Pursuing a Curriculum of Interdisciplinary StudiesGraham Garner
The pursuit of interdisciplinary studies in modern curricula represents the continued effort to design an education that gives students the knowledge about the world around them, the ability to critically think about it and then act to the advancement of knowledge and betterment of mankind. The traditional division of disciplines has raised barriers, and techniques from interdisciplinary studies can replace those with bridges. Educators must be committed to overcoming interdisciplinary studies’ unique challenges to make a difference in the future of curriculum.
Science teachers conception of teaching implications for teachersusilosudarman42
This document discusses science teachers' conceptions of teaching and implications for teacher education. It first introduces that science teachers' ideas about teaching have become a focus of research from two bodies of work. It then notes that lists of teaching conceptions are not complete, conceptions are not exclusive, and conflicts can exist. The document proceeds to describe a workshop involving modules worked through in groups. It discusses conceptual change as a strategy for study and issues to consider, like describing and categorizing conceptual change. Potential categories of conceptual change are differentiation, class extension, and reconceptualization based on classroom experiences and literature.
The document discusses the historical and psychological foundations of curriculum. It notes that curriculum began in 1918 with Franklin Bobbitt's publications. It also discusses how curriculum has been influenced by various theorists like Bobbitt, Charters, Kilpatrick, Rugg, Caswell, and Tyler. The document also outlines three learning theories from psychology that have impacted curriculum development: behaviorism, cognitivism, and humanism. Finally, it briefly discusses the social foundations and role of philosophy in establishing a foundation for curriculum.
This document discusses a dissertation examining the relationship between teacher habitus and reflection in Austria. It begins by defining habitus according to Bourdieu as internalized patterns influenced by social class. It then notes that schools tend to reproduce social hierarchies by benefiting middle and upper classes. The study operationalizes reflection among teachers into 5 levels of depth and uses semi-structured interviews of 15 teachers to identify 3 types of reflection practices related to social class habitus.
Diversity presentation on interdisciplinary educationShree Devkota
This document discusses interdisciplinary approaches to education. It begins by defining related terminology such as interdisciplinary, multi-disciplinary, and disciplinary. It then discusses how interdisciplinary approaches integrate knowledge from multiple fields to provide a more comprehensive understanding of complex issues that cannot be addressed by single disciplines alone. The document provides examples of interdisciplinary curricula in Nepal and at Kathmandu University. It also outlines the strengths of interdisciplinary learning in developing structural knowledge and making connections. While interdisciplinary approaches provide benefits, they also face challenges integrating fields and dealing with issues like territorial conflicts.
The document summarizes a study on the experiences of pre-service teachers with multi-grade teaching in Turkey. It examines pre-service teachers' lesson plans, observations of multi-grade teachers, and interviews with multi-grade teachers. The results found that pre-service teachers' lesson plans did not fully address teaching multiple grades at once. Observations of multi-grade teachers showed inconsistencies with how teachers described their own practices. Both groups relied on similar teaching methods. The study recommends increased collaboration between pre-service teachers and multi-grade teachers to improve planning and reduce workload.
Pursuing a Curriculum of Interdisciplinary StudiesGraham Garner
The pursuit of interdisciplinary studies in modern curricula represents the continued effort to design an education that gives students the knowledge about the world around them, the ability to critically think about it and then act to the advancement of knowledge and betterment of mankind. The traditional division of disciplines has raised barriers, and techniques from interdisciplinary studies can replace those with bridges. Educators must be committed to overcoming interdisciplinary studies’ unique challenges to make a difference in the future of curriculum.
Science teachers conception of teaching implications for teachersusilosudarman42
This document discusses science teachers' conceptions of teaching and implications for teacher education. It first introduces that science teachers' ideas about teaching have become a focus of research from two bodies of work. It then notes that lists of teaching conceptions are not complete, conceptions are not exclusive, and conflicts can exist. The document proceeds to describe a workshop involving modules worked through in groups. It discusses conceptual change as a strategy for study and issues to consider, like describing and categorizing conceptual change. Potential categories of conceptual change are differentiation, class extension, and reconceptualization based on classroom experiences and literature.
The document discusses the historical and psychological foundations of curriculum. It notes that curriculum began in 1918 with Franklin Bobbitt's publications. It also discusses how curriculum has been influenced by various theorists like Bobbitt, Charters, Kilpatrick, Rugg, Caswell, and Tyler. The document also outlines three learning theories from psychology that have impacted curriculum development: behaviorism, cognitivism, and humanism. Finally, it briefly discusses the social foundations and role of philosophy in establishing a foundation for curriculum.
