Disseminating Curricular Models: Bringing SENCER to the Next Level

2012 ◽  
pp. 155-161
Author(s):  
Eliza Jane Reilly
Keyword(s):  
Curricular Models

scholarly journals Adapting Curricular Models for Local Service-learning to International Communities

2020 ◽  
Author(s):  
James Huff ◽  
Dulcy Abraham ◽  
Carla Zoltowski ◽  
William Oakes
Keyword(s):  
Service Learning ◽  
Local Service ◽  
Curricular Models

“My mindset has completely shifted from asking what to asking why and how”: Influence of two effective and expert teachers’ value orientations on their curricula and pedagogies

2020 ◽  
pp. 1356336X2097133
Author(s):  
Leah K. May ◽  
Matthew D. Curtner-Smith
Keyword(s):  
Social Responsibility ◽  
Short Form ◽  
Value Orientation ◽  
Value Orientations ◽  
Stimulated Recall ◽  
Self Actualization ◽  
Curricular Models ◽  
Primary Focus ◽  
A Minor ◽  
Stimulated Recall Interviews

The purpose of this study was to determine the influence of two effective and expert physical education (PE) teachers’ value orientations on the curricula they delivered and the pedagogies they employed. The specific research questions we attempted to answer were: (a) What were the teachers’ current value orientations? (b) How had these value orientations influenced their curricula and pedagogies? and (c) How had the teachers’ value orientations, curricula, and pedagogies evolved during the course of their careers? Data were collected from PE teachers Hudson and Garrett with the short form of the value orientation inventory and six interpretive techniques (i.e. formal, informal, and stimulated recall interviews; non-participant observations; document analysis; and reflective journaling). Value orientation profiles were graphed. Qualitative data were analyzed by employing analytic induction and constant comparison. Key findings were that the two PE teachers prioritized the disciplinary mastery and social responsibility orientations and they employed curricular models and pedagogies that were congruent with these perspectives. Data also indicated that the self-actualization perspective had a minor influence on Hudson and the learning process orientation had a similar influence on Garrett. Both PE teachers began teaching with a primary focus on disciplinary mastery and expanded their views to include social responsibility later in their careers. The study highlights the importance of exposing preservice and in-service teachers to different value orientations, curricular models, and pedagogies and requiring them to consider the congruence between their goals and objectives and the models and methods they employ.

Sample Curricular Models

2017 ◽  
Author(s):  
Robin D. Moore ◽  
Juan Agudelo ◽  
Katie Chapman ◽  
Carlos Dávalos ◽  
Hannah Durham ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Music Theory ◽  
International Institutions ◽  
Ear Training ◽  
Single Class ◽  
Skill Sets ◽  
Primary Mode ◽  
Music Making ◽  
Keyboard Skills ◽  
Curricular Models

By examining degree plans and conducting interviews with faculty and students at various national and international institutions, the authors of this chapter have generated four curricular models that suggest how existing degree plans and/or core music courses might be productively modified. The enhanced core model (1) aims to broaden the scope of existing curricula by emphasizing more diverse, cross-disciplinary content. The pluralist model (2) requires students to diversify their focus during their first two years of study in order to incorporate a greater degree of critical thinking, creative engagement, and broad skill sets into the major. The integrated model (3) emphasizes music making as the primary mode of learning basic skills and reduces overall requirements by combining courses such as ear training, music theory, and keyboard skills into a single class. Finally, the capstone model (4) demonstrates how self-directed and highly individualized projects can be incorporated into degree plans.

Undergraduate and Graduate Sport Management Curricular Models: A Perspective

1994 ◽  
Vol 8 (2) ◽  
pp. 93-101 ◽  
Author(s):  
Dennie R. Kelley ◽  
Patricia A. Beitel ◽  
Joy T. DeSensi ◽  
Mary Dale Blanton
Keyword(s):  
Higher Education ◽  
Sport Management ◽  
Graduate Programs ◽  
Entry Level ◽  
Curricular Models ◽  
Management Professionals ◽  
Degree Level

The purpose of this paper is to present undergraduate and graduate sport management curricular models which provide a perspective that higher education sport management professionals can use to solve curricular problems described in the literature and to implement the NASPE/NASSM guidelines. The five sport management concentrations, which have similar objectives and services but occur in different settings or serve different clientele, include (a) Sport for Leisure/Recreation, (b) Sport and Athletics, (c) Sport Merchandising, (d) Hostelries/Travel, and (e) Recreation Agencies. The models (a) differentiate purposes, content, and entry-level positions for each degree level; (b) provide evidence for which concentrations need to be part of each curriculum; (c) define a professional core; (d) describe the concentration specialization requirements; (e) differentiate the culminating experiences for each degree; and (f) provide the distinctive characteristics of undergraduate and graduate programs.

