Index
John N. Moye
(Performance Learning Technologies, USA)
Learning Differentiated Curriculum Design in Higher Education
ISBN: 978-1-83867-117-4, eISBN: 978-1-83867-114-3
Publication date: 21 May 2019
This content is currently only available as a PDF
Citation
Moye, J.N. (2019), "Index", Learning Differentiated Curriculum Design in Higher Education, Emerald Publishing Limited, Leeds, pp. 249-273. https://doi.org/10.1108/978-1-83867-114-320191001
Publisher
:Emerald Publishing Limited
Copyright © John N. Moye, 2019
INDEX
Abari, K.
, 2
Abrahams, D.
, 27
Absolute
judgment
, 14–15, 145–146, 157
truth or accuracy of theories
, 5
Abstract conceptualization
, 83
Academic
achievement
, 24
program
, 53–54
rigor
, 5
Access/accessible/accessing/accessibility
, 3–4, 12, 14, 22–23, 45, 170, 197, 198
Acculturate
, 91, 112, 113, 114
Achievement
, 35, 50, 51
Acquired learning measurement
, 62
Activities
, 2, 14, 35, 53, 55–56, 64–65, 117
Adapted/adapting/adaptation
, 3–5, 14, 24–25, 46–47, 49–50, 75–76, 86, 167, 195, 199
Adopted/adoption
, 47, 129, 196
Adults
, 30
learners
, 60, 85–86
Affective domain
, 45–46, 47
Agarwal
, 5, 7, 19, 105–108
Agile
approach
, 200
curriculum learning module
, 140–144
leadership
, 77, 86–88, 91, 92, 93, 138
Agility
, 50
Agility Shift, The (Meyer)
, 90
Agogino, A. L.
, 5
Ahmadabadi, M. N.
, 8–9
Airasian, P. W.
, 45
Al-Yateem, N.
, 122
Alan, B.
, 14–15, 42, 145–146, 157
Albesher, K.
, 61–62
Alfauzan, A. H.
, 12
Ali, L.
, 12, 13
Alibali, M. W.
, 66–67
Alibeyoglu, A.
, 124
Align/aligned/aligning/alignment
, 2–3, 4–5, 9–10, 13, 42, 45, 47–48, 49, 77–78, 82, 83, 99, 117–122, 129, 136–137, 199
cognition-based curriculum
, 135
curricular
, 135, 145
curriculum
, 13
of curriculum
, 156
instructional
, 167–168, 193–194
performance-based curriculum
, 156
values-based curriculum
, 167–168
Allen, S. N.
, 20
Amabile, T. M.
, 52, 67–68
Ambiguity
, 33–34, 99
Analyzing phase
, 52
Anderson, L. W.
, 45
Andragogy
, 60, 61
Andreatta, B.
, 8
Andronache, D.
, 121–122, 123, 124–125
Anghelache, V.
, 25–27
Aranha, C. N.
, 14–15
Artificial intelligence framework
, 115
Ashburn, E. A.
, 122–123
Assessing phase
, 52
Assessments
, 36–42, 53, 59, 85–86, 138–139, 146, 157, 169, 194–195, 199
Astin
, 10
Asynchronous
learning technologies
, 66
media
, 63
Attendance
, 56, 63, 68–69
Attitudes
, 25–27, 45–46
Au, K. H.
, 28–31
Austin, K.
, 28–31
Austin, Z.
, 122, 124
Ausubel, D. P.
, 24
Authentic
contexts
, 99–100
performance
, 98–99
transformational leadership
, 109
Awareness
, 46
Azionya, C.
, 5
Bandura, A.
, 31
Banks-Wallace, J.
, 27
Baran, M.
, 59
Baraniuk, R. G.
, 12–13
Barnett, R.
, 10
Barnett, S. M.
, 58
Barrows, R.
, 122
Behavior-based curriculum
alignment
, 145
coherence
, 139–145
complexity
, 145–146
consistency
, 147–148
evaluating attributes of
, 138–148
externally valid content
, 139
integration
, 147
interconnectedness
, 145
outcomes demonstration
, 146
sequence
, 147
structure
, 146–147
Behavioral model
, 89–90
Behaviors
, 79
Belliveau, J. W.
