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Decision-making in fetal cardiology is fraught with ethical issues yet education in bioethics for trainees is limited or nonexistent. In this innovation report, we describe the development of a fetal cardiology bioethics curriculum designed to address this gap. The curriculum was developed to supplement the core curriculum for cardiology fellows and fetal cardiology subspecialty trainees. The series combines didactic and interactive teaching modalities and contains 5 key components: (1) introduction to bioethics and its role in fetal cardiology, (2) counseling and pathways for compassionate terminal care, (3) case vignette-based ethical analysis and discussion cases, (4) fetal counseling considerations for shared decision-making and recommendations, (5) facilitated communications role play. The curriculum was refined using session evaluations from end users. This report describes the innovative curriculum as a starting point for further incorporation and study of bioethical education in pediatric cardiology and fetal training programs. [ABSTRACT FROM AUTHOR]

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias 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.)

Many U.S. universities have committed to teaching topics of diversity as part of their core curriculum. The purpose of the present investigation is to identify faculty definitions of diversity and the perceived benefits, drawbacks, and barriers of incorporating diversity components in university level teaching. Few other studies have examined how higher education faculty subjectively define diversity or perceive the incorporation of diversity into the curriculum they are responsible for teaching. Instructors-of-record completed a survey asking how they defined diversity as well as the benefits, drawbacks, and barriers of incorporating diversity issues into their teaching. Results show what is meant by the term "diversity" is not cohesively communicated to faculty, and faculty need additional training to prepare them to teach about these issues. Further, data also show the need for institutional-level support for faculty via training, preparation, and providing time to ensure faculty can adequately carry out the university's directive in the courses they teach. [ABSTRACT FROM AUTHOR]

The article describes the changes in the Swiss school system in connection with the standardization of educational concepts and laws. An important aspect of this reform was the introduction of a common curriculum for the German-speaking cantons of Switzerland, which renamed the subject of "Werken" to "Textiles and Technical Design". The curriculum emphasizes the promotion of perception and communication, processes and products, as well as contexts and orientation in the field of design. The subject of Textiles and Technical Design focuses on the development and implementation of design and technical solutions, while the subject of Visual Arts focuses on the productive and receptive engagement with visual products. Both subjects promote students' creative abilities and enable aesthetic education. Instruction in Textiles and Technical Design is based on the disciplines of design and technology and covers topics such as play/leisure, clothing/fashion, construction/living area, mechanics/transportation, and energy/electricity. Technical education does not have an independent status as a school subject in Switzerland, but is jointly perceived by various subject areas. The article describes the Lehrplan 21, which deals with the subject areas of Nature-Human-Society (NMG) and Textiles and Technical Design (TTG). While NMG has a scientific interest in technical phenomena, TTG considers technical objects and their manufacturing processes. Problem-oriented tasks are used in TTG instruction, which require individual solutions from the students. Two examples of instruction are given, one from kindergarten, where children make a wooden vehicle, and one from secondary level I, where students are supposed to develop and build a container. The implementation of the curriculum poses challenges for schools and teachers, but requires a change in the understanding of the subject and the professional competencies of the teachers. [Extracted from the article]

In this paper, I situate the context of disputes that marks the production of the New Brazilian National Curriculum (known as BNCC) for basic education and its implications for teaching. This normative political text intends to guide curriculum models for the basic school and also defends in its presentation the articulation of other policies such as the production of didactic-pedagogical material, evaluation, and teacher training. For the initial and continuing training of teachers, the idea of a common national curriculum impacts new standards that tend, like the BNCC, to discursively strengthen the idea of a common base for teaching associated with basic education and instrumental curricular models. In this paper, I intend, based on Laclau and Mouffe's Theory of Discourse, to interpret the meanings that have implications for teaching in their initial and continuing education with a focus on the signifier: base. In the context of the normative production for teacher training, we verified that it defends the curriculum based on competencies, the link between the result of the students 'performance and the teachers' performance referring to the context of disputes over the National Curriculum Guidelines (2001, 2002), approved during Fernando Henrique Cardoso's government. Focusing on the National Council of Education (CNE) normative for teaching (2019, 2020) I problematize the articulations that are mobilized around the signifier Base. [ABSTRACT FROM AUTHOR]