This document discusses a dissertation examining the relationship between teacher habitus and reflection in Austria. It begins by defining habitus according to Bourdieu as internalized patterns influenced by social class. It then notes that schools tend to reproduce social hierarchies by benefiting middle and upper classes. The study operationalizes reflection among teachers into 5 levels of depth and uses semi-structured interviews of 15 teachers to identify 3 types of reflection practices related to social class habitus.
Diversity presentation on interdisciplinary educationShree Devkota
This document discusses interdisciplinary approaches to education. It begins by defining related terminology such as interdisciplinary, multi-disciplinary, and disciplinary. It then discusses how interdisciplinary approaches integrate knowledge from multiple fields to provide a more comprehensive understanding of complex issues that cannot be addressed by single disciplines alone. The document provides examples of interdisciplinary curricula in Nepal and at Kathmandu University. It also outlines the strengths of interdisciplinary learning in developing structural knowledge and making connections. While interdisciplinary approaches provide benefits, they also face challenges integrating fields and dealing with issues like territorial conflicts.
The document summarizes a study on the experiences of pre-service teachers with multi-grade teaching in Turkey. It examines pre-service teachers' lesson plans, observations of multi-grade teachers, and interviews with multi-grade teachers. The results found that pre-service teachers' lesson plans did not fully address teaching multiple grades at once. Observations of multi-grade teachers showed inconsistencies with how teachers described their own practices. Both groups relied on similar teaching methods. The study recommends increased collaboration between pre-service teachers and multi-grade teachers to improve planning and reduce workload.
International Trends in Science Education ResearchBenjamin Debisme
1) The document discusses diversity in research in science education, noting that science education research encompasses a variety of topics from learning and teaching to assessment and equity.
2) Over the past 30 years, different types of research from small-scale studies to large-scale assessment programs have been used, borrowed from other disciplines.
3) The document also examines research on the status of science teaching, the impact of technology on teaching, concerns about scientific literacy, and how science education research can better influence policy and practice.
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'.
This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
This document discusses skill transfer and analogical transfer as two types of transfer relevant to effective teaching. It provides an example of each, and examines whether skills and strategies learned in school automatically transfer to other life situations. While exposure to school does not guarantee transfer, teachers can increase transfer by "teaching for transfer" using techniques like varied retrieval practice, translation tasks, baseline testing, and engaging students in learning. The document proposes a multidisciplinary research project combining kinesiology and education expertise to improve teaching effectiveness and transfer, and solicits discussion on future studies.
Dr. Helena Miller presented on the Jewish Studies curriculum. She defined curriculum as the goals and purposes of what is taught in schools. She explored several curriculum models, including the Tyler Model which focuses on educational purposes, experiences, organization, and evaluation. Miller related these models to the design and goals of the Jewish Studies curriculum at different schools. She discussed how education acts in the UK and lack of a national curriculum previously impacted teaching and learning opportunities and challenges.
This document summarizes a doctoral thesis on teachers' perceptions of their leadership roles during disaster recovery from Hurricane Harvey. The thesis examines how teachers in Texas Gulf Coast schools perceived and understood their leadership during the recovery process. It reviews literature on leadership approaches and challenges, outlines the interpretive phenomenological research method used, and presents the main findings and themes that emerged from interviews with 8 teachers. These themes centered around leadership challenges, how challenges were addressed, and positive outcomes. The conclusion discusses interpretations of the findings and recommendations.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights relevant information from Chapter 2 of Curriculum Foundations, Principles, and Issues. Philosophical models of education are presented and analyzed.
Shauna martin educ 671 - week 15 - curriculum development reviewShauna Martin
The document summarizes and reflects on two curriculum models discussed in a chapter on promising models for teaching 21st century skills in science education. The first model is Douglas Clark's (2009) scientific argumentation model, which uses online environments to engage students in argumentation and supports developing skills like critical thinking and communication. The second is Rodger Bybee's (2009) 5E model, which allows students to explore ideas through phases like engagement and evaluation. While both intertwine 21st century skills, neither explicitly teaches them. The document also discusses Heidi Hayes Jacobs' (2010) view of needing a "New Essential Curriculum" to better address how students learn given outdated school structures.
Action research began in the late 19th century as educational practitioners researched in schools. It aims to merge theory and practice through a spiral process of planning, acting, observing, and reflecting on interventions to address problems. Valid action research requires considering multiple perspectives through triangulation and peer review to avoid bias. While it can lead to personal and professional growth, the political climate of schools can deter critical questioning and challenge norms. Researchers must carefully navigate these issues to conduct trustworthy action research and work towards meaningful change.