, 8
Bennis, W. G.
, 69, 70, 110
Benzel-Lindley, J.
, 43
Bergmann, U. M.
, 8–9
Bernstein, L. E.
, 6
“Best evidence” of performance expectations
, 100, 108
Bhat, P. P.
, 60–61
Biedermann, P. W.
, 69, 70, 110
Bierer, B. A.
, 124
Biggart, A.
, 70–71
Binswanger, J.
, 66–67, 101
Bjork, E. L.
, 85–86
Black-Maier, A. C.
, 46
Block, P.
, 110
Bloom, B. S.
, 45, 117–121, 130–131, 167
affective domain taxonomy
, 113, 160
cognitive domain taxonomy
, 79, 131–135
model
, 170
taxonomies
, 45–46
theory
, 137, 167–168
Blueprint
, 2
curriculum
, 168
template
, 36
Bocoş, M.
, 121–122
Bohm, D.
, 47, 67, 71–72, 109, 110, 130, 160, 167
Bohm’s proprioception of thought principle
, 160
Bottge, B. A.
, 11
Bounds
, 148–149
Bracy, W.
, 122
Brain, W.
, 8–9, 60
Branch, R. C.
, 115–117
Bransford, J. D.
, 77
Britnell, J.
, 8
Brooman, S.
, 95
Brown, H.
, 20
Brown, J. S.
, 99–100
Brown, P. C.
, 19, 100–101, 117–121
Brown, T.
, 122
Brownie, S. M.
, 122
Bruner, J. S.
, 9
Bucklin, C. J.
, 122
Burchell, H.
, 95, 199
Burns, J. M.
, 111–112
theory
, 111–112
Bushney, M. J.
, 131
Butler, A. C.
, 12–13, 15, 46, 61–62, 69, 99–100
Butler, K. A.
, 58–59
Callender, A. A.
, 22
Candela, L.
, 43
Carnero, S.
, 20–21
Carole, L.
, 129–130
Carpenter, S. K.
, 69
Carroll, J. M.
, 9, 105
learning model
, 108
model of environmental design
, 156, 159
theory
, 105
Carter, L. W. II
, 35, 54
Caruana, C. J.
, 122
Castillo, J.
, 122
Catalyze
, 4–5, 62, 110
Categorize/category
, 78, 118–120, 128
Causal
, 1, 52
Ceci, S. J.
, 58
Chada, D. M.
, 14–15
Chamberlain, R. W.
, 19
Chan, M. S.
, 54
Chang, C. -H.
, 54
Chao, C.
, 124
Chatwani, N.
, 76
Cheng, C.
, 54
Cheung, S. F.
, 54
Chinn, W.
, 27
Chio, J. H.
, 54
Christian, J.
, 27
Christie, P.
, 5
Ciofalo, N.
, 35–36
Claus, N.
, 3
Coane, J. H.
, 85–86
Coate, K.
, 10
Coburn, C. E.
, 109
Cogent generic model
, 32
Cognition
, 50
Cognition-based curriculum
, 78
alignment
, 135
coherence
, 131–135
complexity
, 135–136
consistency
, 137–138
evaluating attributes of
, 130–138
externally valid content
, 131
integration
, 137
interconnectedness
, 135
outcomes demonstration
, 136
sequence
, 137
structure
, 136–137
Cognitive domain
, 45–46, 79, 131–135
Coherent/coherence
, 10, 12–13, 167
in behavior-based curriculum
, 139–145
in cognition-based curriculum
, 131–135
in competency-based curriculum
, 193
instructional process
, 195
learning system
, 6
multiplistic instructional experience
, 95
in performance-based curriculum
, 156
series of aligned and interconnected learning events
, 2–3
in values-based curriculum
, 167
Colbert, A.
