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Background The Infectious Diseases Society of America (IDSA) developed the Core Antimicrobial Stewardship (AS) Curriculum to meet the increasing demand for infectious diseases (ID) providers with AS expertise. Notable diversity in implementation approaches has been observed among ID fellowship programs using the curriculum. We sought to describe individual approaches and develop a curriculum implementation roadmap. Methods We surveyed ID fellowship programs that had previously implemented the IDSA Core AS curriculum. The survey included questions regarding program characteristics, curriculum participants and presentation format, resources and barriers, and implementation strategies. Commonly reported program features were summarized in the context of the self-reported implementation strategies. Implementation guides were developed based on the most common characteristics observed. Results Of 159 programs that had purchased the curriculum, 37 responded, and 34 (21%) were included in the analysis. The curriculum was primarily taught by AS physicians (85%) and AS pharmacists (47%). The most common conference structure was a longitudinal conference series (32%), and eLearning was the most common presentation format. Limited AS faculty time (76%) and limited first-year fellow availability (62%) were frequently reported as barriers, and dedicated AS curricular time was a resource available to most programs (67%); implementation guides were created for these 3 program features. Conclusions Programs reported a variety of implementation barriers and resources, with several common themes emerging, allowing for the development of tailored curriculum planners for 3 commonly observed program characteristics. This work will equip fellowship programs with curriculum implementation strategies and guide future enhancements of the IDSA Core and Advanced AS curricula. [ABSTRACT FROM AUTHOR]

Problem: Unlike other aspects of Obstetrics and Gynecology (OBGYN) residency training, the research education curriculum and requirements are not standardized. It is unclear what constitutes core curricula in educational research programs, which components are most useful and efficacious, and how to use these findings to adapt existing programs. Approach: A multi-phase approach to (1) garner cross-sectional data from United States OBGYN Residency Program Directors and review previously published literature, (2) use Phase I and input from clinical, research and education faculty to develop a comprehensive program, and (3) evaluate the program for resident research productivity, knowledge and satisfaction. Outcomes: Phase I: Sixty-one (31%) Program Directors completed the survey. Most reported ≤ 4 research didactics per year and no dedicated research rotation. Programs with post graduate year (PGY) level specific didactics, a research rotation, or allocated time for the Research Director role noted higher odds of resident research resulting in peer-reviewed publication. Phase II: A Resident Research Program was adapted to include a clinical and research faculty co-directorship and seven additional didactics (all of which were PGY-specific). A departmentally funded resident research grant and a repository to monitor completion of milestones and program requirements have been developed. Surveys were used to track residents' research competence and satisfaction with the research program. While resident involvement in research activities and satisfaction with opportunities for scholarly activity have improved, resident self-evaluations and mentor evaluations have not. In addition, we have not seen an increase in publications or presentations. Conclusion: Implementation of components of a research program associated with increased productivity did not result in increased productivity in our program, however, resident satisfaction with scholarly activity did improve. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the efficacy of a new middle-school-classroom forgiveness curriculum in promoting forgiveness and reducing anger. The students in this study were 153 fourth through eighth graders in three regional parochial schools. The students were assigned to forgiveness education or control groups in the fall semester and reassigned to the opposite group in the spring semester. Before-and-after assessments of forgiveness and anger were collected in both the fall and spring semesters. The quantitative results showed that levels of forgiveness increased as expected in both semesters, but anger did not change in expected ways. The qualitative results showed that the children's conceptualizations of the forgiveness process aligned closely with the core forgiveness curriculum content. The results suggest that meaningful work can be accomplished to promote forgiveness in the middle school classroom using this newly developed, efficient, and effective curriculum that can be implemented by teachers and staff. [ABSTRACT FROM AUTHOR]

