Curriculum Typology

Marzooghi, Rahmatallah

doi:10.5539/ijel.v6n7p166

Cited by 4 publications

(3 citation statements)

References 1 publication

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“…Moreover, responding to the environment is the ultimate criterion for preserving the curricula effectiveness. The present study seeks to examine the effectiveness of medical education curriculum owing to the major role of this component in fulfilling the goals and missions of medical education and given that different researchers and experts refer to curriculum as "the heart of medical education system" (2) or as a teaching/learning map and present comprehensive definitions for curriculum as a science (15). Focusing on this component definitely leads to fulfilling the goals and missions of medical education, i.e.…”

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confidence: 99%

A Strategic Approach to the Effectiveness Evaluation of Higher Education Curricula: Implications for Medical Education

Torkzadeh

Keshavarzi

2019

Educ Res Med Sci

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Context: The present study used a strategic approach to develop a conceptual framework for evaluating the curriculum effectiveness, which appears not to be limited to the internal dimension as far as the strategic approach is concerned as a comprehensive, environment-based and future-oriented method including both external and institutional dimensions. Evidence Acquisition: Given that the available information about the effectiveness of medical education curriculum based on a strategic approach is institutionally qualitative, multidimensional and consequential, exploring, extracting and analyzing the related data requires using a qualitative model for dealing with the diversity of resources and information. A review of literature suggested that the cyclical process of analysis is a qualitative research method with the required characteristics consisting of the following phases: (1) Data collection process, (2) data reduction, (3) data organization and analysis, and (4) conclusion (interpretation and conclusion). Triangulation was used to validate the findings of the research method. Results: Certain components of the effectiveness evaluation of medical education curriculum based on a strategic approach include achieving the internal goals of curriculum, satisfying the requirements of the internal environment through curriculum implementation, developing students' knowledge, attitude and skills, the internal coherence and consistency of the curriculum and the internal quality of the curriculum. These components also include fulfilling the goals, social acceptance of the curriculum, significant roles in social development, national self-sufficiency, proper performance and the education system reforms, improving the external image, and the strategic success of medical education curriculum. Conclusions: The results of these comprehensive strategies include knowledge and skill adjustment, professional responsibility, spirit of accepting the change, flexibility, adaptability to the varying environment, optimal use of resources, and receiving feedbacks on the effectiveness of the implemented programs to modify or clarify the goals or strategic selections and decisions.

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confidence: 99%

A Strategic Approach to the Effectiveness Evaluation of Higher Education Curricula: Implications for Medical Education

Torkzadeh

Keshavarzi

2019

Educ Res Med Sci

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“…Similarly, the findings are in agreement with Makunja (2016) who suggested most teachers in Tanzania had limited knowledge on assessment and evaluation while implementing a new curriculum. Marzooghi (2016) conducted a study to identify how students view a new curriculum. It was revealed that the students were taking it for granted especially since there were no frequent assessments which is in agreement with the findings of this study.…”

Section: Discussionmentioning

confidence: 99%

Pedagogical Experiences of Bishop Stuart University Students on School Practice about the New Lower Secondary School Curriculum in South Western Uganda

Aheisibwe

Barigye²

2023

East Afr. j. educ. stud.

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The study aimed at documenting pedagogical experiences of Bishop Stuart University students on school practice about the new lower secondary school curriculum in southwestern Uganda. A descriptive research design was employed where 90 students pursuing different programmes in the Faculty of Education, Arts, and Media Studies in the academic year 2021-2022 were involved in the study. Probability sampling technique was used. Data was collected using focus group discussions, documentary analysis, and observation. The findings reveal effective integration of Information communication technology, addressing individuality among learners in activities of integration, lack of adequate instructional resources, need for constant monitoring of learners, lack of finances, poor attitude, and little training on assessment as major pedagogical challenges. It is concluded that this approach shall help in the attainment of Uganda’s efforts to achieve Vision 2040, which is seeing Uganda become a middle-income country. The study recommends more training on effective integration of ICT, assessment, evaluation, teacher attitude change, provision of adequate instructional materials, financing, and constant monitoring. Proper planning for afternoon sessions so that students are not left redundant is also essential. It is imperative that teacher training institutions support systems for the proper adoption of the new curriculum. Individuality among learners in activities of integration should also be attended to

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“…When looking at the various definitions of the curriculum in the literature, it is possible to see that the concept of curriculum has been handled as what is taught in schools, a subject area, content, a set of materials, everything planned by the school, and a set of experiences gained by students in a school (Marzooghi, 2016). Although there are curriculum definitions from different perspectives in the literature, it can be easily seen that there has been a constant effort to make a better and single definition.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Curriculum Theory: A Review Study

Yaşar

Aslan

2021

ijocis

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The aim of this literature review study was to examine the historical development of the concept of curriculum theory, its reflections on curriculum development studies, and teaching-learning processes and also to attract the attention of the researchers to the area of curriculum theory which was seen to be left aside for years. The research was designed by reviewing the literature, and different theoretical perspectives on curriculum development studies in the USA which historically dominated the field since the early 1900’s and Turkey were examined. In the first phase, the explanation of the concepts of curriculum, theory, curriculum theory, the chaotic structure, and discussions in the literature regarding the terminology of these concepts were given. It was concluded that in the literature the concept of curriculum theory has been used synonymously with the concepts of curriculum beliefs, educational value orientations, curriculum ideologies, and curriculum orientations. In addition, the classification of curriculum theories, curriculum development studies in which the reflections of curriculum theories could be seen, and the studies conducted in Turkey and abroad on this subject were included in the study. Taking the limited number of studies on curriculum theories and their lack of variety into account, future studies on curriculum theory are considered to feed the intellectual background of the field and attract the attention of the researches to theories of curriculum, which will fill the gap in the literature.

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Curriculum Typology

Cited by 4 publications

References 1 publication

A Strategic Approach to the Effectiveness Evaluation of Higher Education Curricula: Implications for Medical Education

A Strategic Approach to the Effectiveness Evaluation of Higher Education Curricula: Implications for Medical Education

Pedagogical Experiences of Bishop Stuart University Students on School Practice about the New Lower Secondary School Curriculum in South Western Uganda

Curriculum Theory: A Review Study

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