The curriculum framework

The curriculum framework

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  The Curriculum Framework  Discussant:  Professor:  Michelle M. Gumangan  Dr. Alegria C. Rivera
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  What Is ThisCurriculum Framework?
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  A Curriculum Frameworkis a :  summary of the educational issues facing curriculum development committees;  discussion of how state goals and standards relate to those issues;  structure to help district curriculum development committees address the student standards;  guide for planning professional development;  guide to recommended instructional and assessment strategies;  description of effective instruction and assessment strategies with an analysis of how they address the standards;  collection of reference materials to assist curriculum development committees and other educators; and  tool to communicate the goals of the standards to the community.
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  This Curriculum Frameworkis NOT a :  set of detailed lesson plans;  detailed scope and sequence of curriculum objectives; or  mandate for specific methodologies or programs.
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  Nature of theCurriculum Framework :
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  The curriculum frameworkserves to display meaningful curriculum experiences and activities as well as identified constraints. It is extremely important to clarify exactly what will be provided in the curriculum and the reasons why. Spelling out the content and constraints associated with a curriculum enables everyone to see just what limitations are imposed on the content. An additional benefit has to do
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  Developing the Framework:
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  Objectives Although there is widespread agreement about the importance of transferring knowledge into action, we still lack high quality information about what works, in which settings and with whom. While there are a large number of models and theories for knowledge transfer interventions, the majority are untested.
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  Methods A narrative review of the knowledge transfer literature identified 28 different models which explained all or part of the knowledge transfer process. The models were subjected to a thematic analysis to identify individual components and the types of processes used when transferring knowledge into action.
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  Results Five common components of the knowledge transfer process were identified: 1. problem identification and communication; 2. knowledge/research development and selection; 3. analysis of context; 4. knowledge transfer activities or interventions; and 5. knowledge/research utilization
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  .We also identified three types of knowledge transfer processes: 1. a linear process; 2. a cyclical process; and 3. a dynamic multidirectional process.
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  Conclusion  Our frameworkprovides a foundation for gathering evidence from case studies of knowledge transfer interventions. We propose that future empirical work is designed to test and refine the relevance, importance and applicability of each of the components in order to build a more useful model of knowledge transfer which can serve as a practical checklist for planning or evaluating knowledge transfer activities.
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  Table of contentsfrom a curriculum framework document : I. Philosophy and Goals of the Institution 1 II. Students Served 2 III. Instructional and Support Staff 4 IV. Curricular Arrangement 6 V. Employment Setting 10 VI. Content Coverage 12 A. Vocational Technical 12 B. General Education