Literature points to the existent diversity in medical graduate courses' curriculums, reinforcing the need to systematise and deepen more studies in this area with the aim of qualifying the formation of our future professionals. This study aims to understand the methods used in the teaching of Bioethics in medical graduation worldwide. It was characterised as an integrative review and the databases used were Pubmed, Scopus and Web of Science. In total 2993 articles were identified and 72 met the pre-selected criteria and were included in the review. The characteristics of teaching bioethics that stood out the most in the analysis were: teaching still very heterogeneous between different universities, use of various methodologies in the process of teaching/learning, teaching disconnected from the medical practice of students showing the need to integrate the curriculum with clinical practice and challenges of teaching-learning process. Most of the studies in this review lead us to understand that there is still no minimum parameters on the ideal method to teach bioethics, suggesting that it may affect the feeling of unpreparedness felt by students in face of ethical issues in clinical practice, despite the theoretical basis acquired. [ABSTRACT FROM AUTHOR]

Copyright of Culture Context / Konteksty Kultury is the property of Jagiellonian University Press 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 post-truth era has challenged traditional ways of teaching journalism and media literacy. Media literacy education can offer a useful lens for teaching students to be more critical. This pedagogy article describes a semester-long undergraduate course designed to deconstruct information disorder in the post-truth era by looking at economics, ideology, and power relations. Applying a project-based learning model allowed students to enhance their digital and media literacy skills by inquiring about the accuracy of a variety of sources centered on a single story. [ABSTRACT FROM AUTHOR]

Institutions of faith can no longer assume students of faith, and institutions of faith can no longer assume that a survey of the Old and New Testaments in today's college curriculum will provide the necessary elements to develop, sustain, and nurture biblical literacy in students. Nor can it be assumed that this antiquated model will equip today's students with a framework or worldview that values the relevance of religious and biblical studies. This new course (Foundations model) we propose would not attempt to compete with the content coverage of the Old and New Testament survey courses, but rather we would introduce a new concept of teaching religion, which would be thematically-based and require students to learn to articulate a Christian worldview in an intelligent and thoughtful manner. This Christian worldview would be developed throughout the course and based on assumptions, themes, and ways of thinking (issues of hermeneutics) introduced throughout the course. A descriptive recounting of the Foundations model will provide an example of what it means, or rather looks like, to effect religious education and spiritual development in the lives of students at a Christian liberal arts college or university. The Foundations model incorporates six key elements which are as follows: 1. Thematic Organization (not book-by-book survey content) 2. Specialized Workbook Focused on Themes for the Course 3. Weekly Critiques 4. The Final Worldview Paper 5. Integration of the Latest Technology 6. The Role of the Instructor and Peer Mentors. [ABSTRACT FROM AUTHOR]

Teachers' ways of using curriculum materials create not only meaningful learning opportunities for students but also opportunities for teachers to learn and change their teaching practices; however, not enough research has investigated precisely how. This study investigates how teachers' implementation of innovative curriculum materials specifically designed to support formative assessment practices provides learning opportunities for teachers to become more responsive to student mathematical thinking. 2 teachers' regular lessons as well as those delivered using the innovative curriculum materials were observed; each teacher was observed over the course of 1 academic year. The analysis of the 2 teachers' cases demonstrates how their different curriculum adaptation strategies led to different learning opportunities for each of them. Although teachers' enactment of innovative curriculum materials in class naturally creates opportunities for them to learn about the mathematical content as well as their students' mathematical thinking, these findings discuss precisely how to promote teacher learning and improvement of teaching practices using formative assessment strategies guided by curriculum materials. The implications in relation to supporting teachers' instructional improvement while implementing reform-oriented curriculum materials, and to designing curriculum materials facilitating teacher learning, are also discussed. [ABSTRACT FROM AUTHOR]

As editors of the special issue in Teaching Education titled What Is To Be Done with Curriculum and Educational Foundations' Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers, our purpose with this conceptual essay is twofold. First, we historicize and characterize the critical knowledges deployed in this special issue as a broad array of criticalities. Second, we provide a reading of these criticalities that together we tentatively call critical and decolonizing education sciences. In our discussion and conclusion, we focus on the dual challenges of developing work in critical and decolonizing education sciences: (a) better historicizing academic work and (b) clearly responding to demands of institutional praxis. [ABSTRACT FROM AUTHOR]

