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Curriculum reforms at the secondary-school level in Malaysia began in 1988 and was fully implemented in 1989. Heagly and Evans define curriculum as structured experience provided by the school for the student, so the student can meet all set learning outcomes to the best of their abilities. Prior to the introduction of the Secondary School Integrated Curriculum (KBSM), many issues were identified in the secondary school curriculum that served as the benchmark for curriculum reforms in Malaysia. Based on analysis, the introduction of KBSM was closely related to the turbulent historical issues during the first three decades after independence. These issues include problems with unity, inability to produce skilled labour, and the fragile and still negligible usage of the national language. Therefore, this article analyses the historical issues closely related to the introduction of KBSM, and the individuals responsible for ensuring KBSM comes into reality. The historical method is used as the thrust of this paper. Data collection-wise, this paper uses the qualitative analysis method of archival and library research. This approach aims to gather information and analysis a variety of primary and secondary sources such as the Report of the Education Committee 1956, Report of the Education Review Committee 1960, and the Cabinet Committee Report on Review of Implementation of Education Policies 1979, along with the Curriculum Committee Meeting Minutes in 1972, 1986 and 1987. The findings confirm the three historical issues strongly influenced the thought processes that went into planning and drafting KBSM. Implication-wise, the curriculum underwent reforms, towards a shift in the field of education following these historical issues. [ABSTRACT FROM AUTHOR]

The paper explains the situation when Communist government in Moldova had replaced the existing national history textbook series with integrated history of Moldova in 2003 that collapsed national history and world history into a single course. The paper shows the investigating the textbooks that been met with mass street demonstrations, public opposition and skepticism, and fierce criticism. Building on the special role that Moldovans assign to their history textbooks, this paper analyzes the debates surrounding these textbooks as a means of understanding both the broader controversies related to the writing and teaching of a national history and the role of history education in constructing a cohesive Moldovan citizenry and furthering democratization of Moldovan society. The use of terms "citizenship" and "national identity" are also explained in this paper as well UN, Council of Europe and Ministry of education recommendations for teachers to improve their teaching methods. The paper indicates what needs to be done like international development analysts, economic, political as well democratic citizenship improvement. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to explore the role that a civic organization plays in preparing youth for citizenship in post-revolutionary Egypt. Through exploring and examining the curriculum of one of the civic organizations in Cairo, Bokra, I shed light on some of the themes of citizenship that emerge in the organization's summer school's curriculum. For each theme, I examine the type of practices and learning experiences created for the students in order to empower them and prepare them to assume more active roles within their communities. In the end, I propose a few recommendations for improving the Bokra School experience so that it has a stronger impact on youth in light of the socio-political change movements in Egypt. [ABSTRACT FROM AUTHOR]

This paper presents the results of a comparative study that seeks to identify conceptions of the importance of four types of formal content in history teaching (periods of history, cross-cutting themes in history, history of places, and national historical processes) among a group of Colombian (M=764) and Spanish (N=648) students in the last year of compulsory education in the cities of Bogotá and Murcia, respectively. A descriptive approach was followed based on a closed-ended questionnaire relating to historical consciousness, with item responses measured on a Likert scale. The results support the idea that the interest shown by students in the formal content proposed is an indicator that calls for a critical review of the structure and organization of history curricula in the two contexts studied.

The history of history education, past and present, often resembles a history of contestation, in which rival and polarized understandings of the meanings of 'history' and 'history education' vie for dominance (Nakou and Barca, 2010). A common polarity in debates on history curricula is the opposition between 'knowledge' and 'skill', an opposition that has had considerable currency in recent curriculum reform processes in England which have emphasised 'core knowledge' (DfE, 2013). Drawing on examples of classroom practice (Chapman, 2003; Woodcock, 2005; Buxton, 2003) and on systematic research and theorizing (Shemilt, 1983; Lee and Shemilt, 2009) this paper aims to destabilize such binary talk and to explore the ways in which 'first order' knowledge and understanding about the past and 'second order' or metahistorical knowledge and understanding of how the discipline of history works are both logically inter-related and inseparable in practical terms. The notion of historical 'enquiry' (Counsell, 2011) is explored as a pedagogic tool for the simultaneous development of these inter-related dimensions of historical thinking. [ABSTRACT FROM AUTHOR]

The aim of this paper is to disclose part of the results of History's Field Institutional Program of Scholarship in Teaching Initiation (PIBID). The Project is being developed in four public schools from Regional Education Nucleo of Ivaiporã/PR, a town that has an State University of Maringá (UEM) campus. The study is another effort to analyze Pibid's contribution in formation of History grade's undergraduates, also brings the possibility to comprehend theoretical, politics and ideological grounding that is underlying in the legislation and in programmatic subjects in schools curriculum. [ABSTRACT FROM AUTHOR]

