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The needs analysis technique is applied in this study to the current curriculum for children with acoustic challenges in Pakistan. The Lahore district has chosen two public schools to study the issues and requirements of deaf students. Data has been gathered using a mixed-method approach, and the results' viability has been verified. A pointfive Likert scale survey was used to collect the quantitative data from the sample of forty teachers. In contrast, qualitative information was gathered through focus groups with eight instructors and parents in order to confirm the qualitative findings. The results of this study have given rise to differing opinions among parents and educators on the challenges experienced by deaf pupils. They have additionally brought awareness to the syllabus's shortcomings, gaps, demands, and desires. The research has identified the deficiencies of the existing course curriculum for students with acoustic challenges and highlighted that instructors have encountered challenges when educating deaf students. [ABSTRACT FROM AUTHOR]

Leading an academic department in a university context is complex. Heads of departments (HoDs) are at the centre of multifaceted relational interfaces comprising faculty, students, curricula, resources, central administration, external entities and support agencies. Their role has been made more difficult as a result of massification, student diversity and increasing managerialism. However, the onset of the COVID-19 global pandemic is unprecedented, and it challenged customary ways of leading and managing departments. It required that HoDs rethink their work and adopt new practices and strategies. This article takes as its case the leadership practices of the Rhodes University Education Department, from the perspective of the HoD team at the time of this research project (2019-2020) and demonstrates how these practices have dramatically changed since the onset of the pandemic. Drawing on documents and focus group discussions for its data, the article examines the practice architectures that conditioned the HoD team's leadership under lockdown. Overall, the findings indicate the emergence of dispersed distributed leadership practices, particularly because of the material-economic arrangements of RUConnected and the weekly Friday check-ins. Practices included: i) volunteerism and the take-up of lecturer leadership, ii) greater communication about teaching and learning, iii) sharing of course outlines and resources, and iv) collaboration. [ABSTRACT FROM AUTHOR]

The current research examines whether a visual syllabus aids in information retention compared to a traditional text-based syllabus. The data derive from two lower-division sociology classes, each having a different syllabus format. Utilizing a syllabus quiz during the first week of the class provides the data about whether syllabus format matters. The data suggest the visual syllabus class retained more information given that students exposed to the visual approach scored significantly higher on a quiz than the traditional syllabus class. The current research presents an overview of why visuals may help in information retention with emphasis on the importance of inclusive course material and nontraditional students; an explanation of the data, methods, and analytic procedure followed by the findings; as well as a critical evaluation of and points to consider when creating a visual syllabus. [ABSTRACT FROM AUTHOR]

This article explores representations of problems regarding citizenship in changes to the syllabi of social studies and history in Swedish secondary schools between 1970 and 2017. Previous research has shown that the general educational discourse changed from an emphasis on the societal needs of committed citizens to an emphasis on the individual's ability to cope in a rapidly changing society in the end of the twentieth century. This study contributes to this research by exploring the impact of these discursive changes on individual school subjects. The study shows that changes in social studies and history syllabi even preceded changes previously seen in overall educational discourse regarding individualisation. While changes to the social studies syllabi have developed very closely to the overarching educational discourse in changing socialisation to be more suitable for an individualised society, changes to the history syllabi appear to have been more geared towards subjectification. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Research on Service-Learning & Community Engagement is the property of International Association for Research on Service - Learning & Community Engagement and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article offers information on the sessions to be held at the Modern Language Association (MLA) Convention at the Washington State Convention Center on January 9, 2020 at 1:45 p.m., including "Digital Scholarship in Tenure and Promotion," "Poe, Islands, Archipelagoes," and "The State of the Syllabus."

Course outlines for science teachers, designed and developed at 6 universities, were critically analysed and compared with the guidelines for science education set out in the national policy framework known as the Minimum Requirements for Teacher Education Qualifications (MRTEQ) to identify the characteristics of a competent science teacher. Researchers used qualitative means to elicit data from the curriculum documents and in-depth interviews with science teacher educators at the institutions that participated in the study. The analysis of data focused on identifying views and perspectives that informed selection and organisation of curriculum content and pedagogical approaches. The findings that emerged from the data analysis point to both convergence and divergence among science teacher educators in terms of (i) interpretations of the policy on the minimum requirements for teacher qualifications, (ii) conceptualising hybridisation of academic content knowledge from different disciplines in the fields of science, and (iii) conceptualisation of pedagogical content knowledge for integrated approaches to teaching and learning of knowledge. A lack of uniformity in the conceptualised academic content and the conceptual framework to develop pedagogical content knowledge for the interdisciplinary school subject, Natural Sciences, pointed to the challenges facing departments of sciences education to produce competent teachers. [ABSTRACT FROM AUTHOR]