Background: Point of care ultrasound (POCUS) education has grown significantly over the past two decades. Like most curricular items, POCUS education is siloed within individual graduate medical education (GME) programs. The purpose of this study was to evaluate the effectiveness of a shared GME POCUS curriculum between five GME programs at a single institution. Methods: Post-graduate-year-1 (PGY-1) residents from emergency medicine (EM), family medicine (FM), internal medicine (IM), combined internal medicine-pediatrics (IM-Peds) and combined emergency medicine-pediatrics (EM-Peds) residency programs were enrolled in a core POCUS curriculum. The curriculum included eleven asynchronous online learning modules and ten hands-on training sessions proctored by sonographers and faculty physicians with POCUS expertise. Data was gathered about the curriculum's effectiveness including participation, pre- and post-curricular surveys, pre- and post-knowledge assessments, and an objective skills assessment. Results: Of the 85 residents enrolled, 61 (72%) participated in the curriculum. Engagement varied between programs, with attendance at hands-on sessions varying the most (EM 100%, EM-Peds 100%, FM 40%, IM 22%, Med-Peds 11%). Pre- and post-knowledge assessment scores improved for all components of the curriculum. Participants felt significantly more confident with image acquisition, anatomy recognition, interpreting images and incorporating POCUS findings into clinical practice (p < 0.001) after completing the curriculum. Conclusion: In this shared GME POCUS curriculum, we found significant improvement in POCUS knowledge, attitudes, and psychomotor skills. This shared approach may be a viable way for other institutions to provide POCUS education broadly to their GME programs. [ABSTRACT FROM AUTHOR]

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Objective: The notion of revision has garnered considerable attention across various sectors of society, with higher education institutions also placing significant emphasis on it as a key performance evaluation metric. The burden of cultivating educators and facilitators for an evolving educational framework in society predominantly falls on universities and educational establishments. Consequently, there is a pressing need for this university to approach curriculum revision with heightened seriousness. Thus, the primary aim of this manuscript is to provide a succinct overview of the curriculum revision frameworks employed by Farhangian University, highlighting their shared characteristics as identified through research conducted in Iran, Turkey, and Australia. Methods: The methodology adopted for the study is both descriptive and analytical in nature. The study's participants consist of a panel of experts, with 13 individuals selected for interviews and 20 individuals chosen to respond to the questionnaire (which assesses indicator importance). Results: The study's results have indicated that the fundamental features common to curriculum revision models include: a strategic, long-term perspective on the revision process; a cyclical and continuous nature; an emphasis on interpretative and analytical procedures; recognition of the role played by organizational structure and stakeholders; and an approach to revision that integrates management principles with a research-oriented outlook. Conclusions: The findings reveal that effective curriculum revision models, as exemplified by Farhangian University and corroborated by research in Iran, Turkey, and Australia, share several key characteristics. [ABSTRACT FROM AUTHOR]

Purpose: This research sought to determine if there existed a common set of courses amongst undergraduate leadership degree programs, provide guidance for new program development and program revision, promote discussion about future leadership curriculum development and provide a starting point for developing common leadership curriculum expectations nationally. Design/methodology/approach: Content analysis was performed. Findings: Program course similarities appear to represent the organic development of unofficial common core requirements within undergraduate leadership programs. Further, there appeared to be no significant trend as to which academic department leadership programs were placed. Originality/value: This study identifies commonly occurring classes in traditional leadership degrees, offering insights for the development of new programs and assessment of current leadership degrees. [ABSTRACT FROM AUTHOR]

Cardio‐oncology is a rapidly growing field of cardiovascular (CV) medicine that has resulted from the continuously increasing clinical demand for specialized CV evaluation, prevention and management of patients suffering or surviving from malignant diseases. Dealing with CV disease in patients with cancer requires special knowledge beyond that included in the general core curriculum for cardiology. Therefore, the European Society of Cardiology (ESC) has developed a special core curriculum for cardio‐oncology, a consensus document that defines the level of experience and knowledge required for cardiologists in this particular field. It is structured into 8 chapters, including (i) principles of cancer biology and therapy; (ii) forms and definitions of cancer therapy‐related cardiovascular toxicity (CTR‐CVT); (iii) risk stratification, prevention and monitoring protocols for CTR‐CVT; (iv) diagnosis and management of CV disease in patients with cancer; (v) long‐term survivorship programmes and cardio‐oncology rehabilitation; (vi) multidisciplinary team management of special populations; (vii) organization of cardio‐oncology services; (viii) research in cardio‐oncology. The core curriculum aims at promoting standardization and harmonization of training and evaluation in cardio‐oncology, while it further provides the ground for an ESC certification programme designed to recognize the competencies of certified specialists. [ABSTRACT FROM AUTHOR]

