The Impact of History School Curriculum on the Identity of Youth Living in Kurdistan

2018 ◽  
Keyword(s):  
School Curriculum ◽  
The Impact

Integrating UNSDG in International School’s Curriculum: Nurturing a Sustainable Society in Malaysia

GIS Business ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 194-212
Author(s):  
Urish Wynton Pillai Thomas ◽  
Dr. Syriac Nellikunnel Devasia ◽  
Dr Parameswaran Subrmanian ◽  
Dr Maria Josephine Williams ◽  
Dr Hanim Norza Baba
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
International Schools ◽  
School Curriculum ◽  
International School ◽  
Full Time ◽  
Sustainable Society ◽  
Development Goals ◽  
The Impact ◽  
Nonparametric Correlation

The purpose of this study is to evaluate the impact of integrating Sustainable Development Goals (SDG) into International School Curriculum, and to adapt Education for Sustainable Development using Ajzen’s theory of planned behaviour, Roger’s diffusion of innovation theory and Stern’s value belief norm (VBN) theory to nurture a sustainable society. The study narrowed five development goals; Zero Hunger (SDG 2), Clean Water and Sanitation (SDG 6), Sustainable Cities and Communities (SDG 11), Climate Change (SDG 13) and Life on Land (SDG 15) to evaluate the impact towards international school’s curriculum in order to nurture a sustainable society. Data was collected from 105 teachers from 5149 full time teachers in International Schools in Malaysia. The questionnaire focusses on indicators from Sustainable Development Goals and funnelled down to understand whether these indicators will impact the objective of these research, which is to nurture a sustainable society through integrating SDGs in International School Curriculum. The data was analyzed through SPSS application where correlation test were conducted and produce nonparametric correlation results in p<0.001 which indicate a very high significant of relationship between SDGs and sustainable society.

Designing a creative programming unit within the elementary school core curriculum

2020 ◽  
Author(s):  
Yumiko Murai ◽  
Ryohei Ikejiri ◽  
Yuhei Yamauchi ◽  
Ai Tanaka ◽  
Seiko Nakano
Keyword(s):  
Core Curriculum ◽  
Design Research ◽  
Empirical Studies ◽  
School Curriculum ◽  
Educational Design ◽  
Current Trends ◽  
Educational Design Research ◽  
Creative Learning ◽  
Uncertain Future ◽  
The Impact

Cultivating children’s creativity and imagination is fundamental to preparing them for an increasingly complex and uncertain future. Engaging in creative learning enables children to think independently and critically, work cooperatively, and take risks while actively engaging in problem solving. While current trends in education, such as maker movements and computer science education, are dramatically expanding children’s opportunities for engagement in creative learning, comparatively few empirical studies explore how creative learning can be integrated into the school curriculum. The educational design research described in this paper focuses on a curriculum unit that enables students to engage with creative learning through computer programming activities while meeting curriculum goals. The data provided in this paper were drawn from three classroom tryouts, the results of which were used to drive an iterative design process. This paper also shares several insights on the impact of creative learning in curriculum teaching.

scholarly journals The impact of integrating environmental health into medical school curricula: a survey-based study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Benjamin Kligler ◽  
Genevieve Pinto Zipp ◽  
Carmela Rocchetti ◽  
Michelle Secic ◽  
Erin Speiser Ihde
Keyword(s):  
Climate Change ◽  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Environmental Health ◽  
School Curriculum ◽  
Learning Objectives ◽  
Lead Contamination ◽  
Institute Of Medicine ◽  
The Impact