Action research is a method for teachers and principals to scientifically study problems in their classrooms and schools to improve the learning environment. It aims to enhance teaching strategies, address issues like discipline, and develop student interests and values. Action research contributes new knowledge and insights to help build stronger education systems.
- Action research is a cyclical process that involves planning an intervention, implementing it, observing its effects, reflecting on the results, and then revising the original plan based on what was learned.
- It was founded by Kurt Lewin in the 1940s and aims to study and improve social or educational practices through the collaborative involvement of practitioners.
- The process typically involves identifying an issue, collecting data, planning an intervention, taking action, evaluating outcomes, and amending the plan as needed through continuous cycles.
The document discusses a case study of a student in a Stage 3 classroom who was working at an Early Stage 1 level due to extremely low attendance. This presented challenges for classroom planning and assessment. Strategies implemented to help the student included differentiating instruction and seeking assistance from the Associate Teacher. Overall the document discusses the challenges of catering to diverse learners, particularly those with low attendance, and implications for classroom practice.
Provides examples of philosophical, psychological, social and historical foundations - these foundations influence the development, implementation and evaluation of curriculum;
This document discusses cyclical models of curriculum development. Cyclical models view elements of curriculum as interrelated and incorporate aspects of both rational and dynamic models. They provide a logical and sequential approach. One example is D.K. Wheeler's model, which suggests five interrelated phases in the curriculum process. Another example is the cyclical approach of Audrey and Howard Nicholls, which briefly but succinctly covers curriculum elements. Strengths of cyclical models include their logical structure, use of situational analysis, and flexibility. A potential weakness is the time required for effective situational analysis.
Smith's curriculum theory and practice article review glenda pereyglenda75
The document discusses Mark K. Smith's analysis of curriculum theory and practice. Smith outlines four approaches to conceptualizing curriculum: as a body of knowledge, as product, as process, and as praxis. He describes the key aspects of each approach and their limitations. Overall, Smith argues that curriculum is contextual and influenced by social and environmental factors. An ideal approach would integrate aspects of the different theories to provide a holistic education that is responsive to student and societal needs.
Curriculum: Foundation, Principles and IssuesArdith Conway
This document provides an overview of key concepts in curriculum studies, including different approaches to curriculum (e.g., behavioral, managerial, systems), definitions of curriculum, foundations of curriculum, curriculum domains, the relationship between curriculum theory and practice, and roles of curriculum workers. It examines topics like the challenges of defining curriculum, fundamental questions in the field, the development and design of curriculum, and issues with connecting theory to practice and certification of curriculum professionals.
This document discusses factors that influence experienced teachers' decisions to remain in the teaching profession. It reports that while novice teachers have higher attrition rates, experienced teachers with 10-19 years of experience also leave at concerning levels. The study aims to understand what motivates veteran teachers to stay. Through qualitative interviews, teachers reported that their top challenges were lack of planning/instruction time, increased paperwork, and relatively low pay. However, veterans said they combat these issues through spiritual/faith perspectives, maintaining priorities, and understanding education's changing nature. Veterans also do not panic during changes, improve skills over time, find work-life balance, and can draw on experience in ways new teachers cannot. The document advocates building resilience through purpose, priority
The Adaptive Subject Pedagogy Model (ASPM) aims to empower student teachers to develop their own pedagogy. Focus groups with third-year students found that while some saw ASPM's value for professional development beyond single lessons, others saw it as challenging traditional lesson planning approaches reinforced during practicums. Assignment analysis found two students integrated evidence and thinking, while most showed limited research engagement and struggled to connect content to teaching. Reflections noted the potential for ASPM to foster different expertise but that more focus on subjects and pedagogies may be needed within teacher education programs.
This document discusses understanding disciplines and subjects as part of a half course consisting of 5 units. It defines key terms like disciplines, subjects, and curriculum content. It explains that disciplines emerged from historical and social contexts and have been redefined over time. The course aims to help students understand the nature of disciplinary knowledge, how content is selected for different subjects, and new approaches for teaching subjects. The first unit covers the meaning of disciplines and subjects, distinguishing them from academic fields, and their importance in curriculum. It also discusses John Dewey's ideas about disciplinary knowledge and curriculum.
1. Society and student needs change over time, so the curriculum needs to be updated periodically to remain relevant.
2. Keeping the curriculum static means students are not learning the latest knowledge and skills needed in the current world.
