scholarly journals Highly able pupils in Scotland: Making a curriculum change count

2011 ◽  
Vol 43 (2) ◽  
pp. 195-207
Author(s):  
Margaret Sutherland
Keyword(s):  
Curriculum Reform ◽  
Process Model ◽  
Teacher Educators ◽  
National Guidelines ◽  
Curriculum Framework ◽  
New Curriculum ◽  
Prescriptive Model ◽  
Age Range ◽  
Highly Able ◽  
Scottish Executive

In line with many countries Scotland is seeking to develop citizens fit to deal with the challenges of the 21st century (Scottish Executive, 2006). It also wants to ensure that children?s abilities and talents are recognised and extended. One way it has sought to do this is to develop a new curriculum framework - Curriculum for Excellence (CfE). CfE endeavors to provide a coordinated approach to curriculum reform for the age range 3-18. It seeks to move away from a prescriptive model towards a more teacher centred model which relies on teacher educators adapting national guidelines to meet local needs. This paper will outline the legislative context for highly able pupils in Scotland and then consider the relative merits of the new curriculum framework for this cohort of pupils. It will examine what is considered optimal curriculum provision for highly able pupils in relation to the process model of curriculum development (Stenhouse, 1975).

scholarly journals Continuous Professional Development for Teacher Educator Development in Myanmar Education Colleges

2021 ◽  
Vol 8 (3) ◽  
Author(s):  
Win Phyu Thwe ◽  
Anikó Kálmán
Keyword(s):  
Teacher Education ◽  
Curriculum Reform ◽  
Political Change ◽  
Basic Education ◽  
Teacher Educator ◽  
Economic Education ◽  
International Standards ◽  
National Education ◽  
Curriculum Framework ◽  
New Curriculum

This article reports on the role of teacher education in the curriculum reform of basic education in Myanmar. There was political change in Myanmar, a transition from military administration to democracy in 2010. Political change impacts on various sectors such as economic, education and health. As the education system was changed to meet the international standards, curriculum in basic education and teacher education were updated.  In the previous education of Myanmar that has progressed from the old monastic education to the current modern education, there has never been a curriculum framework although syllabi, textbooks, teacher’s guides with different teaching methods and various assessment forms were designed and used. Therefore, Myanmar Ministry of Education is now implementing the educational reforms by setting the curriculum framework with the direction of the National Education Law (Soe, et al.; 2017, Htet, 2020). This paper provides an overview of teacher education, basic education, curriculum reforms. Although teacher education including three institutions cooperates with basic education in implementation of the new curriculum, it found that there are still few weaknesses in implementation of the new curriculum of basic education. Soe et al. (2017) recommended that the new curriculum will fulfill local needs and circumstances and discourage the practice of rote-learning and will ensure that students grow as independent thinkers with their own sense of creativity.

scholarly journals Assessment of the Consistency of Tetabulin Injection to the Patients with an Open Fracture Referred to the Khatamolanbia Hospital, Zahedan in 2017 with the National Guidelines

2020 ◽  
Vol 10 (1) ◽  
pp. 148
Author(s):  
Mohammad Sedaghat ◽  
Alireza Dashipour ◽  
Mahtab Masood
Keyword(s):  
Open Fracture ◽  
Pearson Correlation ◽  
Open Fractures ◽  
Risk Of Infection ◽  
National Guidelines ◽  
Clostridium Tetani ◽  
Chi Square ◽  
Cross Sectional ◽  
Age Range ◽  
Positive Effect

Background and Goal: Open fractures are at risk of infection with Clostridium tetani and severe traumatic infections. Tetabulin injection is strongly recommended for the patients with an open fracture and severe wounds. The goal of this study is to assess the consistency of tetabulin injection to the patients with an open fracture referred to the Khatamolanbia hospital in Zahedan in 2017 with the national guidelines. Materials and Methods: This study is a cross-sectional descriptive study. 300 patients with an open fracture referred to the ER of the Khatamolanbia Hospital in Zahedan in 2017 were selected as the sample. Their fracture type and severity were assessed. The data were classified in the tables and statistically analyzed using Chi-square, pared t-test, Pearson correlation, and regression in SPSS 26. Findings: Among 300 patients, 275 patients (91.7%) were male and 25 patients (8.3%) were female. The most frequent age range was 20 to 30 years old (31.7%), and the least frequent ones were 5 to 10 years old (10%) and more than 50 years old (11.6%). The results showed that gender has no significant effect on the predictability of the need of tetabulin injection for the patients with open fractures (P=0.780). However, age has a significant positive effect on the predictability of the need of tetabulin injection for the patients with open fractures; as the age increases, the need for tetabulin injection also increases, and it must be injected in the 50 years and older patients (P=0.05). Conclusion: The results showed that age was effective on the decrease of the serum level of anti-tetanus antibody, however, gender had no significant effect on it. Therefore, it is concluded that tetabulin injection for open fractures is consistent with the national guideline.

scholarly journals A Brief Discussion on the Design of Activity View of High School English Learning under Task-based Teaching Method

2020 ◽  
Vol 2 (3) ◽  
pp. 46
Author(s):  
Aiping Zhang
Keyword(s):  
High School ◽  
Curriculum Reform ◽  
Teaching Method ◽  
Direct Method ◽  
English Learning ◽  
High School English ◽  
Teaching Concept ◽  
New Curriculum ◽  
The New Curriculum Reform ◽  
New Curriculum Reform

The disadvantages of traditional teaching methods, such as the Direct Method, the Grammar Translation Method, are becoming more and more obvious. The task-based teaching method, which pays more attention to students' subjective initiative, independent learning and cooperative inquiry, is becoming more and more popular. It shows the student-centered teaching concept and coincides with the guiding ideology of the new curriculum reform. Under the new curriculum reform, it advocates Activity View of English Learning for the development of discipline core literacy. Therefore, it is particularly important to integrate the Task-based language teaching (TBLT) and Activity View of English Learning to design high school English teaching.

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