Abstract Background Inclusion of environmental health (EH) in medical education serves as a catalyst for preparing future physicians to address issues as complex as climate change and health, water pollution and lead contamination. However, previous research has found EH education to be largely lacking in U.S. medical education, putting future physicians at risk of not having the expertise to address patients’ environmental illnesses, nor speak to prevention. Methods Environmental health (EH) knowledge and skills were incorporated into the first-year medical school curriculum at Hackensack Meridian School of Medicine (Nutley, New Jersey), via a two-hour interactive large group learning module with follow up activities. Students completed the Environmental Health in Med School (EHMS) survey before and after the year 1 EH module. This survey evaluates medical students’ attitudes, awareness and professionalism regarding environmental health. In year 2, students completed the Environmental Health Survey II, which measured students’ perceptions of preparedness to discuss EH with future patients. The research team created both surveys based upon learning objectives that broadly aligned with the Institute of Medicine six competency-based environmental health learning objectives. Results 36 year 1 students completed both the pre and post EHMS surveys. McNemar’s test was used for paired comparisons. Results identified no statistically significant changes from pre to post surveys, identifying a dramatic ceiling. When comparing year 2, EHS II pre-survey (n = 84) and post-survey (n = 79) responses, a statistically significant positive change in students’ self-reported sense of preparedness to discuss environmental health with their patients following the curriculum intervention was noted. Conclusions Our conclusion for the EHMS in Year 1 was that the current generation of medical students at this school is already extremely aware of and concerned about the impact of environmental issues on health. Through the EHS II in Year 2, we found that the six-week environmental health module combining didactic and experiential elements significantly increased medical students’ self-reported sense of preparedness to discuss environmental health issues, including climate change, with their patients.

scholarly journals Methodology for studying the information space as an economic categories within the school curriculum

2020 ◽  
Author(s):  
A.V. Mahova ◽  
A.V. Nelipa
Keyword(s):  
High School ◽  
High School Students ◽  
Everyday Life ◽  
School Curriculum ◽  
Information Space ◽  
School Students ◽  
The Impact

The materials of this article include methodological materials that form the basis for an optional course for secondary and high school students, which examines the issues, the nature and characteristics of the information space and the impact of its components on everyday life.

scholarly journals Impact Of Radical And Incremental Curriculum Changes On Students

2011 ◽  
Vol 5 (4) ◽  
pp. 27
Author(s):  
Vipin K Agrawal ◽  
Vijay K. Agrawal ◽  
Donald A. Carpenter
Keyword(s):  
Student Perceptions ◽  
Business School ◽  
Management Strategies ◽  
Radical Change ◽  
School Curriculum ◽  
Student Responses ◽  
Incremental Change ◽  
Curriculum Changes ◽  
Midwestern University ◽  
The Impact

College curricula undergo changes periodically. This case discusses the various change management strategies employed by the faculty of a midwestern university in implementing incremental and radical change in the business school curriculum. It also analyzes the impact of these changes on student perceptions of the course and of the instructor. Our analysis reveals interesting trends in student responses over a seven year span. We find that students initially resist both types of changes, although the resistance is greater in the case of radical changes. Nevertheless, they eventually view both types of changes as adding value to the curriculum. However, the perception of value addition is temporary, lasting longer for radical change (seven semesters) than for incremental change (five semesters). This suggests that updating of curricula is required on an ongoing basis.

scholarly journals La historia de las personas: reflexiones desde la historiografía y de la didáctica de las ciencias sociales durante los últimos 25 años

Panta Rei ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 167-196
Author(s):  
Mariona Massip Sabater ◽  
Jordi Castellví Mata ◽  
Joan Pagès Blanch
Keyword(s):  
Great Majority ◽  
School Curriculum ◽  
Historical Science ◽  
Historical Knowledge ◽  
Political Processes ◽  
Knowledge Based ◽  
School History ◽  
Future Challenges ◽  
The Impact ◽  
The Relationship