3. Other schools will be providing more modern curricula, putting this school at a competitive disadvantage.
International Trends in Science Education ResearchBenjamin Debisme
1) The document discusses diversity in research in science education, noting that science education research encompasses a variety of topics from learning and teaching to assessment and equity.
2) Over the past 30 years, different types of research from small-scale studies to large-scale assessment programs have been used, borrowed from other disciplines.
3) The document also examines research on the status of science teaching, the impact of technology on teaching, concerns about scientific literacy, and how science education research can better influence policy and practice.
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'.
This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
This document discusses skill transfer and analogical transfer as two types of transfer relevant to effective teaching. It provides an example of each, and examines whether skills and strategies learned in school automatically transfer to other life situations. While exposure to school does not guarantee transfer, teachers can increase transfer by "teaching for transfer" using techniques like varied retrieval practice, translation tasks, baseline testing, and engaging students in learning. The document proposes a multidisciplinary research project combining kinesiology and education expertise to improve teaching effectiveness and transfer, and solicits discussion on future studies.
Dr. Helena Miller presented on the Jewish Studies curriculum. She defined curriculum as the goals and purposes of what is taught in schools. She explored several curriculum models, including the Tyler Model which focuses on educational purposes, experiences, organization, and evaluation. Miller related these models to the design and goals of the Jewish Studies curriculum at different schools. She discussed how education acts in the UK and lack of a national curriculum previously impacted teaching and learning opportunities and challenges.
This document summarizes a doctoral thesis on teachers' perceptions of their leadership roles during disaster recovery from Hurricane Harvey. The thesis examines how teachers in Texas Gulf Coast schools perceived and understood their leadership during the recovery process. It reviews literature on leadership approaches and challenges, outlines the interpretive phenomenological research method used, and presents the main findings and themes that emerged from interviews with 8 teachers. These themes centered around leadership challenges, how challenges were addressed, and positive outcomes. The conclusion discusses interpretations of the findings and recommendations.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights relevant information from Chapter 2 of Curriculum Foundations, Principles, and Issues. Philosophical models of education are presented and analyzed.
Shauna martin educ 671 - week 15 - curriculum development reviewShauna Martin
The document summarizes and reflects on two curriculum models discussed in a chapter on promising models for teaching 21st century skills in science education. The first model is Douglas Clark's (2009) scientific argumentation model, which uses online environments to engage students in argumentation and supports developing skills like critical thinking and communication. The second is Rodger Bybee's (2009) 5E model, which allows students to explore ideas through phases like engagement and evaluation. While both intertwine 21st century skills, neither explicitly teaches them. The document also discusses Heidi Hayes Jacobs' (2010) view of needing a "New Essential Curriculum" to better address how students learn given outdated school structures.
Action research began in the late 19th century as educational practitioners researched in schools. It aims to merge theory and practice through a spiral process of planning, acting, observing, and reflecting on interventions to address problems. Valid action research requires considering multiple perspectives through triangulation and peer review to avoid bias. While it can lead to personal and professional growth, the political climate of schools can deter critical questioning and challenge norms. Researchers must carefully navigate these issues to conduct trustworthy action research and work towards meaningful change.
Action research is a method for teachers and principals to scientifically study problems in their classrooms and schools to improve the learning environment. It aims to enhance teaching strategies, address issues like discipline, and develop student interests and values. Action research contributes new knowledge and insights to help build stronger education systems.
- Action research is a cyclical process that involves planning an intervention, implementing it, observing its effects, reflecting on the results, and then revising the original plan based on what was learned.
- It was founded by Kurt Lewin in the 1940s and aims to study and improve social or educational practices through the collaborative involvement of practitioners.
- The process typically involves identifying an issue, collecting data, planning an intervention, taking action, evaluating outcomes, and amending the plan as needed through continuous cycles.
The document discusses a case study of a student in a Stage 3 classroom who was working at an Early Stage 1 level due to extremely low attendance. This presented challenges for classroom planning and assessment. Strategies implemented to help the student included differentiating instruction and seeking assistance from the Associate Teacher. Overall the document discusses the challenges of catering to diverse learners, particularly those with low attendance, and implications for classroom practice.
Provides examples of philosophical, psychological, social and historical foundations - these foundations influence the development, implementation and evaluation of curriculum;
This document discusses cyclical models of curriculum development. Cyclical models view elements of curriculum as interrelated and incorporate aspects of both rational and dynamic models. They provide a logical and sequential approach. One example is D.K. Wheeler's model, which suggests five interrelated phases in the curriculum process. Another example is the cyclical approach of Audrey and Howard Nicholls, which briefly but succinctly covers curriculum elements. Strengths of cyclical models include their logical structure, use of situational analysis, and flexibility. A potential weakness is the time required for effective situational analysis.