Previous subject-specific education research has shown that education in social studies subjects is dominated by strong subject traditions, while current social issues are seldom addressed and the connection to academic disciplines is weak. Putting this result into context, we discuss how the debate initiated by Michael Young about 'powerful knowledge' as a curriculum principle for the selection of school knowledge gives important theoretical insights. However, we argue that these insights can be developed further by linking them to continental Didaktik theory, in particular to Wolfgang Klafki's models of 'categorical Bildung' and 'critical-constructive didactics' and Ingrid Carlgren's perspective on teaching as different knowledge practices. These ideas make clear the link between the selection of knowledge at curriculum level and the selection and transformation of knowledge at classroom level. Based on this theoretical argument, we discuss how researchers and teachers can collaborate around the selection and transformation of knowledge in a school setting, thereby contributing to a knowledge reservoir for the teaching profession. We conclude with a discussion of an ongoing case study taking place in an upper primary school in Sweden, which exemplifies our theoretical argumentation, showing how a 'time-geographical' perspective can inform teaching about migration as a phenomenon and current social issue. [ABSTRACT FROM AUTHOR]

The question of content - that is, knowledge in the curriculum - has all but disappeared from global policy and academic discourses concerning teaching and teachers. Invoking the work of Michael Young and his colleagues concerning 'bringing knowledge back in', Bildung-centred Didaktik, and Joseph J. Schwab's curriculum thinking, this article attempts to bring content back into the conversation on teaching and teachers. The discussion yields an educational, curricular understanding of teaching and teachers by making three arguments. First, teaching (content) is an 'intergenerational' task vital for social reproduction and innovation. Second, teaching, by way of a meaningful encounter between content and students, contributes to their self-formation and the development of human powers and dispositions. Third, teaching is a practical, interpretive act that calls for curriculum thinking that is centred on the 'what' (content) and 'why' (purpose) of teaching. [ABSTRACT FROM AUTHOR]

Spiritual formation requires intentionality, especially at the programmatic level. This article explores insights gained from a novel experiment in theological education where spiritual formation played a central role in shaping all aspects of a seminary’s structures and curriculum. Seminary of the East offered a unique glimpse into how an institution’s vision for spiritual formation can determine all dynamics including campus infrastructure, enrollment goals, faculty rank, in order to better support spiritual formation. Practitioners and administrators can gain insights from the lessons learned by a small seminary’s continually improving efforts at modeling and teaching spiritual formation. [ABSTRACT FROM AUTHOR]

This article examines a model of formation within higher education that is committed to educationally based spiritual formation, desiring to see students formed as people who love God and neighbor, devoting their lives to redemptive labor in the world. Deeply influenced by the evolving relationship between the department, the institution, and the broader evangelical culture, the Christian Formation and Ministry department of Wheaton College seeks to equip students with the theological and theoretical foundation, the personal maturity of character and faith, and the practical ministry skills necessary to lead and participate in the formational and caring mission of the church in the world. Wheaton College’s unique approach to teaching spiritual formation and soul care in both their undergraduate and graduate programs is examined through a historical context of the department, a liberal arts and learning-centered approach to education that includes biblical foundations, philosophical framework, pedagogy, and teaching curriculum and assessment. [ABSTRACT FROM AUTHOR]