This article is an introduction to the rich domain of curriculum studies with specific reference to science teaching and learning. It is designed not as a systematic review or theoretical treatise but rather as an overview for those charged with transforming science content and processes into a classroom curriculum. In other words, while written from the scholarly perspective of curriculum studies, the hope is that it will be seen by teachers as a set of possibilities rather than recommendations while reminding educators that what happens in classrooms to students and their parents is the curriculum, but it is only one of many that might have been delivered. To accomplish this, this paper explores the complex definition of curriculum including the notions of the kinds of curriculum from null, to formal, received, and learned with an emphasis on what occurs as a specific curriculum design results in effective and even faulty learning, a unique consequence proposed here. Next, we explore the common curriculum ideologies or orientations including those focused on academic advancement, tradition, student-centeredness, and social improvement. Finally, a formal recommendation for the content of science instruction in the U.S.—the Next-Generation Science Standards, is are considered as a conclusion by applying the expansive perspective of the term and nature of curriculum discussed throughout. [ABSTRACT FROM AUTHOR]

Academic literacy skills are universally considered as a valuable and integral part of academic development in higher education, yet they often remain peripheral to or are completely absent from many qualifications. At the presently selected institution, there is little consensus on the most effective model to design for and implement as far as academic literacy is concerned, and whether this should be embedded within core curricula, or as a stand-alone, credit-bearing subject. Conspicuously absent in conversations on this matter however, is the student voice, which is what the present study seeks to draw on. An analysis of students' reflections on an integrated model of learning and teaching of academic literacy was evaluated, where the skills are taught within the context of an academic discipline. The academic literacy component was embedded within a single course taught in a Biotechnology qualification. Upon completion of the learning activities, ten students were interviewed, and a questionnaire was administered to a further fifteen students, to gauge feedback on the usefulness of the integrated model of academic literacy. We report that the pedagogy improved and enriched the overall learning experience. Students reflected that the approach enabled better access to Biotechnology content and made the discourse of the discipline more explicit, as they unlocked academic literacy skills, compared to if an academic literacy course was taken alone. More broadly, the study highlights the need to draw on student reflection and experiences in the design and implementation of pedagogies and the value of remaining responsive to student voices. [ABSTRACT FROM AUTHOR]

Copyright of Imagens da Educação is the property of Universidade Estadual de Maringa 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 European Landscape Convention, adopted in 2000, aims to promote the protection, management and planning of landscapes and to organise cooperation on landscape-related issues. Countries that ratified the Convention undertook to introduce activities that would promote public education on the subject. In Poland, the Ministry of Education has identified schools as the place to implement these priorities. In the core curriculum of general education for primary schools, «creating opportunities to learn about the components of the landscape» was prescribed as the primary objective of the subject of nature. Although the school should play a leading role in the implementation of these tasks, even in its most elaborate form it is unable to meet all the needs. It should be complemented by non-formal education, which goes beyond the school curriculum and is a kind of its extension. This article is an attempt to present and evaluate the author's educational project dealing with the topic of cultural landscape at the regional level. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Rechtsextremismusforschung is the property of Verlag Barbara Budrich GmbH 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.)

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Copyright of Acta Odontologica Latinoamericana: AOL is the property of Acta Odontologica Latinoamericana 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.)

This study delves into the pivotal role of outdoor learning in acting as a connecting thread between conventional and contemporary teaching methods within the realm of core curriculum education. As educational methodologies continually evolve, educators are keen to adopt innovative approaches that effectively engage and educate students. Traditional teaching methods, while enduring, coexist with modern pedagogical practices that emphasize experiential learning, active participation, and holistic development. The research explores how outdoor learning functions as an intermediary, facilitating a seamless fusion of traditional and modern educational practices. Its primary focus is to investigate the influence of outdoor learning on student motivation, critical thinking, and overall educational achievements, particularly within the core curriculum stage. By employing a combination of quantitative and qualitative analyses, this study seeks to highlight the advantages and obstacles associated with the incorporation of outdoor learning in core curriculum subjects. It aims to pinpoint effective methods for embedding outdoor experiences into conventional classroom settings, thereby contributing to a more comprehensive comprehension of how outdoor learning can enrich the educational experience. The insights garnered from this research endeavor have the potential to provide valuable guidance to educators, curriculum designers, and policymakers in striking a harmonious balance between time-honored teaching techniques and innovative strategies. This equilibrium aims to create a well-rounded, enhanced learning environment for students at the core curriculum level. [ABSTRACT FROM AUTHOR]