Smith's curriculum theory and practice article review glenda pereyglenda75
The document discusses Mark K. Smith's analysis of curriculum theory and practice. Smith outlines four approaches to conceptualizing curriculum: as a body of knowledge, as product, as process, and as praxis. He describes the key aspects of each approach and their limitations. Overall, Smith argues that curriculum is contextual and influenced by social and environmental factors. An ideal approach would integrate aspects of the different theories to provide a holistic education that is responsive to student and societal needs.
Curriculum: Foundation, Principles and IssuesArdith Conway
This document provides an overview of key concepts in curriculum studies, including different approaches to curriculum (e.g., behavioral, managerial, systems), definitions of curriculum, foundations of curriculum, curriculum domains, the relationship between curriculum theory and practice, and roles of curriculum workers. It examines topics like the challenges of defining curriculum, fundamental questions in the field, the development and design of curriculum, and issues with connecting theory to practice and certification of curriculum professionals.
This document discusses factors that influence experienced teachers' decisions to remain in the teaching profession. It reports that while novice teachers have higher attrition rates, experienced teachers with 10-19 years of experience also leave at concerning levels. The study aims to understand what motivates veteran teachers to stay. Through qualitative interviews, teachers reported that their top challenges were lack of planning/instruction time, increased paperwork, and relatively low pay. However, veterans said they combat these issues through spiritual/faith perspectives, maintaining priorities, and understanding education's changing nature. Veterans also do not panic during changes, improve skills over time, find work-life balance, and can draw on experience in ways new teachers cannot. The document advocates building resilience through purpose, priority
The Adaptive Subject Pedagogy Model (ASPM) aims to empower student teachers to develop their own pedagogy. Focus groups with third-year students found that while some saw ASPM's value for professional development beyond single lessons, others saw it as challenging traditional lesson planning approaches reinforced during practicums. Assignment analysis found two students integrated evidence and thinking, while most showed limited research engagement and struggled to connect content to teaching. Reflections noted the potential for ASPM to foster different expertise but that more focus on subjects and pedagogies may be needed within teacher education programs.
This document discusses understanding disciplines and subjects as part of a half course consisting of 5 units. It defines key terms like disciplines, subjects, and curriculum content. It explains that disciplines emerged from historical and social contexts and have been redefined over time. The course aims to help students understand the nature of disciplinary knowledge, how content is selected for different subjects, and new approaches for teaching subjects. The first unit covers the meaning of disciplines and subjects, distinguishing them from academic fields, and their importance in curriculum. It also discusses John Dewey's ideas about disciplinary knowledge and curriculum.
1. Society and student needs change over time, so the curriculum needs to be updated periodically to remain relevant.
2. Keeping the curriculum static means students are not learning the latest knowledge and skills needed in the current world.
3. Other schools will be providing more modern curricula, putting this school at a competitive disadvantage.
This document discusses the importance of developing a personal teaching philosophy and outlines different teaching philosophies one may adopt. It defines key elements of a teaching philosophy including one's views on the purpose of education, the role of teachers, and approaches to student learning and assessment. It then describes some common teaching philosophies like perennialism, essentialism, progressivism, and reconstructionism which vary in their emphasis on knowledge, values, experiences, or societal reform. The document stresses that developing a well-reasoned personal teaching philosophy can provide a basis for effective teaching practices in the classroom.
This document discusses the importance of developing a personal teaching philosophy and outlines different philosophies a teacher may adopt. It explains that a teaching philosophy encompasses beliefs about the purpose of education, the role of the teacher, and approaches to student learning and assessment. Common philosophies mentioned are perennialist, essentialist, progressive, and reconstructionist. The document emphasizes that reflecting on one's teaching philosophy can guide classroom practices and provide a framework for decision making.
Integrated teaching for effective learning in health professionsK Raman Sethuraman
Health professions education, being complex is ideally suited for integrated teaching-learning. This is a slide-set that will help you to conduct a 100-minute session set in a workshop mode. Suitable for Educators of Medicine, Dentistry, Nursing and allied health professions.
1. The document discusses curriculum concepts and objectives, including defining curriculum and exploring its philosophical foundations. It describes an activity called "Arrange Me" that divides students into groups to match scrambled words with their definitions.
