inquiry due to lack of training, perceived time constraints, and adherence to traditional teaching methods. The proposed framework would provide teachers training in adapting existing curriculum, facilitating inquiry lessons, and assessing student learning through inquiry. It aims to support teachers in grades 6-12 as mandated by education standards.
Yager, stuart debate about what we teach nftej v24 n3 2014
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Design-based research: an introduction
This document outlines the methodology of design-based research (DBR) for improving educational practices. DBR is defined as a flexible methodology that iteratively develops and tests innovations through collaboration between researchers and practitioners in real-world settings. This leads to context-sensitive design principles and theories. DBR aims to address local problems while also advancing theoretical knowledge. It produces learning environment designs, software, design narratives, and theoretical accounts based on data collected through repeated measurements over the course of design, implementation, analysis, and redesign cycles.
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paradigma baru spices.docx
- 1. HARDEN, R. M., SOWDEN, S., & DUNN, W. R. (1984). Educational strategies in curriculum development: the SPICES model. Medical Education, 18(4), 284–297. doi:10.1111/j.1365-2923.1984.tb01024.x url to share this paper: Uses of the SPicEsmodel The SPICES analytical technique describedisusefulin anumberof situations: (1) The review of anexistingcurriculumbya curriculumcommittee orothergroup.Forexample, the SPICESmodel mayhelptoassesswhetherthe curriculumrelatestothe perceivedobjectivesoraims of the school.The sPIcEsmodel can providemeasureof the extent towhichthe statedaimsof the school are a realityorsimplyadisguisedformof science fiction. (2) The development of anewcurriculum.The issues reviewedinthe sPICESmodel canprovide a frame-workaroundwhichamore meaningful discussionaboutcurriculumplanningcantake place. (3) The tacklingof specifcquestionsorissues relatingtothe curriculum.Thismayrelate tothe teachingof one subjector topic;forexample,the behaviouralsciences orone aspectof the curriculumsuchas research.By consideringeachof the six issues inrelationtothe questionabetter understandingmaybe achievedandmore meaningful decisions taken.Forexample,acommitment by the school to emphasize research trainingforitsstudentswould suggestthe positionitshould take on each of the issues.The curriculumwouldtendtobe more student-centred,andmore problem-orientated.A decisionastowhetherthe curriculumshouldbe integrated,orcommunity- based,woulddependon whetherone wished toencourage interdisciplinary- andcommunity-bayjed research.A core curriculum withsome elective opportunitieswouldprovidestudentswithmore opportunitiesforresearch. (4) Decisions aboutteachingmethods.Decisionsin relationtocachof the spICEsissueshave implicatioforteachingmethodswithinthe school.Forexample, amore student-centredcurriculum will require accesstoresource material andthe organizationof small groupwork. (5) Decisionsaboutassessment.Considerationof the issuesmayalsoprovide pointerstothe most appropriate methodsof assessment.Forexample communityorientationshouldbe refectedinthe assessmentproceduresandintegratedcoursesshould notbe assessedbydiscipline-based examinations. Penggunaanmodel SPicEs TeknikanalisisSPICESyangdijelaskanbergunadalamsejumlahsituasi: (1) Tinjauankurikulumyangadaolehkomite kurikulumataukelompoklain.Misalnya,model SPICESdapat membantumenilai apakahkurikulumberkaitandengantujuanatautujuan sekolahyangdirasakan.Model sPIcEsdapatmemberikanjaminansejauhmanatujuanyang dinyatakandari sekolahadalahkenyataanatauhanyabentukfiksi ilmiahyangdisamarkan. (2) Pengembangankurikulumbaru.Isu-isuyangditinjaudalammodelsPICESdapatmemberikan kerangkakerjadi mana diskusi yanglebihbermaknatentangperencanaankurikulumdapat terjadi. (3) Menangani pertanyaanatauisu-isuspesifikyangberkaitandengankurikulum.Ini mungkin berkaitandenganpengajaransatusubjekatautopik;misalnya,ilmuperilakuatausalahsatu aspekkurikulumseperti penelitian.Denganmempertimbangkanmasing-masingdari enam
- 2. masalahdalamkaitannyadenganpertanyaanpemahamanyanglebihbaikdapatdicapai dan keputusanyanglebihbermaknadiambil.Misalnya,komitmensekolahuntukmenekankan pelatihanpenelitianbagi siswanyaakanmenyarankanposisi yangharusdiambilpada masing-masingmasalah.Kurikulumakancenderunglebihberpusatpadasiswa,danlebih berorientasi padamasalah.Keputusanapakahkurikulumharusterintegrasi,atauberbasis masyarakat,akan tergantungpadaapakahseseoranginginmendorongpenelitian interdisiplinerdanmasyarakat.Kurikuluminti denganbeberapapeluangpilihanakan memberi siswalebihbanyakkesempatanuntukpenelitian. (4) Keputusantentangmetode pengajaran.Keputusandalamkaitannyadengancachdari isu-isu SPICEsmemilikiimplicatiountukmetodepengajarandalamsekolah.Misalnya,kurikulum yang lebihberpusatpadasiswaakanmemerlukanakseske materi sumberdayadan organisasi kerjakelompokkecil. (5) Keputusantentangpenilaian.Pertimbanganmasalahjugadapatmemberikanpetunjuk untukmetode penilaianyangpalingtepat.Misalnyaorientasimasyarakatharusterinfeksi ulangdalamprosedurpenilaiandankursusterpadutidakbolehdinilai olehujianberbasis disiplin.