, 122
Collaborate/collaboratively/collaborations
, 71, 109, 110, 114
Collaborative learning environment
, 67–74
engagement
, 71
experience
, 71–74
policies
, 68–71
quantum learning
, 67–68
Collectivism
, 32–33
Collectivist cultures
, 32–33
Collectivistic cultural traditions
, 32–33
Collins, A.
, 99–100
Combs, A. W.
, 53
Comfort
, 52
with ambiguity
, 33–34
level of culture
, 33
Communication
, 23, 58–59
“Community of learners”
, 115–117
“Community of practice”
, 99–100
Competence learning
competence of distributed leadership
, 125–128
competency-based curriculum
, 121–125
Competency-based curriculum
, 90, 121–125
alignment
, 193–194
coherence
, 193
complexity
, 194
consistency
, 196
evaluating attributes of
, 171–196
externally valid content
, 172–192
integration
, 195
outcomes demonstration
, 194–195
sequence
, 195–196
structure
, 195
Competent/competence
, 124, 171
Complex learning–values-based curriculum
transformational leadership
, 109–111
Complex reorganization
, 51–52
Complexity
, 10, 14–16, 50, 77, 115, 171
in behavior-based curriculum
, 145–146
in curriculum design
, 135–136
Components
, 3–4, 5, 9–10, 12, 48, 53, 75–76, 124–125, 127–128, 156, 171, 193, 196, 197–198
Comprehend/comprehension
, 26–27, 36, 46
Comprehensive curriculum
, 76
Conceptual framework
, 21–24
Concrete experience
, 83
Confidence
, 51
Connect
, 12
Consequences
, 108
Consistency
, 11, 18, 109, 122, 137–138, 147–148, 170
Consonant/consonance
, 12–13, 199
Constituents
, 78, 87, 89, 138, 146–147, 159–160, 171
Constrain/constrained/constraints
, 4–5, 28–32, 53–54, 62, 65–67, 76, 87, 138, 159–160
Construct(ion)
, 2, 9, 16, 26–27, 72, 102, 124–125, 128, 169–170, 196
“Constructed learning” approach
, 136
Constructivism
, 9, 111
Constructivist theory of learning
, 9, 136
Contents
, 80
Contiguity Theory (Guthrie)
, 91–92
Continuum
, 35
Conversation Theory
, 115
Conversational instructional design theory
, 117
Cooperative instructional environment
, 105
Cooperative learning environment
, 60–67
engagement
, 64–65
experience
, 65–67
policies
, 61–64
Cooperatively/cooperation
, 60, 99–100, 104
Coping
, 51
Core technology of curriculum
, 19–21
Correctness
, 50
Cosgrove, P. B.
, 59
Cosgrove, T. J.
, 49–50
Cotterill, S.
, 50–51, 124
framework
, 51
Cowan, J.
, 28–31
Craddock, D.
, 3–4
Crawford, H. J.
, 20
Crawford, R.
, 20–21
Creating
, 51
Creative collaboration
, 72
Creativity
, 57, 64, 70
Criteria
, 34, 55–56, 65, 136, 169
Cross, K. P.
, 85–86
model
, 135
Cruikshank, K. A.
, 45
Cuban, L.
, 53–54
Culatta, R.
, 24–25
Cultural factors
, 28–31
Culture
, 32, 33, 34, 65, 159–160, 171
Currere
, 1–2
Curricula
, 75–76, 129
components
, 197–198
design process
, 129–130
evaluating attributes of behavior-based curriculum
, 138–148
evaluating attributes of cognition-based curriculum
, 130–138
evaluating attributes of competency-based curriculum
, 171–196
evaluating attributes of performance-based curriculum
, 148–159
evaluating attributes of values-based curriculum
, 159–171
Curricular
alignment
, 135, 145
blueprint
, 37–41
Curriculum
, 1–3, 199
alignment
, 13
coherence
, 12–13
complexity
, 14–16
core technology
, 19–21
design attributes
, 9–11
design system
, 131
externally valid content
, 11–12
interconnectedness
, 14
learning delivery
, 16–18
outcomes demonstration
, 16
psychophysics of learning
, 6–9
purpose and function of curriculum in learning
, 3–6
systematic design
, 19
Curriculum dimensions
, 198–199
collaborative learning environment
, 67–74
cooperative learning environment
, 60–67
curricular blueprint sources
, 73
differentiating learning engagement dimension
, 45–48
differentiating learning environment dimension
, 53–54
differentiating learning experience dimension
, 48–49
differentiation
, 44
formatting content
, 45
individual learning environment
, 54–59
performance-centered instruction
, 50–51
sources and models
, 74
thinking-centered instruction
, 49–50
values-driven instruction
, 51–52
Curry, L.
