Curriculum and Instruction Commons^™

Prudentia: A Medical School's Solution To Curriculum Mapping And Curriculum Management, Carole Steketee

Carole Steketee

The School of Medicine (SoM) at the University of Notre Dame Australia has developed a curriculum mapping system called Prudentia. This web-based application allows users to explore curriculum across all four years of the MBBS to determine what and when students are expected to learn, and if there are any anomalies evident within this data. A five-level hierarchical, outcomes-based curriculum framework underpins Prudentia ranging from the macro Australian Medical Council (AMC) Student Outcomes Statements to the micro daily learning objectives. Data in all five levels of the framework can be mapped and constructive alignment between the outcomes, instructional and assessment …

Out Of "Dark Backrooms And Sheds", Marguerite Maher M.Ed

Marguerite Maher

Commitment to a single, inclusive education system has been the aspiration of reform in education in a democratic South Africa as articulated in White Paper 6: Special needs education: Building an inclusive education and training system (Department of Education, 2001, referred to hereafter as White Paper 6). Within a ‘barriers to learning’ approach to inclusive education, progress is being made with improved facilities and the implementation of AIDS awareness programmes. Managing the transition towards an inclusive education system has proved challenging in some areas, however, and the specific provision in policy documents directed towards children with disabilities is behind schedule. …

Reforming General Education: A Departmental Experience With Mission And Assessment, Joesph M. Valenzano, Samuel P. Wallace

Samuel P. Wallace

Changes to general education curricula are taking place across the globe. From the Bologna Process in Europe to the Liberal Education and America’s Promise initiative in the United States, colleges and universities are reforming what constitutes general education for their students. At the University of Dayton, such reforms took the shape of a massive overhaul of general education to the new, student learning–driven Common Academic Program. The Department of Communication at University of Dayton was forced to fundamentally change its basic course in communication, formerly delivered in three separate one-credit modules, to a three-credit course with a different focus. This …

Reforming General Education: A Departmental Experience With Mission And Assessment, Joesph M. Valenzano, Samuel P. Wallace

Joseph M. Valenzano III

Changes to general education curricula are taking place across the globe. From the Bologna Process in Europe to the Liberal Education and America’s Promise initiative in the United States, colleges and universities are reforming what constitutes general education for their students. At the University of Dayton, such reforms took the shape of a massive overhaul of general education to the new, student learning–driven Common Academic Program. The Department of Communication at University of Dayton was forced to fundamentally change its basic course in communication, formerly delivered in three separate one-credit modules, to a three-credit course with a different focus. This …

The Role Of The Administrator In Instructional Technology Policy, Philip T.K. Daniel, Jason P. Nance

Jason P. Nance

In response to national and state reform movements, and in an attempt to strengthen preparation standards for teachers and students, accreditation boards have prepared performance indicators in the area of technology. Such standards call for the full integration of technology in school curricula, formal coursework and professional development workshops for teachers, and an understanding on the part of teachers and students alike as to the legal and ethical issues surrounding the use of technology. The thesis of this research is that it is essential that school administrators be involved in all levels of planning and integrating technology into school curricula …

From The Inside In: An Examination Of Common Core Knowledge & Communication In Schools, Jonathan Supovitz, Ryan Fink, Bobbi Newman

Bobbi Newman

In this report, CPRE researchers explore how Common Core knowledge and influence are distributed inside of schools and how these configurations may help teachers to engage with the Common Core and influence their understanding and implementation. To do so, we used a mixed-method approach to examine knowledge and influence in eight schools, including five elementary schools and three middle schools. Our central method was a survey of knowledge and influence of all faculty members in a sample of eight schools. These data are supplemented with interview data from a purposeful sample of teachers and administrators in the eight schools.

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Evaluation Of The Ge Foundation-Supported Demonstration Schools Initiative In Milwaukee Public Schools, Sy 2012-2013, Cecile Sam, Anne Darfler, Jonathan Supovitz, Daniella Hall, Bobbi Newman

Bobbi Newman

The Milwaukee Public School district (MPS) Demonstration Schools Initiative provided intensive support to 10 MPS elementary and middle schools implementing the Common Core State Standards (CCSS) in mathematics and English language arts. This evaluation report was designed to answer two overarching questions: How did MPS implement the Demonstration Schools Initiative in Year One, and what factors shaped the implementation? Is there evidence of teachers' adoption of the instructional shifts associated with the CCSS? This evaluation found that teachers in the Demonstration Schools ended the 2012-2013 school year with significantly higher CCSS knowledge in both mathematics and English language arts than …

Evaluation Of The Ge Foundation-Supported Coaching & Demonstration Schools Initiative In Erie Public Schools, Sy 2012-2013, Jonathan Supovitz, Cecile Sam, Bobbi Newman, Anne Darfler

Bobbi Newman

This evaluation report summarizes the evidence of the implementation and early impacts of the General Electric Foundation’s (GEF) Demonstration Schools Initiative in the Erie Public School district (EPS) conducted by the Consortium for Policy Research in Education (CPRE) during the 2012-2013 school year. The Demonstration Schools Initiative provided intensive support to four schools (two elementary, one middle, and one high) implementing the Common Core State Standards (CCSS) in mathematics and English language arts. Concurrently during the 2012- 2013 school year, EPS also continued their implementation of another GEF-supported initiative— the Coaching Initiative—using a cadre of instructional coaches in mathematics, science, …