2. It then provides definitions of key curriculum concepts like curriculum, concepts, nature, and purpose. It outlines Tyler's model of curriculum development and Taba's improvement on this model.
3. The document also examines the philosophical, historical, psychological, and social foundations of curriculum, describing how different educational philosophies influence curriculum aims, roles, focus, and trends.
The document outlines the components of a personal teaching philosophy, including beliefs about the purpose of education, the role of the teacher, pedagogical approaches, student learning and assessment, and classroom atmosphere. It then provides examples of common teaching philosophies like perennialism, essentialism, progressivism, and reconstructionism. The document emphasizes that developing a clear personal teaching philosophy can provide a framework to guide classroom practices and decision-making.
This document discusses the theory and rationale behind an interdisciplinary approach to education. It describes four key characteristics of interdisciplinary instruction: 1) being topic-centered, 2) accommodating student diversity, 3) using two or more disciplines to research topics, and 4) emphasizing both learning processes and content mastery. Support for this approach comes from learning theories including Piaget, Vygotsky, Sternberg, and Gardner. An interdisciplinary approach provides meaningful contexts for teaching skills, uses multiple sources of information, and responds to standards by promoting critical thinking. It also allows for differentiated instruction and engages multiple intelligences. Teachers require knowledge of child development, a strong general knowledge base, and skills in collaborative planning to implement inter
The document discusses developing a personal teaching philosophy. It explains that a teaching philosophy outlines one's beliefs about education, teaching methods, the role of teachers, and approaches to student learning and assessment. It then provides examples of common teaching philosophy types like perennialist, essentialist, progressive, and reconstructionist and describes their key characteristics regarding the focus and role of teachers, curriculum, and classroom approach. The document stresses that articulating a clear teaching philosophy can guide classroom practices and decision making.
Applications Of Psychological Science To Teaching And Learning Gaps In The L...Christine Williams
This document summarizes gaps identified in the psychological literature by an APA task force developing teacher-friendly modules on topics related to teaching and learning. For the module on practice for knowledge acquisition, key gaps included a lack of research on the role of practice in areas beyond math/athletics, how to motivate students to practice, differentiating practice, and neuroimaging studies on optimal practice conditions. For the module on using classroom data to provide feedback, gaps pertained to applying these strategies in science/math courses, exemplifying how strategies are tailored to different teacher/student contexts, and enhancing student motivation/resilience through formative assessment. The task force's work highlights opportunities for further research to strengthen the application of psychological science in
philosophical and theoretical foundations of a curriculummikelrenzcarino
This document outlines different philosophies of curriculum:
- Perennialism focuses on classical subjects and cultivating critical thinking. Essentialism promotes core skills and subjects. Progressivism is learner-centered and promotes democratic values. Reconstructionism aims to improve society through educational reform.
- Foundations of curriculum include philosophical, social, historical, and psychological perspectives. Major theorists contributed different learning theories and views on the nature and design of curriculum.
This document outlines different philosophies of curriculum:
- Perennialism focuses on classical subjects and cultivating critical thinking.
- Essentialism promotes core skills and subjects.
- Progressivism emphasizes learner-centered and interdisciplinary approaches.
- Reconstructionism aims to improve society through educational reform.
It also summarizes the contributions and theories of major curriculum theorists and psychologists like Bobbitt, Tyler, Dewey, Piaget, Vygotsky, and Gardner on how people learn.
This document outlines different philosophies of curriculum:
- Perennialism focuses on classical subjects and cultivating critical thinking.
- Essentialism promotes core skills and subjects.
- Progressivism emphasizes learner-centered and interdisciplinary approaches.
- Reconstructionism aims to improve society through educational reform.
It also summarizes the contributions and theories of major curriculum theorists and psychologists like Bobbitt, Tyler, Dewey, Piaget, Vygotsky, and Gardner on how people learn.
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
This document discusses the concepts, nature, and purposes of curriculum. It defines curriculum broadly as the total learning experiences of individuals, not just what is taught in schools. It outlines different perspectives on curriculum, including traditional views that see it as a list of subjects versus progressive views that consider all planned experiences. Two models of curriculum development are described: Ralph Tyler's rationale focusing on purposes, experiences, organization, and evaluation, and Hilda Taba's linear 7-step grassroots approach. The document also discusses the types of curriculum operating in schools and the philosophical, historical, psychological, and social foundations of curriculum.