A perennial critique of international relations is that the field focuses disproportionately on the United States and Europe and contains a gender bias in terms of ignoring issues of particular concern to women. The field is also infamous for how difficult it is for female scholars to publish and have their publications cited. This study evaluates these claims of bias in the area of undergraduate international relations teaching by analyzing an original dataset of 48 introduction to international relations syllabi from ten countries. The study analyzes the authors of required readings and the theories and empirical topics taught, and finds that the geographic and gender biases are both firmly in place. The first finding is that courses assign readings predominantly from US-resident, US-trained, male authors, even those courses taught outside the United States and those taught by female faculty. A second finding is that assigned readings focus overwhelmingly on the United States more than any other country or region, and only 1 percent of readings focus specifically on gender-related issues. [ABSTRACT FROM AUTHOR]

The article offers information related to the Syllabus, which emerged in English in the mid-seventeenth century, when it referred to a concise table of contents. It mentions that most of the online examples posted by centers for teaching and learning at various universities strike as highly conscientious but not very imaginative.

In this article, I analyze the way "globalization" is deployed in US universities as a value addition. I explore issues of teaching about the global "Other," the "third world," and other unfamiliar, objectified spaces. Through critical discourse analysis of syllabi, I outline some representational and pedagogical trends. I also draw from my experience of teaching undergraduate-level globalization-focused courses, including courses on transnational feminisms, international literature, social movements, migrations, and socioeconomic exchanges. Teaching about "the other" often leads to a multiplier effect of othering within the classroom. Using transnational feminist perspectives, I argue that teaching such classes on "global," "transnational," or "international" women, gender, sexuality, and feminisms requires decentering not just of dominant paradigms but also of oneself as purveyor of insider or global knowledge. I also argue, as have many others before me, that a classroom can serve as a site for epistemic injustices and colonizing acts; we must attempt to find ways in which such neocolonial damages can be mitigated. This article is an exercise in finding some ways to decenter and decolonize dominant discourses on the global Other and suggest critical and compassionate pedagogical strategies. [ABSTRACT FROM AUTHOR]

There is a significant psychological aversion to English as a foreign language in Saudi Arabia. General weakness among learners opting for English majors and undergraduate learners of the English language is noted. Different learners are unaware of learning styles most suited to them. This research discussed the necessity for sensitizing university teachers towards the contributing factors in the success or failure of teaching and learning the English Language in Saudi Arabia. Teaching-learning processes would be fruitful if the syllabus designers, teachers, and learners become aware of important factors like teacher's characteristics, learners' characteristics, teaching materials, and educational institutions. This study aimed to emphasize the role of the English language teacher in facilitating learning processes, through conducting active research of English language learners at Wadi Ad-Dawasir in Saudi Arabia. This research enhances the prospects of pedagogical studies of different language learning and teaching. [ABSTRACT FROM AUTHOR]

This article analyses the content of introductory finance courses. The article discusses six specific areas: the needs of the students, the professional managerial approach, the analytical framework provided within the field of finance, arguments against case study orientation in a basic course, basic financial principles, and issues related to the social responsibility of businesses.

Copyright of Revista Española de Documentación Científica is the property of Consejo Superior de Investigaciones Cientificas 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.)

College campuses have taken on increased responsibility for mobilizing young voters. Despite the discipline’s commitment to civic engagement, political science departments play a minimal role in this programming. This article outlines a course structure—including learning objectives, course outline, and assessments—that treats a campus-wide voter mobilization drive as the basis of an applied political science course. Transforming a campus voter mobilization program into a political science practicum offers advanced skill-building for students seeking political careers and links learning objectives to real world activities. Participants report gains in both knowledge of campaigns and grassroots campaign skills. We argue this type of course particularly benefits students attending colleges and universities in geographic areas that receive little attention from political campaigns as well as those students for whom the traditional route of gaining political experience—an unpaid, off-campus internship—is impractical or even impossible. [ABSTRACT FROM AUTHOR]

The article discusses the development of college course syllabi on the history of immigration to the U.S., including the Twitter movement supporting this titled #ImmigrationSyllabus. The course's social context of the U.S. President Donald Trump's immigration policy, including his deportation of immigrants, is discussed.