Abstract Introduction This article discusses a blueprint for a sexual health communication curriculum to facilitate undergraduate medical student acquisition of sexual history taking skills and includes recommendations for important elements of a thorough sexual history script for undergraduate medical students. Aim To outline the fundamentals, objectives, content, timing, and teaching methods of a gold standard curriculum in sexual health communication. Methods Consensus expert opinion was documented at the 2012, 2014, and 2016 Summits in Medical Education in Sexual Health. Additionally, the existing literature was reviewed regarding undergraduate medical education in sexual health. Main Outcome Measures This article reports expert opinion and a review of the literature on the development of a sexual history taking curriculum. Results First-year curricula should be focused on acquiring satisfactory basic sexual history taking skills, including both assessment of sexual risk via the 5 Ps (partners, practices, protection from sexually transmitted infections, past history of sexually transmitted infections, and prevention of pregnancy) as well as assessment of sexual wellness—described here as a sixth P (plus), which encompasses the assessment of trauma, violence, sexual satisfaction, sexual health concerns/problems, and support for gender identity and sexual orientation. Second-year curricula should be focused on incorporating improved clinical reasoning, emphasizing sexual history taking for diverse populations and practices, and including the impact of illness on sexual health. Teaching methods must include varied formats. Evaluation may be best as a formative objective structured clinical examination in the first year and summative in the second year. Barriers for curriculum development may be reduced by identifying faculty champions of sexual health/medicine. Clinical Implications Medical students will improve their skills in sexual history taking, which will ultimately impact patient satisfaction and clinical outcomes. Future research is needed to validate this proposed curriculum and assess the impact on clinical skills. Strengths & Limitations This article assimilates expert consensus and existing clinical guidelines to provide a novel structured approach to curriculum development in sexual health interviewing in the pre-clinical years. Conclusion The blueprint for developing sexual history taking skills includes a spiral curriculum with varied teaching formats, incorporation of a sexual history script that incorporates inquiry about sexual wellness, and longitudinal assessment across the pre-clinical years. Ideally, sexual health communication content should be incorporated into existing clinical interviewing and physical examination courses. Rubin ES, Rullo J, Tsai P, et al. Best Practices in North American Pre-Clinical Medical Education in Sexual History Taking: Consensus From the Summits in Medical Education in Sexual Health. J Sex Med 2018;15:1414–1425. [ABSTRACT FROM AUTHOR]

Inclusion remains a key political agenda for education internationally and is a matter that teachers across subject communities and phases of education are challenged to respond to. In physical education specifically, research continues to highlight that current practice often reaffirms rather than challenges established inequities. This paper critically explores the understandings of inclusion that contribute to this situation and addresses the challenge of advancing inclusion in physical education from conceptual and pedagogical viewpoints. DeLuca’s [(2013). “Toward an Interdisciplinary Framework for Educational Inclusivity.” Canadian Journal of Education 36 (1): 305-348] conceptualisation of normative, integrative, dialogical and transgressive approaches to inclusion is employed as a basis for critical analysis of current practice and for thinking afresh about inclusive practice in physical education in relation to curriculum, pedagogy and assessment. Analysis informs the presentation of a set of principles that are designed to assist teachers and teacher educators to transform inclusive practice in physical education and in doing so, realise visions for physical education that are articulated in international policy guidelines and contemporary curriculum developments. [ABSTRACT FROM AUTHOR]

The study focuses on the approach of teaching at the higher secondary level in Bangladesh where teachers engage themselves in teaching of English by following Communicative Language Teaching (CLT) method and approach which are embedded in the curriculum guidelines. A randomly selected group of twenty two teachers have participated in the research process through the questionnaire survey where they have expressed their opinions regarding teaching methods that are commonly practised in the classroom. The data have been analysed by applying statistical calculation and SPSS software tool has been used to interpret the results of the study. The research provides an overall trend of language teaching method practised by rural and urban college teachers affiliated to Rajshahi Education Board (REB). The paper has discovered the need to improvise and develop a better language teaching approach in order to make teaching more effective. Moreover, this paper would shed more light on the language teaching at the higher secondary level in Bangladesh from the perspective of teachers' opinions and perceptions. [ABSTRACT FROM AUTHOR]

The new national core curriculum has been put into operation in Finland. Teaching and learning is intended to focus on historical literacy. In this paper, we study how it can be assessed with a pen-and-paper test, and what that reveals in regards to the mastering of historical literacy among elementary pupils. To study this, we designed a test where pupils analysed sources, answered open-ended questions, and filled out weighted multiple-choice questions. Furthermore, we implemented the test with the think-aloud method. The results from this indicate the way 12-year-olds read historical documents and formulate their own interpretations. The results demonstrate that most of the pupils succeeded in acquiring historical information from different sources, as well as understanding the interpretative nature of historical knowledge. The test also revealed that pupils can identify some intentions of the sources’ producers, as well as reasoning through their own interpretations using a single source. Some pupils, however, could not process the cognitive noise inherent to the test (i.e. conflicting sources). Some of them also considered an authoritative source to be principally more reliable than other sources. Our study sheds light on which kind of task can be used at the elementary level to assess historical literacy. [ABSTRACT FROM AUTHOR]

Copyright of McGill Journal of Education is the property of McGill Journal of 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.)