Educating for Citizenship? Re-Assessing the Role of Islamic Instruction in German Schools

2010 ◽  
Vol 3 (3) ◽  
pp. 518-552 ◽  
Author(s):  
Joyce Marie Mushaben
Keyword(s):  
Public Schools ◽  
Public Law ◽  
Faith Communities ◽  
Educational Statistics ◽  
Active Approach ◽  
State Neutrality ◽  
Curricular Models ◽  
Clash Of Cultures ◽  
Definition Of

AbstractPositing a “clash of cultures,” many European politicians oppose Muslim headscarves as well as Islamic instruction in public schools; the real source of “failed integration” lies not with the religiosity of young Muslims but rather with an arcane definition of “state neutrality” that sustains the dominance of some religions at the expense of others. Focusing on Germany, this study reviews educational statistics pertaining to youth of migrant origin, showing that conflicts over Islamic instruction mirror deeper patterns of minority discrimination. It outlines the legal hurdles new faith communities must overcome to secure recognition as “corporate entities under public law” (Körperschaftsstatus), entitling them to accredited teacher training, tax-funded salaries, construction subsidies, and other institutional privileges. It describes divergent curricular models utilized by the Länder, followed by a closer look at Islamic instruction in Berlin, where a court ruling compelled authorities to take a pro-active approach. It concludes with a review of dilemmas inherent in Germany's approach to “value education” against the backdrop of the new European Union anti-discrimination directives. Show me any mischief produced by the madness or wickedness of theologians, and I will show you a hundred resulting from the ambition and villany of conquerors and statesmen. Show me an absurdity in religion, and I will undertake to show you a hundred for one in political laws and institutionsEdmund Burke, 1756

scholarly journals Remaking, reweaving and indigenizing curriculum: Lessons from an American Samoa Head Start program

2019 ◽  
Vol 10 (1) ◽  
pp. 33-55
Author(s):  
Allison Henward ◽  
Mene Tauaa ◽  
Ronald Turituri
Keyword(s):  
Head Start ◽  
Young Children ◽  
South Pacific ◽  
American Samoa ◽  
The South ◽  
Head Start Program ◽  
Head Start Teachers ◽  
Contested Spaces ◽  
The Us ◽  
Curricular Models

Abstract In this paper, we focus on how indigenous Head Start teachers in American Samoa, an unincorporated territory of the US located in the South Pacific negotiated imported policy and curricular models that were not always congruent with local, indigenous approaches to educating young children. Here we place our focus on the negotiation of curriculum within these spaces and in doing so, show that through the reweaving of curriculum, western discourses and influences from the US were altered. We conclude with implications for US territories and other contested spaces across the globe.

Improving Education for African American Gifted Students Through African American Intellectualism

2022 ◽  
pp. 120-134
Author(s):  
Pamela Lovett
Keyword(s):  
African American ◽  
Gifted Education ◽  
Culturally Relevant ◽  
Learning Experiences ◽  
Gifted Students ◽  
Emotional Needs ◽  
Social Emotional ◽  
Culturally Relevant Practices ◽  
Curricular Models

Researchers have consistently advocated for more culturally relevant and responsive practices in gifted education to better meet the academic and social-emotional needs of Black gifted students. This chapter provides overviews of contemporary views of culturally relevant practices but also provides alternative perspectives of the elements that comprise culturally relevant experiences for Black gifted students by exploring the lives and work of early Black gifted scholars. Recommendations for designing culturally relevant and responsive learning experiences by utilizing elements of African American intellectualism along with curricular models from gifted education will be discussed and shared.

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