The document discusses the philosophical, historical, psychological, and social foundations of curriculum. It outlines key theories and contributors to each foundation. For the philosophical foundation, it describes the perspectives of perennialism, essentialism, progressivism, and reconstructionism. The historical foundation outlines early curriculum theorists like Franklin Bobbitt and Ralph Tyler. The psychological foundation covers behaviorism, cognitive information processing theory, and humanistic psychology. Jean Piaget, Lev Vygotsky, and Howard Gardner are discussed. The social foundations section explores the influence of society on education through theorists like Emile Durkheim, Alvin Toffler, Paulo Freire, and John Goodlad.
This document discusses the importance of establishing a curriculum philosophy and educational approaches for a nursing program. It defines philosophy and explains that a curriculum philosophy provides the foundation for developing, implementing, and evaluating a curriculum. It also influences students' ideas about nursing. The document examines different philosophical perspectives like idealism, realism, and progressivism that could inform a curriculum philosophy. It also explores various learning theories and educational frameworks that are part of developing philosophical approaches for teaching and learning. The core processes involved in establishing a unified curriculum philosophy are described as faculty development, ongoing appraisal, and scholarship.
This article explores efforts to reform physical education programs through the use of high-stakes assessments. It describes past reform efforts that were unsuccessful and shares lessons learned from South Carolina's reform process. The authors provide a first-hand account of implementing standards-based reforms and assessments in South Carolina. They discuss the development of standards, challenges of the reform process, and organizational structures needed. The authors conclude that successful reform requires participation at all levels, continuous teacher development, and sustained funding for assessments.
The document examines predictors of coaching efficacy and effectiveness by comparing coaches' and athletes' reports. It explores how coaching efficacy is defined through four dimensions and how certain variables can influence efficacy levels. The study analyzed coaching behaviors, athlete perceptions, and individual athlete characteristics to predict coaching effectiveness. The findings provide insight into how coaches' self-assessments compare to athletes' evaluations.
This article examines the organizational socialization of beginning physical education teachers and the factors that impact their development. It discusses 4 developmental stages teachers go through from survival to maturity. New teachers adopt custodial, content innovation, or role innovation orientations. Beginning teachers face challenges such as reality shock, isolation, workload conflicts, and marginalization of physical education. Strategies for new teachers include seeking mentors, using resources, reflection, and networking. Understanding socialization challenges is key to avoiding them.
The document summarizes two studies that examined how physical education teachers and undergraduate majors conceptualize success in teaching. The first study observed teachers' planning processes and found they prioritized student enjoyment, participation, and minimizing misbehavior. The second study used critical incident interviews and identified three categories of success: students being happy, learning occurring, and high participation. Together, the studies suggest teachers view success as related to immediate, observable factors like busy and happy students rather than measurable learning. The authors argue teacher education should promote concepts of success that include both student enjoyment and learning.
This document presents a model for integrating knowledge about disability throughout an undergraduate physical education curriculum using an infusion approach. The model proposes three levels (additive, inclusion, and infusion) for incorporating issues related to disability. At the highest level, disability topics and issues are linked throughout the curriculum. The authors argue this infusion model can better prepare physical education students by providing disability-related knowledge and experiences across courses, compared to existing adapted physical education programs. It aims to promote inclusive thinking and social justice. Evaluation of acquired knowledge and changes in teaching strategies is important for the model's success.
Pet 735 week 7 Teaching Personal and Social Responsibilityrrbrown
Hellison developed a model called Teaching Personal and Social Responsibility (TPSR) to help students develop character through physical education. The model uses physical activity and group discussions to teach students respect, effort, self-direction, helping others, and responsibility. It involves five levels that students progress through as they learn to control their behavior, participate fully, direct their own learning, and help their peers. Teachers implement the model through counseling, lessons, meetings, and reflection to integrate responsibility into each physical education class.
This article discusses the decline of sports science in the United States. It argues that an overemphasis on academics is hurting the field by limiting research opportunities and job prospects for sports scientists. The authors analyze literature showing a lack of sports science research publications and sustainable jobs outside of academia. They conclude that the US needs a model for systematically training sports scientists to focus on improving athletic performance through research-based training methods and better coach education.
The document proposes a three-step research model to determine the causal effects of teacher expectations in physical education. The model aims to establish causal connections between teacher expectations and student outcomes, which previous correlational research had not done. In the first step, researchers would descriptively analyze why teachers form expectations and how expectations affect teacher-student interactions. In the second step, one group of teachers would receive training to address expectations while a control group would not. The third step would then determine causal relationships by comparing outcomes between the two groups. The goal is to identify effective teaching strategies to counteract negative impacts of teacher expectations.
