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A Comparative Study On Artificial Intelligence Curricula, Li Li
A Comparative Study On Artificial Intelligence Curricula, Li Li
Electronic Thesis and Dissertation Repository
This research is a comparative analysis of four K-12 AI curricula to recognize and interpret their basic elements and pedagogical approaches. Guided by (socio) constructivist and constructionist theories as the theoretical framework, qualitative document analysis is applied as the research methodology. Schwab’s four commonplaces serve as the initial analytical framework. A (socio) constructivism and constructionism lens is also used to compare the curricula. The major findings are 1. The four curricula are different in their coverage of subject matters with the curriculum from the UK covering the widest and most balanced range of subject matters. 2. The four curricula apply, …
Mental Health Literacy And Ontario Secondary School Curriculum, Christine J. Manser
Mental Health Literacy And Ontario Secondary School Curriculum, Christine J. Manser
Electronic Thesis and Dissertation Repository
Student centered mental health initiatives have seen a rise in implementation as the mental health risks for adolescents and young people are becoming more recognized. However, regardless of these initiatives, youth continue to demonstrate poor mental health which can result in stigmatizing attitudes and behavior, low self-esteem, poor help-seeking behavior, and increased suicide risk. To explore the disconnect between the goal of educational initiatives and their current demonstrated outcomes, this dissertation utilized social constructivist learning theory and school-based mental health literacy to conduct a content analysis of curriculum documents and textbooks in use within Ontario high schools. This case study …
A Curriculum Framework At Glsm, A Canadian Medical School, Jeff Bachiu
A Curriculum Framework At Glsm, A Canadian Medical School, Jeff Bachiu
The Dissertation in Practice at Western University
Medical education has seen minor changes over the decades, but a dynamic movement towards competency-based medical education (CBME) has swept across the field in recent years. Organizing medical education curriculum to respond to these changes can be challenging due to many factors, in both content and context. The public rightly expects that graduating medical students be competent physicians, ready to deliver effective health care. This Organizational Improvement Plan (OIP) looks at a relatively new medical school’s lack of an outcomes-based curriculum framework. The Problem of Practice (PoP) is focused on the difficulty of moving the school toward the development of …
University-Wide Internationalization Of Curriculum: An Organizational Improvement Plan, Ayesha Mushtaq Ms
University-Wide Internationalization Of Curriculum: An Organizational Improvement Plan, Ayesha Mushtaq Ms
The Dissertation in Practice at Western University
In the past few decades, higher education institutions have witnessed a greater interest in the way international perspectives including political, social, cultural, economic and technological perspectives impact graduates’ global competency. The rationale behind this view is to develop a more relevant understanding in graduates of global cultures, global knowledges, and global problems so that they are better prepared for the world of work that awaits them outside the university campus, regionally or internationally. This OIP problematizes the lack of international perspectives in curriculum and proposes a university-wide solution to incorporate internationalization of curriculum. It draws from the theoretical concepts of …
Formative Space: Literacy Practices In 21st Century Curriculum Making, Mary C. Ott
Formative Space: Literacy Practices In 21st Century Curriculum Making, Mary C. Ott
Electronic Thesis and Dissertation Repository
Partnerships for 21st Century learning support curricular reforms for global, cross-disciplinary competencies that will leverage and benefit education technologies. However, this research partnership with a literacy program developer occasioned an opportunity to study curriculum making in the 21st century that did not make assumptions about technologies and competencies. The integrated thesis based on this project pushes boundaries on how assessment and curriculum making are conceptualized by exploring broader questions of inquiry and participation through literacy and assessment practices in six junior elementary classrooms in Ontario, Canada, over a two-year period. Chapter 1 provides the background and purpose of the study …