Background/Objectives Although skin disease and skin cancers cause significant morbidity and mortality in Australia, limited time is dedicated to dermatology teaching in most medical courses. The aim of this study was to define the current state of dermatology teaching in Australian medical schools with a view to developing a national core curriculum for dermatology. Methods An electronic questionnaire was circulated to the dermatology teaching leads and relevant medical program coordinators of the 18 medical schools in Australia. Results Replies were received from 17 medical schools. Dermatology was included as part of the core curriculum in 15 schools. Time set aside for dermatology teaching varied, as reflected by the number of lectures delivered (0-21, mean 5, median 3) and minimum clinics attended (0-10, mean 1.2, median 0). Only four medical schools had a compulsory clinical attachment in dermatology. Furthermore, satisfying requirements in dermatology was mentioned in the university examination regulations in only six schools. Certain core learning outcomes were addressed in most schools, including the structure and function of the skin, common conditions such as atopic dermatitis and psoriasis and cutaneous malignancies. However, there were important omissions, ranging from common problems like dermatophyte infections and drug reactions to the recognition of dermatological emergencies. Conclusions These results are a compelling impetus to improve current standards of dermatology teaching, learning and assessment. The introduction of a national core curriculum would provide guidelines for dermatology teaching in medical schools, enabling the more effective utilisation of available time for key learning outcomes. [ABSTRACT FROM AUTHOR]

Background: Alcohol media literacy programs seek to mitigate the potentially harmful effects of alcohol advertising on children's drinking intentions and behaviours through equipping them with skills to challenge media messages. In order for such programs to be effective, the teaching and learning experiences must be tailored to their specific cultural context. Media in the Spotlight is an alcohol media literacy program aimed at 9 to 12 year old Australian children. This study evaluates the process and implementation of the program, outlining the factors that facilitated and inhibited implementation. From this evaluation, a pedagogical framework has been developed for health professionals implementing culturally responsive programs in school settings.Methods: Process measures included: semi-structured interviews with teachers before and after the program was implemented (n = 11 interviews), program evaluation questionnaires completed by children (n = 166), lesson observations completed by teachers (n = 35 observations), and reflective journal entries completed by the researcher (n = 44 entries). A thematic analysis approach was used to analyse all of the data sets using NVivo. Inductive coding was used, whereby the findings were derived from the research objectives and multiple readings and interpretations of the data.Results: Five key pedagogical considerations were identified that facilitated implementation. These were: connecting to the students' life worlds to achieve cultural significance; empowering students with real-world skills to ensure relevance; ensuring programs are well structured with strong connections to the school curriculum; creating developmentally appropriate activities while providing a range of assessment opportunities; and including hands-on and interactive activities to promote student engagement. Three potential inhibitors to implementing the alcohol media literacy program in upper-elementary school classrooms were identified. These included topic sensitivities, classroom management challenges, and fitting new programs into already busy school schedules.Conclusion: Overall, the program content and individual lessons were well received by the teachers and students. The lessons learned from the development, implementation and evaluation of this program can provide health professionals with key pedagogical strategies for designing culturally responsive educational programs. Culturally responsive programs are critical for ensuring interventions are effective for their specific context. [ABSTRACT FROM AUTHOR]

This article explores the idea of the worthwhile risk of education, as necessarily involving a transition from one of initiation and risk to that of co-belonging. We commence by considering a contention that while education is a human activity whereby an individual might be initiated into various encounters, the potential experience thereof is as yet un-encountered and strange, and only to be imagined. Following on the idea of education as the subject of imagination—that is, not knowing what to expect beforehand, and thereby being prepared to take some risk—we turn our attention to education as necessarily being accompanied by risk. In this sense, if an individual takes a risk to experience something new and strange, the possibility exists that she could disrupt what she is about to encounter, because engaging with the other, is an activity associated with taking a risk towards increasing imagination. In this way, initiation into something new and strange seems commensurate with the act of taking risks which could involve disruption. By building on ideas of education as a worthwhile risk that engages people deliberatively, we extend our argument to that of education as an initiation into a co-belonging, which recognises people's ability to both deliberate, and not to deliberate. [ABSTRACT FROM AUTHOR]