, 3
Customer service
, 87
functions
, 86–87
Daft, R. L.
, 20
Dahinten, V. S.
, 122–123
Dalley, K.
, 43
Dambrauskiene, D.
, 76
Daniel, K. L.
, 122–123, 194–195
Darling-Hammond, L.
, 28–31
Darwent, S.
, 95
Davey, T.
, 12
David, P.
, 129–130
DeLoach, S. B.
, 109–110
Depth of learning
, 5, 135–136, 168–169, 194
Des Roziers, E. B.
, 8
Design
attributes of curriculum
, 9–11
template
, 36–42
Design approach to curricula
core technology of curriculum
, 19–21
cultural considerations in design of learning environment
, 28–36
curricular blueprint
, 37–41
design template
, 36–42
dimensions as design variables
, 24
environmental theories
, 30, 31
instructional taxonomies
, 29
learning engagement as function of curriculum design
, 24–25
learning environment as function of curriculum design
, 25–27
learning experience as function of curriculum design
, 25
learning taxonomies
, 26–27, 28
practical power of conceptual framework
, 21–24
systematic design of curriculum
, 19
Developmental model
, 49–50, 77, 195–196
Dialogue
, 100–101, 105–108, 118–120, 167–168
Diamond, R.
, 10
Dick, W.
, 5–6
Dickerson, S. K.
, 129–130
Differentiate/differentiated/differentiation
, 3–4, 17, 24, 44, 118–120, 123, 125, 172, 196, 197–198
leadership model
, 95–98, 109
thinking
, 49–50
Differentiated curriculum
designing instructional engagement for relativistic learning
, 99–100
discipline
, 76–78
instructional engagement design
, 111–114
instructional engagement for goal-path leading
, 79–82
instructional engagement for multiplistic learning
, 88–91
instructional environment design
, 115–121
instructional environment for dualistic learning
, 83–86
instructional environment for multiplistic learning
, 94–95
instructional environment for relativistic learning
, 105–108
instructional experience design
, 100–105, 114–115
instructional experience design for dualistic learning
, 82–83
learning module
, 78–79, 86–88, 109–111, 121–128
multiplistic instructional experience design
, 91–94
relativistic learning–performance-based curriculum
, 95–99
Dimensional/dimensions
design
, 44
as design variables
, 24
of learning theory
, 89, 91–92
Dinç, E.
, 35–36
Dion, J. -S.
, 63, 117
Direct influence on learning
, 85–86
Discipline
, 76–78
Discrete psychophysical processes
, 80
Disengagement
, 15–16, 22–23
Dissonant
, 197
Distributed leadership
, 76, 77, 173–192, 196
competence
, 125–128
Do Carmo Blanco, N.
, 6
Domains
, 45–46, 47–48
Dragoo, A.
, 122
Drive
, 31–32, 36–42, 53–54, 76, 117–121
Driver
, 24, 112–113
Dualistically/dualistic/dualism
, 49, 77, 78
dualistic learning–cognition-based curriculum
, 78–79
goal-path leadership
, 78
instructional design components of curriculum
, 84–85
instructional experience design for
, 82–83
learning
, 83–86
paradigm
, 86–87
relationship
, 78
thinking model
, 83–85
Duguid, S.
, 99–100
Dunlosky, J.
, 121
Duyck, W.
, 25–27
Dym, C. L.