As part of a revision to the undergraduate business core curriculum, the typical two-course introductory series was condensed into one class, and an additional "bridge" course was created for students continuing to intermediate accounting. The transition period created a natural experiment to examine student success and retention in intermediate accounting and beyond. Compared with students who had completed six hours of principles courses and a gateway exam, students who completed this new course sequence scored higher on an incoming assessment in the new and more advanced first intermediate course. Further, the performance advantage is evident in higher exam grades in the first intermediate course, higher GPA in future accounting courses, greater retention of accounting majors, and gains in conversion to accounting. Although this curriculum change is somewhat unique, the results lend insights to accounting educators on how to address success and retention/gains of accounting students throughout intermediate accounting and beyond. [ABSTRACT FROM AUTHOR]

The study aimed to investigate students' final grades in a linked course or chain course to determine any effect on students' academic performance in their next linked course. Courses with high D, F, and W grades were selected with their subsequent linked courses to form a chain so that each chain consisted of two courses or more. More specifically, Arabic (n = 11,780), English (n = 7,714), and mathematical (n = 1,367) chains were investigated through the years 2012 to 2016. High positive correlations between the grades of the chain courses and the transitional grade are C. Factors were examined to identify any effects on final grades. Findings indicate that 60% to 75% of low-performing students in one link of any chain will demonstrate low performance in the following link. [ABSTRACT FROM AUTHOR]

The European population is strongly affected by cancer. Radiotherapy is roughly used in 50% of cancer patients in European countries. The increased cancer burden demands a new generation of radiation/clinical oncologist (RO/CO) that, besides a strong evidence-based oncological knowledge, will be ready for leadership in cancer care. The mutual recognition of professional qualifications of Radiation/Clinical Oncology in the EU needs training harmonization. The European Society of Radiotherapy and Oncology (ESTRO) and the European Union for Medical Specialties (UEMS) made important efforts toward a European Common Curriculum for RO/CO leadership in cancer care. If qualifications are mutually recognized, the training supporting these qualifications should be also harmonized. Since 1991, ESTRO produced several editions of the Core Curriculum in Radiation Oncology (1991, 2004, 2012, 2019). These Core Curricula were endorsed as European Training Requirements by the UEMS in 2004, 2013, and 2019. A core curriculum for clinical oncology was also produced to provide this harmonization tool to countries where radiation oncology is practiced inside the broader specialty of clinical oncology. New initiatives are in place to continuously adapt the training programs to the rapidly evolving cancer care organization. [ABSTRACT FROM AUTHOR]

Writing is central to the academic and professional success of STEMM (Science, Technology, Engineering, Mathematics, and Medicine) students, yet there is little writing center scholarship examining how STEMM students use and perceive writing centers. This article presents quantitative findings from a mix-methods survey study examining STEMM undergraduate students' usage of university writing centers. The study was conducted at a mid-sized, public health sciences research university in the Southeast. Findings from die survey suggest that STEMM students arc likely to visit writing centers, but their visits overwhelmingly focus on coursework in the core curriculum radier than coursework within dieir majors. These students tend to view disciplinary wridng as formulaic and content-driven, which affects wridng center usage. They also express concerns about the ability of wridng center staff to assist with scientific and technical genres. Throughout the presentation of results, die authors offer insight into practices they plan to implement to provide better outreach and support to STEMM students at their university. While study results are not generalizable to odier institutions, they still provide insight into usage behaviors of STEMM students that can be useful to a variety of institutions as they work to support STEMM writers. [ABSTRACT FROM AUTHOR]

Copyright of Reflexão & Ação is the property of Universidade de Santa Cruz do Sul 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.)

Despite recognition that sex is a spectrum there are no learning outcomes in the Anatomical Society's Core Curricula that effectively deal with the anatomy of differences in sex development or the anatomy of transgender individuals who have undergone gender affirming surgery. We believe this is a gap that needs to be plugged urgently. Particularly in relation to healthcare students the consequence of perpetuating the stereotype of sexual dimorphism as a norm could marginalise these communities of patients even further. We believe that action in the form of a Delphi process to create new outcomes can be a first step in creating change that will lead to a more inclusive anatomy education. [ABSTRACT FROM AUTHOR]