This study explores how Chinese teachers interpret and navigate curriculum policies with two competing institutional logics: preparing high-stakes testing and promoting curriculum integration. Data from documents, observations, and interviews revealed three patterns of teachers' responses to contending institutional logics: (1) prioritized integrating curricula to tests, (2) promoting curriculum integration in form but taught to the test in essence, and (3) criticized curriculum integration and retained teaching-to-the-test. These patterns represent teachers' disparate interpretations of and negotiations with the relationship between curriculum integration and test and reflect complex interplay among contending institutional logics, teacher beliefs, and teacher community. • Teachers adopt different approaches to hybridizing the contesting institutional logics of curriculum integration and high-stakes testing. • Teachers are active professional practitioners and learners maneuvering policy demands with competing or even conflicting institutional logics. • Teachers' implementation of contending institutional logics are shaped by policy and their beliefs and community. [ABSTRACT FROM AUTHOR]

The research was conducted with the aim to determine the relationship between morphological characteristics and motor knowledge of representative teaching materials of the official curriculum for Physical education for fifth grade female pupils in elementary school. In concordance with the stated, 16 anthropological measures for the evaluation of morphological characteristics and 7 tests of representative teaching material used for the evaluation of motor knowledge were applied on a sample of 152 female pupils. The results of canonical correlation analysis conducted on the systems of morphological variables and motor knowledge variables showed that one pair of statistically significant canonical factors with the 0.61 (p=0.00) canonical correlation coefficient was singled out. The relationship structure of the isolated significant pair of the canonical factor showed that pupils who achieved better results in the motor knowledge tests Fast running (60 m) from low start, Handstand against vertical surface, High jump (scissors technique), Front fall over the shoulder in the dominant side, had lower values in the measures of subcutaneous fat tissue and body volume, and vice versa. The remaining three motor knowledge tests showed somewhat lower, but still negative values of correlation with the mentioned anthropological measures. The redundancy indicators showed that it is possible to evaluate only 16.51% of the motor knowledge variables group variance using the morphological characteristics group of variables, and vice versa, and further on, that it is possible to evaluate 21.57% of the morphological characteristics group of variables variance using the motor knowledge group of variables. The obtained results showed that poorer performance of morphological knowledge in this research was undoubtedly due to endomorphic body stature of the female examinees, which was observed as a pronouncedly disturbing factor. [ABSTRACT FROM AUTHOR]

Educating special educational needs (SEN) children in special schools is the norm in India but there is a growing trend towards inclusive practice. Perspectives were sought from children, their parents and teachers in Bangalore, India to investigate perceptions of effective provision for SEN children using an interpretative approach to provide 'thick descriptions'. Findings suggest that integration of SEN children in mainstream schools was not the preferred model for both the children and adults in the study. Separate schooling was cited by the majority of respondents as the most appropriate model for reasons of unsuitable pedagogy and curriculum, a lack of individualised attention for children and difficulties of social interaction. The study reveals that teacher dedication, passion and care for the SEN children in their classes is juxtaposed with an acknowledgment of their professional training and development needs. These findings provide teachers and policy makers with an in depth insight from this sample case study into the perspectives of children, their parents and teachers on appropriate SEN provision and the challenges of implementing inclusive practice. [ABSTRACT FROM AUTHOR]

Objective: The curriculum for graduating dental and dental hygiene students must prepare them to contribute to the improvement or maintenance of health for individual patient's and the public's health. The objective is to describe the background for and the process used to develop a core Dental Public Health Curriculum for such students.Methods: The process used was to solicit and review existing dental public health curriculum in dental and dental hygiene schools; review curriculum for other health professionals; identify the themes needed to frame the curriculum; select usable materials and identify gaps in existing curricular materials; and develop appropriate curriculum materials that would embody the competencies developed for undergraduate dental and dental hygiene education.Results: Twenty-three topics were identified as embodying the eight competencies. Based on these topics, six courses, Principles of Dental Public Health, Evidence-Based Dentistry, Ethics and Dental Public Health, Dental Public Health Policy and Advocacy, Oral Health Promotion and Disease Prevention, and Oral Health Literacy and Dental Public Health, were prepared. Each course includes syllabus, PowerPoint presentations, student assignments and activities, instructor guide, and classroom discussion points. Depending on the hours available in the existing curriculum at the dental or hygiene school, lecture presentations and take home assignments/discussions may be used independently or in combination with presentations from other courses. In addition, individual discussions and activities may be used to integrate dental public health materials into other courses.Conclusion: A flexible curriculum is available at the AAPHD website to enable the incorporation of DPH topics into the curriculum. [ABSTRACT FROM AUTHOR]