Pet 735 presentation 1b- Research on Effective Teaching in Elementary School ...rrbrown
This document summarizes research on effective teaching in elementary school physical education. It identifies the key components of effective physical education programs as the development of motor skills, participation in fitness and physical activity, and achieving affective goals. The research explores what constitutes effective teaching in physical education settings and argues that physical education is important for establishing regular exercise habits and that specialists are better equipped than classroom teachers to deliver physical education. It concludes by describing the characteristics of effective physical education teachers and programs.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Pet 735 presentation week 6
1. PLACEK, J. (2003). INTERDISCIPLINARY CURRICULUM IN PHYSICAL
EDUCATION: POSSIBILITIES AND PROBLEMS. IN S. SILVERMAN AND C.
ENNIS (EDS.), STUDENT LEARNING IN PHYSICAL EDUCATION: APPLYING
RESEARCH TO ENHANCE INSTRUCTION. CHAMPAIGN, IL: HUMAN
KINETICS. (PP. 255-274)
Renee Brown
Adam Keath
2. Purpose
• What?
– Book chapter
• Why?
– The chapter explored how integrated and interdisciplinary curriculums
are being used in physical education.
– What constitutes integrated vs. interdisciplinary
• How?
– Integration
• Concept driven curriculum (e.g., focus on big ideas without regard for subject
area boundaries)
– Interdisciplinary
• Curriculum that correlates multiple subject’s across an activity or lesson
framework but stays within the bounds of the subject matter (e.g., Theme
lesson that incorporates physical activity and dinosaurs contains content from
multiple subject areas).
3. Background
• Eight Year Study (1933-1941)
– Positive results for integration
• Post World War II (1950s & 1960s)
– Back to Basics
• Vietnam War (1960s)
– Called for Curriculum “Relevance”
– Basic curriculums stayed the same
4. Background
• Japanese Challenge (1980s-90s)
– Isolation of disciplines
• High Stakes Testing (90s-present)
– Preparation programs emphasize integration and
interdisciplinary education.
– Political reality of subject matter is that test drive
curriculum.
5. Significance
• NASPE- national content standards
– Emphasis of the NASPE standards on a variety of
objectives besides sports and games, was
influential in promoting interdisciplinary
PE(PLACEK, 2003).
• Research
– Literature and resources for interdisciplinary
teaching are now readily available and research in
the area is still increasing.
6. Methods
• Literature review
– Focused primarily on useful resources for teachers
as practical text for application.
• Internal vs. external
– Internal - combining multiple topics within the
same subject matter
– External- Combining physical education content
with other subject area content knowledge.
7. Analysis Methods
Literature review by NASPE standard
• Standard 2 Movement concepts and principles
– Physiology and fitness(most common)
– Wide base of research, however not geared towards how
to teach the sub disciplines.
• Standard 5 Responsible personal and social behavior
– Wide research base with useful practitioner suggestions in
JOPERD
– Hellison’s TPSR (best known model)
– Character education has a muddy definition
8. Analysis Methods
• Standard 7 Enjoyment, challenge, self
expression and social interaction
– Best known model Adventure education
– Five concepts of adventure education
• Risk
• Trust
• Problem solving
• cooperation
• challenge
– Individual and group activities
9. Findings/Main arguments
• Three possible Outcomes
– Integrated curriculum should “condense” the subject
matter
– Traditional curriculum does not match real life
– Make school relevant to students lives
• Potential Problems
– TE Disagreements can be seen as personality conflicts
– TE fear subject wash-out (not covered)
– SI Students expectations of PE as a non-academic
subject may be the most difficult barrier to overcome
10. Conclusions/implications for practice
and/or future research
• Interdisciplinary education has been proven to
be effective , however potential problems
such as high stake testing and teacher
specialization have limited its use in schools
• You don’t need to re-invent the wheel
• Interdisciplinary curricula, make natural
connections between subject—don’t force a
relationship
11. Questions?
• When the words interdisciplinary curriculum
in PE are used, what type of curriculum is
envisioned? Please come up with an example
• You can work in pairs =)
• Ex. Teaching a Korean folk dance in a fifth-grade
social studies unit on other cultures
Editor's Notes
Internal- (e.g., psychomotor, cognitive and affective goals within the same lesson.)
External- (e.g., Psychomotor, literacy. )
Standard 2
Biomechanics
Sports psychology
Physiology
Standard 5
Character development has 3 different definitions( solomen, gough and fisher)
Character education in PE is as muddy as the Yellowstone river after a spring flood.
Project adventure- Integrated curriculum at two magnet schools focused curriculum around a problem not individual subjects.