This paper investigates the Public Relations Institute of Australia's introduction in 1991 of a national accreditation programme for university courses. Drawing on an analysis of previously unstudied industry archives, it identifies four themes significant for industry perspectives of education: public relations knowledge; industry expectations and experience; public relations curricula; and academic legitimacy. While university education was perceived by institute members to demonstrate the professional standing of public relations, the findings reveal divergent understandings of its role and content and identify considerable resistance to the institutionalisation of public relations knowledge. At the same time, the expansion and marketisation of higher education led to the introduction of new, vocational courses such as public relations. The significance of this study is it offers new insights into the development of Australian public relations education and the role of the professional association. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Contemporary propaganda is ubiquitous in our culture today as public relations and marketing efforts have become core dimensions of the contemporary communication system, affecting all forms of personal, social and public expression. To examine the origins of teaching and learning about propaganda, we examine some instructional materials produced in the 1930s by the Institute for Propaganda Analysis (IPA), which popularized an early form of media literacy that promoted critical analysis in responding to propaganda in mass communication, including in radio, film and newspapers. They developed study guides and distributed them widely, popularizing concepts from classical rhetoric and expressing them in an easy-to-remember way. In this paper, we compare the popular list of seven propaganda techniques (with terms like "glittering generalities" and "bandwagon") to a less well-known list, the ABC's of Propaganda Analysis. While the seven propaganda techniques, rooted in ancient rhetoric, have endured as the dominant approach to explore persuasion and propaganda in secondary English education, the ABC's of Propaganda Analysis, with its focus on the practice of personal reflection and life history analysis, anticipates some of the core concepts and instructional practices of media literacy in the 21st century. Following from this insight, we see evidence of the value of social reflection practices for exploring propaganda in the context of formal and informal learning. Crowdsourcing may help create increased informational clarity for consumers because ambiguous, incomplete, blurry and biased information actually inspires us to have conversations, share ideas, and listen to each other as a means tofind truth. [ABSTRACT FROM AUTHOR]

This paper analyzes the official proposal for recent history teaching. For such purpose, we draw on national education laws (1993 and 2006), the curricula approved from 1995 to present for the secondary level (at the national level and at the Province of Buenos Aires) and regulations of the commemorations--especially March 24th and September 16th--. This analysis will be made in relation to the representations of memory and the progress of historiography about recent past, to consider up to what extent school contents have witnessed an impact due to changes in these narratives. [ABSTRACT FROM AUTHOR]

The Department of Epidemiology at Johns Hopkins School of Hygiene and Public Health was founded in 1919, with Wade Hampton Frost as inaugural chair. In our Centennial Year, we review how our research and educational programs have changed. Early years focused on doctoral education in epidemiology and some limited undergraduate training for practice. Foundational work on concepts and methods linked to the infectious diseases of the day made major contributions to study designs and analytical methodologies, largely still in use. With the epidemiologic transition from infectious to chronic disease, new methods were developed. The Department of Chronic Diseases merged with the Department of Epidemiology in 1970, under the leadership of Abraham Lilienfeld. Leon Gordis became chair in 1975, and multiple educational tracks were developed. Genetic epidemiology began in 1979, followed by advances in infectious disease epidemiology spurred by the human immunodeficiency virus/acquired immune deficiency syndrome epidemic. Collaborations with the Department of Medicine led to development of the Welch Center for Prevention, Epidemiology, and Clinical Research in 1989. Between 1994 and 2008, the department experienced rapid growth in faculty and students. A new methods curriculum was instituted for upper-level epidemiologic training in 2006. Today's research projects are increasingly collaborative, taking advantage of new technologies and methods of data collection, responding to "big data" analysis challenges. In our second century, the department continues to address issues of disease etiology and epidemiologic practice. [ABSTRACT FROM AUTHOR]

The insertion of history into the medical school curriculum has been discussed over a long period of time. But the role of history in the public health curriculum has not been the subject of much discussion, despite the changes in UK public health training and the advent of multidisciplinary public health. This article reviews the history of inserting history into the curriculum in a leading public health postgraduate institution. It discusses the strategies used to secure acceptance for history; the positioning of history within the curriculum both as a core and a special subject; and the different curriculum content and learning approaches which have been used over time. It reviews recent developments in distance learning and the launch of a history Massive Open On line Course. It concludes that no one approach can be recommended for inserting history and that flexibility, persistence, alliances and the willingness to adapt to local circumstances are important. Students themselves are now more receptive to historical approaches and can appreciate the value of a discipline which teaches critical skills of analysis and assessment of evidence. It remains to be discussed how the discipline and such approaches can be transferred into wider professional public health training and at the undergraduate level. [ABSTRACT FROM AUTHOR]