En este artículo se revisa la evolución de la ciencia histórica y de la historia escolar a lo largo de los últimos 25 años. Esta revisión se centra en los avances en la investigación y la enseñanza de la historia de las personas; es decir, aquella que atiende a la totalidad de agentes sociales e históricos, que se articula a partir de la proyección global de la humanidad y que atiende a los problemas de las experiencias humanas. En primer lugar, se concreta el concepto de historia escolar y se explica la relación que se establece entre la historia escolar y la historiografía. En segundo lugar, se analiza la evolución de ambas a lo largo de estos 25 años. Finalmente, se plantean retos de futuro. Existe un desequilibrio entre la evolución del conocimiento histórico y el impacto que ha tenido en el currículo escolar. La historia escolar sigue centrada, de manera mayoritaria, en los procesos políticos nacionales, y reproduciendo saberes androcéntricos y eurocéntricos en los que se excluyen la gran mayoría de protagonistas. In this article the evolution of historical science and school history over the past 25 years is reviewed. This review focuses on advances in people's history; that is, a history in which all social and historical agents are recognised, and which is articulated from the global consideration of humanity and human experiences. In the first place, the meaning of school history is specified, along with the relationship between school history and historiography. Secondly, the evolution of both over these 25 years is analysed. Finally, we pose future challenges. There is an imbalance between the evolution of historical knowledge and the impact it has had on the school curriculum and educational practices. School history continues to reproduce androcentric and Eurocentric knowledge based on political processes in which the great majority of protagonists are excluded.

scholarly journals The Evolving Impact of COVID-19 on Medical Student Orthopedic Education: Perspectives From Medical Students in Different Phases of the Curriculum

2020 ◽  
Vol 11 ◽  
pp. 215145932095172 ◽  
Author(s):  
Michelle A. Richardson ◽  
Wasif Islam ◽  
Matthew Magruder
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Medical Profession ◽  
School Curriculum ◽  
Application Process ◽  
Program Coordinators ◽  
Orthopedic Surgeons ◽  
Fourth Year Medical Students ◽  
Residency Application ◽  
The Impact

Introduction: The world-wide lockdown caused by Coronavirus Disease 2019 (COVID-19) has upended the trajectories of lives everywhere. The medical profession has been on the front lines of this rapidly developing situation, which in turn has called for unprecedented changes in the medical school curriculum. These changes have severe implications for medical students interested in applying to competitive surgical specialties like orthopedics. Methods: As medical students in 3 different class years pursuing orthopedic surgery, we provide our perspectives on the impact that COVID-19 has had on medical student orthopedic education. Results: With the removal of away rotations and a shift to virtual interviews, rising fourth year medical students are arguably the most impacted as they prepare for the orthopedic residency application process. Third year students, who are in the exploratory phase of choosing a specialty, also face uncertainties in the shift to a “new” clerkship experience that may (1) be of shorter duration, (2) implement shifts to limit overcrowding of clinical space, and (3) increase the use of telehealth over direct patient contact. Discussion: The COVID-19 pandemic has altered the course of medical students’ orthopedic education in unprecedented ways. We believe the following suggestions may be helpful for students seeking alternative, supplemental ways of learning: (1) read up on major orthopedic journals, (2) reach out to orthopedic surgeons in areas of interest, (3) reach out to program directors/medical clerkship directors/program coordinators for opportunities to attend their educational curriculum virtually, (4) attend online lectures and hospital grand rounds, and (5) practice suturing technique with a practice kit. Conclusions: While the medical education landscape remains uncertain amid the evolving conditions of COVID-19, as medical students we strive to learn from this pandemic and respond to future unforeseen challenges with resilience, dedication, and compassion: all qualities we admire in orthopedic surgeons.

scholarly journals The Impact of a Six-week School Curriculum on Boys' Attitudes and Behaviors Related to Gender Based Violence (GBV) in Kenya

2014 ◽  
Vol 54 (2) ◽  
pp. S6
Author(s):  
Jake Sinclair ◽  
Oscar W. Githua ◽  
Benjamin Omondi ◽  
Cynthia J. Kapphahn ◽  
Lee Sinclair ◽  
...  
Keyword(s):  
School Curriculum ◽  
Gender Based Violence ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
Gender Based ◽  
The Impact
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