The present work has as its object of analysis the National Common Curricular Base - BNCC in the final years of elementary school and its interface with Geography. We assume as a focus of questioning the constitution of a curricular discourse articulated with two prominent elements in the policy under debate, which are the projected meanings on the names competences and national that try to define behavioral, disciplinary and homogenizing referrals on Geography. In this investigation, we use a discursive perspective, especially in the Foucauldian discussion about discourse, truth and power, in which it is possible to problematize the constitution of discursive hegemonies in the politics of the BNCC. In the articulated analysis between curricular policies and Geography, we seek in dialogue with actors from the disciplinary community to argue that the negligent and emptying character that characterizes the proposal for Geography in the Final Years of Elementary School is an effect of a curricular policy centered on a watertight notion, homogeneous and limiting on a national scale training project for competent subjects. [ABSTRACT FROM AUTHOR]

A teacher of a foreign language (FL) obtains his/her professional training during a higher education course in philology, where he/she follows a training program focused on "learning outcomes that include knowledge and skills corresponding to all the requirements of the core curriculum of the taught subject or the core curriculum of education in the profession, respectively, or the content of the classes taught" (Journal of Laws 2019, item 1450). From the this provision it should be concluded that FL teachers work in various educational institutions and with audiences of different profiles and needs, including professional ones. The article describes the scope and forms of FL/LSP teacher education in Poland, based on the results of a qualitative analysis of teacher education programs implemented in 2017-2020 at 22 Polish universities. The text presents elements of teacher specialization programs, including content specific to specialized glottodidactics at different universities/degrees. These illustrate the diversity of educational practices applied and are intended inspire the implementation of didactic solutions on a wider scale. [ABSTRACT FROM AUTHOR]

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Physiologists are seen as professionals with a unique understanding of life, health, and disease, essential to the progression of knowledge regarding human functions and health. Among these experts however, the thematic of the "Future of Physiology" has been regularly present in the agenda of physiology organizations around the world as various uncertainties about teaching and research in human physiology emerged. The Physiology Majors Interest Group (P-MIG) 2019 meeting provided the occasion for some strategic reasoning and planning, aiming to identify the trends that might drive future changes in human physiology. Twelve physiologists, all experts in different areas of Physiology research and teaching, nearly all based in North America, volunteered to participate in this focus group. The session was audio recorded. A verbatim transcript of the recording was then analyzed through thematic analysis, aiming to identify the most relevant themes for the future of Physiology and how these themes might unfold. The group concluded that a shared consciousness on general goals is present, meaning to preserve and develop the interdisciplinary/integrative nature, to promote more innovative teaching/ learning practices, and to acknowledge technology as the main catalyst for research and teaching innovation and progress. This consciousness was present in all participants. The group also concluded that transformation will likely need to be more effective, and should involve the Physiological Societies and organizations around the world. Special emphasis was placed on the need to share common competences for curriculum definition, common guidance for teaching practice, and common assessment procedures, with particular attention recommended toward science communication. [ABSTRACT FROM AUTHOR]

The objective of this review is to critically evaluate the Area Health Education Center Scholars' didactic curricula and determine whether the goal of developing a sustainable rural healthcare workforce is achievable under the program. The didactic curricula from the Alabama, Florida, and South Carolina programs were evaluated using a context-input-process-product model and a mixed-methods approach. Modules were assessed for their content and mode of delivery, and whether the eight competency domains from the Council on Education for Public Health were incorporated. Student evaluations from the 2019–2020 cohort were also examined to identify themes from each module. On average, across modules, nearly all students strongly agreed or agreed that the facilitator had been responsive (97%); that the modules had been clearly outlined (95%), easy to understand (96%), not overly time-consumptive (96%), and relatable to their career (96%); and felt that their understanding had improved (97%) and felt satisfied overall (96%). Some argued, however, that parts of the content may have been lengthy and dense, and that there were insufficient materials tailored toward healthcare professionals, including the cultural barriers of populations they are expected to attend to and actionable ways to advocate for patients. Public health policy, leadership, and communication competencies were noticeably absent in several modules. It is recommended that modules be amended to include components that students felt were instructive. It is also suggested that a committee standardize the core curricula; local programs may then tailor them as needed. [ABSTRACT FROM AUTHOR]

