scholarly journals A Study on Curriculum Development Process of Saturday Church School －In Relation to the Weekly Five Day Policy of Primary Schools－

2013 ◽  
Vol null (34) ◽  
pp. 121-145
Author(s):  
박현정
Keyword(s):  
Curriculum Development ◽  
Primary Schools ◽  
Development Process ◽  
Church School

The ‘Problem’ of the European Dimension in Education: A Principled Reconstruction of the Greek Cypriot Curriculum

2005 ◽  
Vol 4 (4) ◽  
pp. 343-367 ◽  
Author(s):  
Stavroula Philippou
Keyword(s):  
Curriculum Development ◽  
Academic Writing ◽  
Primary Schools ◽  
Development Process ◽  
The European Union ◽  
Curricular Innovation ◽  
European Dimension ◽  
Nation States ◽  
Greek Cypriot ◽  
Constructivist Approaches

The European dimension in education has been a term increasingly used by the European Union and the Council of Europe to denote some of their educational policies and initiatives. It has also been a contested term in academic writing, as some researchers critique the elitist, exclusionary and Eurocentric educational implications it may have, while others welcome its pedagogic and intercultural potential. This article explores the possibilities of using the European dimension as a tool to alleviate ethnocentrism and traditional pedagogies in curricula and textbooks. To achieve this, the essay presents some principles which have been used for the development of History and Geography curricula with a European dimension in Greek Cypriot state primary schools in Cyprus. The curriculum development process drew upon the literature around the ‘political’ history of the European dimension, as well as upon academic discussions of social constructivist approaches to the notion of Europe. The principles employed to guide the curriculum development process were structured under the perspectives of curriculum location, content and pedagogy. The curricular location principles were concerned with the European dimension as a cross-curricular innovation, the question of its form within subject-based curricula and of its contextualisation within existing educational localities and contexts. Concerning content, it is proposed that such curricula need to acknowledge the constructedness and fluidity of the frontiers of nation-states and of Europe, the multiplicity and hybridity of identities, as well as Europe's socio-cultural and conflictual past. Finally, the pedagogic principles encourage critical approaches to knowledge, the development of concepts and active learning through cooperation.

scholarly journals ICT in the Primary School

2020 ◽  
Vol 14 (3) ◽  
pp. 257-264
Author(s):  
Darko Dukić ◽  
Slavko Petrinšak ◽  
Pavao Pinjušić
Keyword(s):  
Professional Development ◽  
Data Analysis ◽  
Primary School ◽  
Continuing Education ◽  
Primary Schools ◽  
Development Process ◽  
Background Characteristics ◽  
Ict Implementation ◽  
Computer Classrooms ◽  
Insight Into

The aim of the study was to explore various issues related to the introduction and use of ICT in primary schools in eastern and central Croatia from the viewpoint of informatics teachers. A total of 232 respondents participated in the survey. Both descriptive and inferential statistics were applied in data analysis. The results indicate that the equipment in computer classrooms is only partially satisfactory. LCD projectors and multimedia computers are mostly used in teaching informatics. The research also revealed that teachers are aware of the importance of ICT implementation in classrooms. However, they are less satisfied with the professional development opportunities. Their responses also suggest that they are ready to participate in the curriculum development process, undertake continuing education, and focus on pupils and their learning. In addition, the analysis showed that teachers, regardless of their background characteristics, share similar views. So far, the issues discussed in this paper have only been superficially examined. The present study expands previous research by providing insight into the practice and attitudes of informatics teachers in Croatian primary schools.

scholarly journals Military Doctrine Development and Curriculum Development

2019 ◽  
Vol 8 (2) ◽  
pp. 17
Author(s):  
Joseph L. Walden
Keyword(s):  
Supply Chain ◽  
Curriculum Development ◽  
Liberal Arts ◽  
Development Process ◽  
Military Doctrine ◽  
Business World ◽  
Chain Management ◽  
The Past ◽  
Common Framework ◽  
Management Curriculum

One of the complaints about the development of military doctrine over the past several decades is that “we arealways preparing to fight the last war.” One of the complaints that surfaced during a four year long study into thedevelopment of a common framework for supply chain management curriculum development was that the text booksused in the curriculum development process were out of date. In other words, we are preparing students for the realworld by teaching them about the historical business world and not the emerging business world. While thisapproach may work in the liberal arts such as history, it is in the words of Freire, doing a disservice to the studentsand not adequately preparing them for the real world. This study looks at a methodology for developing businessschool curriculums in particular. The study reviewed syllabi, job announcements, and textbooks for the top ratedschools and for those not in the Top 25. The gap between what industry is asking for and what schools are teaching ismuch wider for the not-Top 25 schools than for the top ranked schools.

scholarly journals Teacher’s Voices Crying in the School Wilderness: Involvement of Secondary School Teachers in Curriculum Development in Zambia

2019 ◽  
Vol 8 (1) ◽  
pp. 32
Author(s):  
Innocent Mutale Mulenga ◽  
Christine Mwanza
Keyword(s):  
Secondary School ◽  
Curriculum Development ◽  
Development Process ◽  
Secondary School Teachers ◽  
School Curriculum ◽  
Situational Analysis ◽  
School Teachers ◽  
Head Teachers ◽  
Embedded Design ◽  
Significant Patterns

In Zambia, curriculum development for primary and secondary schools is done centrally. The CurriculumDevelopment Centre (CDC), the institution placed with the responsibility of facilitating curriculum development,claims that the Zambian school curriculum is developed through a consultative and participatory approach throughcourse and subject panels where teachers and other stakeholders are represented. However, there has been noempirical evidence to suggest the roles that teachers, who are the major implementers of the same curricular, arerequired to play in the development process. This study therefore, sought to establish perceptions of secondaryschool teachers on their role in the curriculum development process in Zambia. The concurrent embedded design ofthe mixed methods approach was employed with the qualitative approach dominating the study while the quantitativewas used to add detail. Data from secondary school teachers was collected using questionnaires while interviewguides were used for Head teachers. Raw data collected from interviews and questionnaires was analyzed usingthemes and descriptive statistics and then arranged into significant patterns so as to easily interpret and understandthe essence of the data. The findings of the study clearly suggested that the majority of secondary school teachers inLusaka were willing to participate in the curriculum development process, especially in situational analysis, in theformulation of educational objectives, in setting up the curriculum project, and in the writing of curriculum materialssuch as textbooks. From the study it was concluded that teachers were aware of some of the roles that they couldplay in the curriculum development but were not adequately involved in the development process.

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