, 5
Dynamic(s)
, 68, 70–71, 91, 92
instructional experience
, 121
interaction
, 123
process
, 111
Dyrlund, A. K.
, 57, 64
“Educated guessing”
, 87–88
Edwards, M.
, 8–9
Effectiveness
, 10–11
Efficient/efficiently/efficiency
, 5, 11, 18, 24, 123
Efron, C.
, 124
Ellaway, R. H.
, 20
Ellis, N. C.
, 90
Emerge
, 62, 89, 148–149
Empathy
, 112, 113
Emphasis
, 19, 64
Emphasizes
, 112–113
Endo, H.
, 28–31
Engagement
, 58–59
collaborative learning environment
, 71
cooperative learning environment
, 64–65
individual learning environment
, 58–59
Engelhart, M. D.
, 26–27
Engineer
, 3–4, 12–13
Environmental/environment
, 3, 7, 20–21
theories
, 30, 31
Eris, O.
, 5
Erman, E.
, 8–9
“Error recognition and recover” phase
, 108
Erwin, L.
, 31–32
Ethical
development
, 77
thinking
, 49–50, 111
Ethnicity
, 59, 65
Evaluate/evaluated/evaluating/evaluation
, 46, 56–57, 63, 69, 108
effective curricular design
, 15–16
learning process
, 42
participation in processes of learning
, 63
phase
, 52
Ewell, P. T.
, 10, 12
Experience
collaborative learning environment
, 71–74
cooperative learning environment
, 65–67
of individual learning environment
, 59
Experiential Learning Model
, 83, 94–95
Exploratory
, 70–71
Externally valid content
, 10, 11–12
Extrinsic
factors
, 64
values
, 57
Facilitation process
, 110, 114
Facilitator
, 67
Farrell, C. C.
, 109
Fatimah, S.
, 9
Feinberg, R.
, 57, 64
Feller, S.
, 67–68, 71
Femininity
, 35–36
Ferren, A. S.
, 11–12
Fine, G. A.
, 110
Flaxman, E.
, 122–123
Fonteyne, L.
, 25–27, 31–32, 199
Fordyce, D.
, 28–31
Formatting content
, 45
Frameworks
, 9–10, 21–24, 26–27, 28, 72, 94, 124, 197
Fraser, C.
, 137
Frasincar, F.
, 20
Free sequence
, 82–83
Freiberg, H. J.
, 94–95, 96–97
Frey, D. D.
, 5
Fruyt, F.
, 25–27
Frymier, A. B.
, 28–31
Fu, S.
, 200
Functional/function
, 3–6, 24–27, 106–107, 173–192
level
, 88–89
performance objectives
, 104
Fundamental learning theories
, 3–4
Furst, E. J.
, 26–27
Gadallah, M. H.
, 122
Gagne, R.
, 26–27
Galán-Muros, V.
, 12
Gallagher, J. J.
, 122
Gallos, J. V.
, 35–36
Galloway, C. M.
, 2, 23–24
Gardner, H. E.
, 2, 13, 67–68
Gather
, 114
Geelan, D.
, 5
Gender
, 27, 35
Genius
, 110, 200
Gestalt theory
, 101
Gick, M. L.
, 14
Gleick, J.
, 111
Global dimensions
, 3
Goal-path leading/leadership
, 77, 78, 86–87, 130, 132–134
instructional engagement for
, 79–82
Gokhale, A. A.
, 69, 109–110
Gold, N.
, 8
Goldstone, A.
, 27
Gowlett, C.
, 5
Graesser, A.
, 47–48
Grant, D.
, 20, 54
Gray, G.
, 25–27
Greenlaw, S. A.
, 109–110
Gregorc, A. F.
, 58–59
Gregory, P. A. M.
, 122, 124
Griskevicius, V.
, 54
Groove model
, 116, 167
Groovehq
, 112–113, 167
Gunarhadi, G.
, 9
Gustafson, D. H.
, 105–108, 123
Guthrie, E. R.
, 146–148
Guthrie’s theory
, 92–94
Gutko, A. V.