In the past decade, reform efforts in science education have increasingly attended to engaging students in scientific practices such as scientific modeling. Engaging students in scientific modeling can help them develop their epistemologies by allowing them to attend to the roles of mechanism and empirical evidence when constructing and revising models. In this article, we present our in-depth case study of how two fifth graders-Brian and Joon-who were students in a public school classroom located in a Midwestern state shifted their epistemologies in modeling as they participated in the enactment of a technologically enhanced, model-based curriculum unit on evaporation and condensation. First, analyses of Brian's and Joon's models indicate that their epistemologies in modeling related to explanation and empirical evidence shifted productively throughout the unit. Additionally, while their initial and final epistemologies in modeling were similar, the pathways in which their epistemologies in modeling shifted differed. Next, analyses of the classroom activities illustrate how various components of the learning ecology including technological tools, the teacher's scaffolding remarks, and students' collective activities and conversations, were marshaled in the service of the two students' shifting epistemologies in modeling. These findings suggest a nuanced view of individual learners' engagement in scientific modeling, their epistemological shifts in the practice, and the roles of technology and other components of a modeling-oriented learning environment for such shifts. [ABSTRACT FROM AUTHOR]

The article offers information on multimodal literacy learning. Topics discused include multimodal literacy learning as curriculum that provide the framework for a flexible literacy curriculum, aim of this learning method and possibilities for a multimodal curriculum involving visual art and writing instruction during writing workshop in classroom. It also presents case study of a methodological frame in education complex social and cultural context of the classroom.

The purpose of this article is to provide a summary of what is known about teaching ethics in engineering, science, and related disciplines. Such a summary should provide a useful starting point for preparation of a detailed curriculum for teaching the ethics of geo-coded information systems broadly understood (“GIS ethics” for short). It attempts to answer the following questions: What is “ethics” for the purpose of GIS? What is teaching ethics? What objectives should teaching ethics have in a technical curriculum? What methods should be used? How should student work in ethics be assessed? How should the teaching of ethics be assessed? [ABSTRACT FROM PUBLISHER]

In the 2008-2009 school year began the Reform of Middle Higher Education, within the development axes for the determination of a Common Curriculum Framework, which refers to the common performances that make up the graduate profile is highlighted, and which the teaching approach was modified and made necessary to transform the teaching profile. Along with the Reformation began a process of training and retraining of the teaching staff, in order to consolidate educational change. In this sense, the purpose of this article is to reflect, from pedagogy, about the transformation required of the teacher to deal with the Reformation and the change of time in development. [ABSTRACT FROM AUTHOR]

Development of two-digit place value understanding in the elementary grades has been the subject of some study; however, research at the pre-kindergarten (Pre-K) level is limited. This two-part paper begins by providing an overview of two-digit place value instruction in Pre-K and describes the component parts of a research-based math curriculum, MyTeachingPartner Math (MTP Math). Part two presents the results of a video analysis of classroom interactions across four MTP Math place value activities facilitated by two high quality teachers. Particular attention is given to the primary conceptual hurdles faced by students, as well as the scaffolding strategies employed by teachers. Results indicate that students possess a conceptual understanding of the ones place prior to the tens place and initially struggle the concept of unitizing groups of ten. Considerations are discussed for improving the quality of teacher-child interactions in pre-kindergarten that can best support children's thinking and learning. [ABSTRACT FROM AUTHOR]