The article presents opportunities and challenges connected with teaching the mother tongue in contemporary secondary schools in Poland. The subject of reflection is the concept of language teaching included in the newest core curriculum for high schools, technical schools, and vocational schools as well as its implementation in the series of coursebooks (7 volumes) published by the Operon Publishing House in 2019–2022. Both the school content and the detailed realization in coursebooks as well as additional materials reflect the tendencies in contemporary didactics. The adopted solutions functionalizing the language knowledge and shaping the students’ language skills were analyzed. There have been pointed out difficulties that the authors of coursebooks and Polish teachers encounter while not being able to identify the detailed school content in the core curriculum. The suggested conclusions are to complete the content described in the core curriculum by giving more details about set readings. That way, students would be informed about issues in the areas of language teaching in accordance with the current language scientific knowledge. [ABSTRACT FROM AUTHOR]

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Traditionally, Sufis, jurists, philosophers, and theologians, are known as different schools of Islamic thought, each of which has its own approach to Islamic education. However, from the 19th century onwards, another powerful approach emerged: political Islam, which also had a different conception of Islamic education. The present study tries to explain how the political conception of Islamic education was formulated in this approach. To achieve this goal, al-Afghani's ideas have been examined. Al-Afghani was one of the first Islamic theologians who formulated modern political Islam and called for accepting modern values because of their consonance with Islamic values. This article, interprets Al-Afghānī's political theology as an emancipatory proclamation that aimed at the liberation of Muslims. His emancipatory attitude concentrated on the cultural reform; and the education of the nation was the core of this cultural reform. He believed that a general education system must be established that all people enjoy from childhood; and the core of the curriculum of this education should be based on political education with the theme of the greatness of the nation. [ABSTRACT FROM AUTHOR]

This paper has as objective reflect about old age, aging and longevity in the field of education. Among the issues raised, we seek to reflect on the following questions: is this theme present at school or on curriculum? What is the expectation related to the teaching environments when elaborating the meanings of old age and a certain perspective to defend the longevity? Therefore, we are interested in looking at how the schooling processes mobilize the production, marking, and regulation of generational difference and longevity. The problematizations of the work are based on post-critical theoretical and methodological precepts, using a methodology that strives in the descriptions, analysis and problematization about discursive artifacts. Specifically, the discourses present in the BNCC (National Common Curriculum Base) and the statute of the elderly person, considering that are produced in a way that engenders domains and power relations, giving support to certain games of truth, being associated with official documents and public policies related to the elderly that are articulated in/with the daily life of basic education schools. It was possible to analyze how the debate about old age and aging begins as a "package" in the public curriculum policy - the BNCC - which is presented as the main curricular proposal for Brazilian schools. In addition, we sought to problematize and expand the type of approach that schools can undertake to address the issues of aging, old age and longevity in a complex and pluralistic way when they propose to reflect on such relevant themes. [ABSTRACT FROM AUTHOR]

Since 2017, the Homework Done in Colleges program has been in place to help every student succeed. But what success are we talking about? In this article, we refer to educational success, referring to academic criteria as well as to well-being, self-confidence, sociability or personal development. To measure this success, we are building on area 2 (work organisation and cooperation) of the common curriculum of knowledge, skills and culture. We seek to identify how Homework Done promotes student educational success. In this review, the results of research and reports highlight the impact of this device on student behaviour, leading to progress and a sense of well-being. This is made possible by working conditions, by interactions between pupils or between pupils and teachers and by the importance attached to continuity between school and family times. [ABSTRACT FROM AUTHOR]