How do states make citizens? The question is as old as states themselves. Surprisingly, however, the approaches to answering it have emerged as a form of parallel play, uncoordinated (and poorly understood) across fields. This essay attempts to reconcile disparate realms of social research that address the question. The first, curriculum theory, grows out of educational research that for a century has focused almost exclusively on schools, schooling, and intentional settings for academic knowledge transmission. The second realm draws primarily on research from psychology, sociology, and political science to look empirically for effects of exposure to particular kinds of social phenomena. These include, but are not exclusive to, public institutions and policies. This essay begins by developing a mainstream conception of curriculum theory. It then compares and contrasts social science traditions that engage questions related to the state's role in civic identity formation. Finally, it offers a case study on New York City's controversial policing strategy known as Stop, Question, and Frisk, exploring how curriculum theory (developed in the context of mass schooling) can be a useful framework for understanding the educational features of a distinct social policy. [ABSTRACT FROM AUTHOR]

Copyright of Physical Culture / Fizicka Kultura is the property of University of Belgrade - Faculty of Sport & Physical Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses the importance of oral history in enhancing curriculum studies in Cyprus. Topics covered include the Cyprus Oral History Project (COHP), where fifty interviews were conducted between 2010 and 2012 on Cypriots' memories of the 1960 to 1974 events, a brief history of the ethnic conflict, violence and division in Cyprus, and the alterations made to the initial COHP plan.

The article discusses 19th century Protestant mission schools in terms of physical space, cultural space, and didactic space, drawing on the missionary periodical Evangelisches Missions-Magazin (Evangelical Mission Magazine, EMM), published by the group Basel Mission. Topics include Protestant views on the necessity of education; the relation of mission stations to gender, class, and ethnic segregation; and the language of instruction used. It is said that government funding influenced the curricula of mission schools.

ACADEMIC EMERGENCY MEDICINE 2010; 17:e110-e129 © 2010 by the Society for Academic Emergency Medicine Preface All of us who have worked on this curriculum are career emergency physicians (EPs) who have become leaders with a focus on emergency medicine (EM) quality and safety. About 2 years ago, I approached my colleagues of the American College of Emergency Physicians Quality Improvement and Patient Safety (ACEP QIPS) Section and dreamed an idea of creating an EM quality and safety curriculum: an outline that would explain a topic few EPs understand. That outline would be used as a curriculum to teach our EM residents (and even our attendings, physician's assistants, and nurse leaders) about EM quality and safety. My goal is for this curriculum to become an integral part of every EM residency program and department. We know that quality and safety in patient care does not happen by accident. We must teach these concepts to everyone on our emergency department (ED) team. The safety of our patients depends on this. I would like to thank each of the authors who spent many months on this project, along with the ACEP QIPS Section and ACEP Quality and Performance Committee. Also, I would like to thank ACEP staff Angela Franklin and Idania Lorenti for their help in getting this project to completion. I must also sincerely acknowledge the early work and ideas generated by Drs. Shari Welch and David John: their contributions clearly helped shape this article. -John J. Kelly, DO [ABSTRACT FROM AUTHOR]

Sociology and the Sociology Program at the United States Military Academy at West Point, New York, are described. Grounded in the academy's mission of educating and inspiring future leaders of character, this article focuses on the history of the Sociology Program, alignment with American Sociological Association standards, sociodemographics of cadet sociology majors, recent graduates, the curriculum, extracurricular activities, and the sociology faculty and their productivity. The Sociology Program has made significant progress in multiple areas while concomitantly being handicapped in other areas. The conclusion addresses the significance of social science in military officer education. [ABSTRACT FROM AUTHOR]

Social work education at the baccalaureate level has become a rigorous educational endeavor. This is borne out by both the number of currently accredited BSW programs and the standards that BSW programs must meet to gain and maintain accredited status. This article provides a brief history of BSW education as an accredited educational enterprise, and reports descriptive data on BSW programs' experience with accreditation from 1989 through 1991. The author also identifies and discusses those CSWE Evaluative Standards and areas in the Curriculum Policy Statement that are most problematic for BSW programs. [ABSTRACT FROM AUTHOR]