Purpose: The Department of Pediatrics at SUNY Upstate Medical University in collaboration with the Instructional Design, Development, and Evaluation Department in Syracuse University's School of Education recently undertook a curricular reform effort that included translation of the residency program's annual core didactic lecture series to an online format. The present study examines the design factors and pedagogical techniques that enhanced or inhibited the successful implementation of the newly developed online core curriculum. Methods: This study employed a qualitative focus group methodology to identify learner perceptions of the affordances and barriers of the Pediatric Online Core Curriculum for resident education. Four focus group sessions were conducted with a mixture of 1st, 2nd and 3rd year residents participating in the pediatric residency program at SUNY Upstate Medical University. Anonymous transcripts of the interview sessions were independently coded and utilized in the data analysis. Results: Eight major themes emerged that impacted the learning experience of residents utilizing the online curriculum. These themes included; curriculum quality, design, feedback, implementation, media features, integration, time, and learner centered issues. The study analysis concludes with six design principles for online curricula to promote their successful employment and utilization. Conclusions: The potential benefits of online learning systems will not be realized unless appropriate instructional methods are employed in their design and development. The present study examines the perceived affordances and barriers to implementation of online curricula and concludes with principles that can be used to influence the design of future curricula. [ABSTRACT FROM AUTHOR]

Meeting the educational needs of a linguistically diverse population is a challenge for many countries. This is a particular challenge for New Zealand (NZ) which, until the 1980s, had a White Immigration Policy. The last 30 years have seen NZ become a full member of the Asia Pacific Region and move from being a mostly homogenous society to one of the most heterogeneous. This article explores the historical context of education and migration and current initiatives for inclusive academic language teaching (IALT) in NZ. IALT is a teacher-development approach recently developed for multilingual Europe by the European Core Curriculum for Mainstreamed Second Language Teacher Education. The approach rests on principles of acknowledgement of first language and culture, inclusivity and teachers having specialized knowledge of the academic language requirements of their subjects. This analysis seeks to show that knowledge, policy and practices that were once at the margins of the education system must now be central and will benefit all students, particularly those from diverse backgrounds. [ABSTRACT FROM AUTHOR]

What are new literacies and how do they mesh with core curriculum? Classroom teachers who find their students' interests and bases of knowledge about new technologies expanding exponentially often ask this question. While broadening the definition of new literacies beyond internet literacy this article explores the history of new literacies and offers an answer to the question of how to blend new literacies while not losing the focus of the core curriculum. An example of how one teacher remixed new literacies, core curriculum, and intentional instruction to support critical literacy is shared to illustrate the reality and possible process of weaving new and existing literacy instruction. [ABSTRACT FROM AUTHOR]

Although teachers consider the Expanded Core Curriculum (ECC) critical for students' success, they do not provide their students adequate instruction based on principles of the ECC. A minimum level of competence for assessment and instruction in the ECC should be established for novice teachers. Personnel preparation programs should evaluate how to prepare teachers better to implement the ECC, and professionals should commit themselves to teaching the ECC in a way that ensures their students' success. [ABSTRACT FROM AUTHOR]

The article highlights the aim of the periodical on the inclusion of grammar teaching in schools. Topics include the consideration of grammar as a part of school curriculum in English language education; and links between grammar pedagogies and policies that can lead to pedagogical developments and policy making.

Today's student population comes from highly diverse cultural and socio-economic backgrounds, entering college with a range of life experiences and professional aspirations. The selection of and success upon entering a major is highly influenced by those factors. As society has progressed, the principle purposes of the animal science discipline have remained intact, but the industry scope has expanded as has the range of background knowledge and experience of students entering the major. To address these changes a data-driven, student-centered curriculum study was conducted. Stakeholder (comprised of industry members, faculty, current and former students) surveys (n = 289) served as a foundational component of the study. Survey responses revealed the existence of a gap between student knowledge and skills and faculty expectations upon entering disciplinary core courses, which were deemed necessary to gain proficiency in areas identified by industry stakeholders. To address that gap, collaborative efforts between Animal Science Department faculty and members of the University Center for Teaching Excellence, as well as findings from the data generated as part of the curriculum redesign process, were used to identify two new courses for development: Farm Animal Biosystems and Livestock Production Systems. Each course incorporates departmental learning outcomes, assessments, and specified teaching methods into their syllabi. Furthermore, they illustrate a novel approach to addressing the disparity in student background knowledge and skills. Rather than assuming a standardized level of skill and addressing only gaps in knowledge or vice versa, key areas have been identified and separated for individualized focus in order to provide students with a solid foundation in both the scientific and applied components of the discipline. Successful completion of these courses will enable students to enter the specialized disciplinary core classes with a more uniform knowledge base, thus promoting success throughout the curriculum [ABSTRACT FROM AUTHOR]