No cenário atual, uma das principais habilidades requeridas pelos sujeitos diz respeito ao desenvolvimento de novas estratégias para melhor utilização das tecnologias digitais, que têm demonstrado um grande potencial no desenvolvimento da sociedade. Na busca de alternativas formativas para o âmbito da Educação Básica, a Base Nacional Comum Curricular (BNCC) inseriu uma nova disciplina curricular, denominada Cultura e Tecnologias Digitais, ou Cultura Digital. Nesse contexto, o presente artigo tem como objetivo principal investigar a nova disciplina curricular Cultura Digital, inserida nas escolas estaduais no contexto do novo Ensino Médio. Para a realização deste estudo, baseamo-nos nas diretrizes presentes no Referencial Curricular Gaúcho e na BNCC do Ensino Médio, documentos oficiais desse contexto. Especificamente, desenvolveu-se uma Revisão Sistemática de Literatura (RSL), investigando as publicações dos periódicos nacionais de melhor avaliação no Qualis CAPES da grande área Ensino, com foco em publicações nas subáreas de Ensino de Física e Educação em Ciências. A análise dos dados obtidos foi realizada a partir das cinco etapas de investigação descritas por Yin [21]. Podemos concluir no sentido da importância da implantação da disciplina Cultura Digital em todas as modalidades de Ensino, devido ao fato de potencializar a construção do conhecimento através do auxílio das tecnologias. A implementação da Cultura Digital desperta e motiva o interesse dos alunos nas atividades associadas às práticas educativas, por meio das tecnologias. Nesse âmbito, cabe ao professor atuar como mediador de conhecimentos por meio da integração das Tecnologias Digitais de Informação e Comunicação (TDIC), fomentando um processo de ensino e aprendizagem que faça sentido ao estudante. Ademais, como essa disciplina foi recentemente introduzida em sala de aula, entende-se necessário um estudo mais aprofundado, debatendo a opinião da escola, dos professores, dos alunos e da comunidade que estão atreladas à sua implementação, no sentido de identificar os avanços e obstáculos nesse âmbito e, a partir daí, buscar caminhos e possibilidades de promover a qualidade da integração da mesma. up to the teacher to act as a knowledge mediator through the integration of Digital Information and Communication Technologies (DICT), fostering a teaching and learning process that makes sense to the student. Fostering a discipline and learning process that makes sense to the student, further study is deemed necessary, debating the school's opinion, of the teachers, of the students and the community that are linked to its implementation, in order to identify the advances and obstacles in this area, and from there to look for ways and possibilities to promote the quality of its integration. [ABSTRACT FROM AUTHOR]

The basis for this documentary study is the Critical Theory of Society, to analyze the formative proposal that underpins the National Common Curriculum Framework for physical education in secondary schools, with emphasis on overhauling this level of education. The proposal for physical education in secondary schools to be based on ability and skills, relegating the specific content in the area to a second plane, unveils a formative model that operates at the limits of adaptation of individuals to unstable working conditions, under the technological fetish of flexible production, instead of striving for an education that leads to the development of independent, self-reflective individuals, although the document does emphasize a supposed critical education. [ABSTRACT FROM AUTHOR]

When referring to cognitive skills, the National Common Curriculum Base (BNCC) highlights the concern with Socioemotional Competencies (SSEs) because only cognitive ability prevailed for a long time in the teaching process, however, it does not equip teachers for the development of these competencies. This article presents an insection of the results of a master's survey, qualitative approach with descriptive explanatory design, whose objective was to analyze the conceptions of teachers about socioemotional learning and the construction of moral values for the construction of intellectual and moral autonomy of high school students of a technical school. Semi-structured interviews with teachers were used, using Discursive Textual Analysis in the interpretation of the data. The results point to the importance of continuing teacher education focused on education in values supporting the construction of socioemotional learning, because teachers experience difficulties in the development of planned and intended pedagogical work, with a formative gap. [ABSTRACT FROM AUTHOR]

This article analyses the educational policies underlying the reforms to the core curriculum in the Fédération Wallonie-Bruxelles (FWB, Belgium) and in Albania. The global neoliberal context in which these reforms take place, marked in particular by their successive participations in the PISA surveys and by the OECD and UNESCO intergovernmental recommendations for change, raises the question of the impact of these suggestions in the reform process. To answer this question, we conducted a thematic content analysis of the parliamentary minutes preceding the vote on the draft decree on volumes 1st and 2nd of the core curriculum in the context of the Pact for Excellence in Education in FWB and Law 69 of 2012 in Albania, using the Nvivo software. We used an a priori analysis grid created on basis of the work provided by Mons, (2004a,2007b). The results show that both countries are making changes in line with the recommendations by, redesigning a longer common core in response to the challenges of the 21st century on the one hand, and opting for a decentralised form of governance aimed at increasing actors’ responsibilities, on the other. Through these structural changes, both countries are aligning themselves with the global agenda of objectives while however retaining their own decision-making space. The latter results in divergent policies that redraw the contours of their education systems accordingly to their specific features. [ABSTRACT FROM AUTHOR]