The compendium of extraordinary operational skills required, the lack of recognition about the exact nature of nursing work, and deeply imbedded negative mind-sets result in staff nurses experiencing guilt and anger rather than the satisfaction of knowing they made a difference in someone's life because of the nursing care they gave. A change of mind-set from entitlement thinking to entrepreneurial thinking, with an emphasis on maximizing available resources, will empower nurses to understand that they have the right and the responsibility to decide what to do and what not to do when there is more work to do than time available. [ABSTRACT FROM AUTHOR]

A project for the creation and implementation of a distance-learning course on Indoor Environmental Comfort in Buildings (IECB) is presented. This course resulted from a request by Ordem dos Engenheiros (Portuguese engineering professional body) to the University of Coimbra. It was based on the Indoor Environmental Quality (IEQ) course of the Master in Energy for Sustainability and PhD in Sustainable Energy Systems of the University of Coimbra, coordinated by the first author. Jointly with the support of the Distance Education Service of the University of Coimbra, using as a starting point the existing contents of a formal discipline, the teaching methodologies and a set of activities were developed to implement a distance-learning course with a strong e-learning component by the students. Diversified strategies, using the existing platform running on Moodle, such as webinars, virtual laboratories, remote access labs, discussion forums and synchronous sessions, were tested to ensure a dynamic and interested engagement of the students along the course. [ABSTRACT FROM AUTHOR]

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal 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.)

Diversity is the key factor of 21st century. Due to Globalization, quite recently, radical changes are visible in all the spheres of our life including political, economic and social aspects. Byron (1988) views Language as always referring to something beyond itself: the cultural context. In view of the new opportunities, foreign language teaching acquires even greater significance but successful communication alone with being unaware of the multicultural diversity does not ensure success. Multicultural aspect has been neglected by educators since long. The present paper is an attempt to assess the effects of cultural syllabus on English Language Teaching, ultimately effecting the culture of an educational institute by critically evaluating private and public sectors. [ABSTRACT FROM AUTHOR]

While recent scholarship has suggested that colleges and universities have an obligation to help cultivate students' creativity, existing evidence suggests that this priority is infrequently and imperfectly realized in practice. In order to further examine the potential prevalence of this gap, the present study conducted a qualitative analysis of all publicly available undergraduate course outlines from one Canadian university for the 2013-2014 academic year. Using a modified version of an existing analytical tool, we scrutinized syllabi from across academic disciplines for explicit and implicit references to student creativity, understanding these texts as significant locations at which meanings about teaching and learning are enacted. Based on this analysis, we argue that creativity occupies a relatively circumscribed position in many ways -- particularly in the Science, Technology, Engineering, and Mathematics disciplines, but may nonetheless be fostered through the deployment of relevant activities. Implications for the development of student creativity are considered. [ABSTRACT FROM AUTHOR]

The article focuses on the course designs for teaching literary theory in various undergraduate universities. Topics discussed include thematic approach based on comprehensive redesign of literary theory in University of Newcastle, pedagogical literature on literary theory for developing skills and demand for the book "Norton Anthology of Theory & Criticism" among universities. Other topics include lack of independent thinking as an adverse effect of schools approach and learning outcomes.

The article discusses the relationship between the study of economics and mathematics. The author highlights syllabi which may help aspiring economists on various mathematics and economic models such as the use of graph theory to adapt with the complex financial systems, the implementation of unsupervised machine learning methods to study the structure of large financial data, and the study of economics through super computing and parallel processing.

The article explores the aspects of academic habitus in modern academic and school education systems among colleges and universities. Topics include the challenges on efforts of universities and colleges to create neoliberal chains in promotion of effective education, the value of academic freedom in increasing degrees of vocational recalibration and its attributes on cognitive structures in formation of academic systems.

The article discusses the use of three Honors Organic Chemistry projects paired with other science courses as a bridge towards science courses at Brandeis University in the U.S. as of September 2016. Also cited are some strategies in achieving the course objectives like interacting in structured ways, the involvement of students in peer learning through group work and joint collaborative projects, and the cross-departmental collaborations to develop broader skills among the students.

This study explores the acquisition of definiteness and article use in written Swedish by Finnish-speaking teenagers (n=67) during the three years in secondary school. The studied grammatical phenomena are problematic for all L2 learners of Swedish and are especially difficult for learners, such as Finns, whose L1 lacks expressive definiteness morphologically. The informants produce complex NPs already in their first narratives. The form of NPs poses significantly more problems than the choice of a correct form of definiteness. Hence, it is possible that previous knowledge in English helps informants in the choice of definiteness. The common nominator for problematic expressions is simplification, in both formal aspects and in the relation between form and meaning. Previous research in Sweden has made similar findings. The most central types of NPs build an acquisition explainable by a complexity hierarchy between the different types of NPs. The informants master best NPs without definiteness markers. Definite singulars containing an ending are significantly easier than indefinite singulars, the indefinite article of which is notoriously difficult for Finns learning Swedish as an L2. This acquisition order, however, profoundly differs from the traditional order of instruction of their compendiums. [ABSTRACT FROM AUTHOR]

The article discusses the evolution of the role of syllabus in higher education in the U.S. Topics discussed include the argument of professor Mano Singham and other critics regarding the authoritativeness of the content-focused syllabi, the origin of the learning-focused syllabi from the evidence-based teaching, and the comparison between the content and learning-focused syllabi.