The Jesuits know the importance of words and their delivery, both on the page and orally, which is why they place heavy emphasis on "perfect eloquence," or eloquentia perfecta. It was in the spirit of the adjustment of words with a sensitivity to patients' needs that inspired, Eloquencia Perfecta - Speaking in Public, a public speaking performance class session within the graduate pharmacy curriculum at Regis University. The courses described herein are part of the core curriculum within the School of Pharmacy. They place emphasis on not only understanding the science of what the students are communicating, but how they communicate. Students are taught to focus on their communication soft skills (written, verbal, listening) which are intimately connected to the building of empathy and trust with peers and patients. These communication goals are achieved, in part, because the instructors utilize eloquentia perfecta. This article provides the details of the development process and iterations of changes that led to the current version of the performance class that keeps our students focused on the unique human connections and virtues in their work. The class has been well-received by students and an enhancement to their thought process on how to prepare for presentations in person and virtually. [ABSTRACT FROM AUTHOR]

Teaching is challenging and exciting for those who are willing to see it far beyond the transmission of content, especially when recognizing students, educators and everyone who constitutes the school and academic curricula, as sociocultural, political and historical subjects. The curriculum went through several definitions, being the subject of discussions about the theoretical-analytical perspectives and influences in the teaching and learning process, until today. In this study, we understand that the curriculum goes beyond content, activities, assessments, teaching and learning, theory and practice, mainly because it consists of a cultural artifact that encompasses the multiple identities/differences that permeate the school environment. Thus, the main objective was to problematize the discourses of Biology teachers about curriculum and the National Common Curricular Base (BNCC), from the perspective of post-structuralist cultural studies. For this purpose, we conducted semi-structured interviews with eleven (11) male and female cisgender teachers, who teach Science/Biology subjects in the municipal and state public schools in Ceará. We adopted Foucauldian discourse analysis as a theoretical-analytical tool. The results showed that some/but teachers have already built a more comprehensive view of the curriculum, but the majority still do not question the universalist, content and technical discourses that underpin the BNCC. Thus, we emphasize the importance of educational public policies that encourage the (re)construction of pluralistic and democratic school curricula, not enclosed in "grids", but that contribute to the incessant sociocultural and political formation of "learners and learning subjects" beyond of scientific knowledge. [ABSTRACT FROM AUTHOR]

This research aims to analyze how the theoretical and empirical research developed in the last decade (2012 - 2022), in the literacy cycle (1st and 2nd year), which reinforce or refute the proposal of the National Common Curricular Base (BNCC), on the Teaching Statistics. For this, a Systematic Literature Review was carried out, of research developed in Brazil and published in journals. The results indicate that even if highlighted in official guiding documents, the proposal for Statistical Education is not always implemented in a way that favors student protagonism. Sometimes it is limited to passive observation of shared information, not always referenced. Such points clash with the proposal to favor a critical analysis by students of data that are consumed daily. Such gaps can be grouped into three focal points: a) lack of ongoing teacher training to work with statistical content; b) elaboration of didactic materials that approach such contents in a "shallow" way; c) scarcity of research that shows the gap when dealing with the teaching-learning of statistics in Brazil. The relevance of resolute actions for the points raised is also highlighted, considering that the Teaching of Statistics provides the progressive development of skills such as critical thinking and argumentation based on facts, providing a work articulated with the general competences of the BNCC. [ABSTRACT FROM AUTHOR]

Early Childhood Education is the first stage of Basic Education, which aims to develop the child from zero to five years of age in an integral way. Thus, daycare centers and preschools need to create methodologies, organize times and spaces aimed at these children. In this sense, we highlight the interactions and games as the axes that guide the practices of this stage, being fundamental the articulation between these two points to promote relevant educational actions. This article presents the study carried out from the legal bases among which we highlight our current federal Constitution, the last Law of Guidelines and Bases of National Education, the Statute of the Child and Adolescent (which is currently in force), the Curricular Reference National Framework for Early Childhood Education, the National Curriculum Guidelines for Early Childhood Education, and the current Common National Curriculum Base. We intertwine these official documents with authors who discuss interactions and games in Early Childhood Education. This work aims to analyze the configuration of interactions and games in the legislation and other documents that deal with the curriculum and other aspects inherent to this stage of basic education. First, we contextualize the conceptions and ideas that surround playing and interactions in Early Childhood Education and, later, we approach the conception of playing through curricular documents and other legal provisions, such as the Child and Adolescent Statute. We noticed that the neoliberal discourse involves the curricular documents and limits the practice of playing in Early Childhood Education. [ABSTRACT FROM AUTHOR]

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Copyright of Olhar de Professor is the property of Olhar de Professor 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.)

Copyright of Olhar de Professor is the property of Olhar de Professor 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.)