The article presents an online survey of the image of playwright Eugene O'Neill in undergraduate students. The survey shows that students could recall quite a bit about the autobiographical elements in the plays of O'Neill. Students find their lives enriched by their experience with O'Neill and not just retaining significant elements of the works of O'Neill. It shows that students understand the prominent place of O'Neill in American drama and why he has a prominent place in the syllabi.

In recent decades, higher education institutions worldwide have been moving from knowledge-based to competence-based curricula. One of the greatest challenges in this transition is the difficulty in changing the knowledge-oriented practices of teachers. This study evaluates the consistency between syllabus design and the requirements imposed by a competence-based learning environment. To make this comparison, the study sets four criteria (C1: explicit relationship between syllabus and graduate profile; C2: precision of the learning outcomes and assessment criteria; C3: contents that mobilise the learning outcomes; and C4: learning and assessment activities) derived from the literature and a thematic analysis of competence-based learning in higher education. Afterwards, a sample of 150 syllabi from different disciplines of five Chilean public universities were analysed, all of which stated the use of learning outcomes and competences in their learning models. Using a three-point Likert scale derived from the aforementioned criteria and their indicators, a comparison was made between the actual practices reflected in the syllabus design and the previously established criteria. Results show a gap between the declaration of a competency-based curriculum and actual syllabus outlines. Moreover, there are important differences among disciplines. Although all disciplines present high levels of accomplishment for Criteria 1 and 3, only the discipline of health sciences presents an acceptable level for Criteria 2 and 4. It is recommended that further research be undertaken towards identifying effective competency-based syllabus design. [ABSTRACT FROM PUBLISHER]

Over the past fifteen years, AP Human Geography has grown in numbers and spread to almost every state. This article synopsizes the early history of the subject, summarizes the course and the exam, highlights positive impacts on the discipline of geography, and focuses on the following three issues: teachers who come to the course having majored in other subjects, the large numbers of students taking the exam as ninth graders, and the need to incorporate more geospatial technologies and critical geography into the course outline. [ABSTRACT FROM AUTHOR]

The use of curriculum-based measurement (CBM) for screening is well established, but there has been less research regarding the technical adequacy of written expression CBM (WE-CBM) for screening and the utility of this type of measure when used with students with diverse language backgrounds. The purpose of this study was to examine the validity and diagnostic accuracy of various WE-CBM indicators for 139 4th-grade students from diverse language backgrounds (89 native English-speaking students, 19 English language learners, and 31 Monitored students). We examined the validity of WE-CBM with the statewide writing achievement test and studied the diagnostic accuracy of WE-CBM for determining students at risk using receiver-operating characteristic curves. Results suggest that WE-CBM varies in validity and diagnostic accuracy across students and depending on the WE-CBM scoring indicator used. Additional research on the use of WE-CBM, particularly with diverse groups of students, is greatly needed. [ABSTRACT FROM AUTHOR]

The article discusses the implementation of the New South Wales (NSW) Visual Arts Syllabi constructs in a visual arts classroom. Topics include an elective secondary school course called a Higher School Certificate (HSC) course, the use of visual arts process diaries (VAPD) as part of the course, and the teaching of visual arts at a music high school.

This paper discusses various aspects of English language curriculum adopted and used in the universities of Haryana. Haryana, a wealthier state of North India, which is said to have second highest per capita income, one of the largest producer of food grains and milk; with SEZ sectors like Gurgaon, Faridabad, Sonepat, Panipat which are rapidly emerging as major hub for IT, automobile industry, education, handloom industry and refinery -- is expanding vigorously. It has one Central University situated in Mahendergarh, and eleven State Government Universities located in Kurukshetra, Sirsa, Sonepat, Murthal, Rohtak, Hisar, Faridabad. English Departments in the State Universities of Haryana are largely English Literature teaching departments. A detailed survey of models of curriculum in general and the syllabi followed in the Universities in Haryana are presented. [ABSTRACT FROM AUTHOR]

The article focuses on a study conducted to integrate course curriculums in online formats, wherein discussions include inconclusive evidence supporting better learning outcomes from online course delivery, demand for video instruction classes among students, and lack of connection with students.