, 122–123
Guzmán, K.
, 109–110
Gvion, L.
, 35–36
Haapanen, L.
, 115
Hallinger, P.
, 76–77
Hamilton, D.
, 1–2, 5, 77
Hamka, L.
, 8–9, 67–68
Hammick, M.
, 3–4
Hargreaves, A.
, 5
Hargrove, R. A.
, 67, 69–70, 71–72, 109–110
Hargrove’s
, 67, 69–70, 74
creative collaboration process
, 167–168
model
, 170
Harris, A.
, 76, 100–101
Hart, D.
, 124, 169
Harter, S.
, 124
Harvey, M.
, 59
Hatala, J. -P.
, 122
Hautamäki, J.
, 193
Havaei, F.
, 122–123
Hayes, B.
, 35–36
Hayes, C.
, 2
Hazelton, N. J.
, 129–130
Hean, S.
, 3–4
Heath, S. B.
, 19–20
Heck, R.
, 76–77
Helenius, L.
, 115
Hendricks, K.
, 54
Henri
, 122
Heylighen, F.
, 110–111
Hidden curriculum
, 111
Hierarchical
, 49–50, 137
Higher-order thinking
, 111–112
Hill, W. H.
, 26–27
Hints
, 8–9, 12–13
Hisey, L.
, 122
Hofstede
, 32, 52
factors
, 32
Hogenboom, F.
, 20
Holbert, N.
, 35
Hollander, E. P.
, 109
Holloway, S. R.
, 8–9, 123, 125
Holmström, C.
, 115
Holton, E. F.
, 30
Holyoak, K. J.
, 14
Housen, A.
, 90
Houser M. L.
, 28–31
Howard, J.
, 57, 77
Howes N. J.
, 105–108
Hubball H.
, 8, 11–12
Huotari, E.
, 115
Hussain, M. S.
, 61–62
“Ideal” curriculum
, 198
Idema, J.
, 122
IJntema, W.
, 20
Ilan, K.
, 66–67
Imami-Morina, I.
, 35–36, 48–49, 53
Impediments
, 197
Implementing phase
, 52
Implicit concept
, 2, 4–5
“Impulse of necessity”
, 109
Individual/individual’s/individualistic/individualize/individualism
, 32–33, 82–83
behavior and performance
, 83–85
cultural traditions
, 32–33
decision-making
, 59
engagement
, 58–59
experience
, 59
learners
, 55
learning
, 70
learning environment
, 54–59
policies
, 55–57
professional responsibilities
, 94
Individualists
, 32–33
Indulgence
, 33
Inglis, H. J.
, 8
Institutional
leadership
, 76, 138
vision statement
, 102
Instructional engagement
, 75–76
component
, 91–92
constructs extracting from institutional mission
, 80
design
, 111–114
designing for relativistic learning
, 99–100
for goal-path leading
, 79–82
for multiplistic learning
, 88–91
process
, 86
strategies
, 82
transforming mission statement constructs
, 81
Instructional environment
, 75–76
design
, 115–121
for dualistic learning
, 83–86
for multiplistic learning
, 94–95
for relativistic learning
, 105–108
Instructional experience
, 75–76
design
, 100–105, 114–115
for dualistic learning
, 82–83
Instructional systems design (ISD)
, 5–6
Instructional/instruction
, 4, 11, 14, 25, 29
alignment
, 167–168, 193–194
objectives
, 45, 47–48, 75–76, 80, 82, 113–114
processes
, 4
system performance
, 200
taxonomies
, 29, 45
Instructor
, 59, 67, 69–70
Integration
, 11, 17
Intellectual
and ethical development
, 77
noise
, 22
process
, 79
Intelligence
, 45, 68–69, 115
Interconnect/interconnected/interconnectedness
, 2–3, 5, 10, 11, 14, 25, 49, 135, 136, 145, 149, 157, 168
Internalize/internalized/internalizing
, 94, 96–97, 113
information
, 167
Irish, R.
, 2, 8, 12–13
Isbell, L. M.
, 54
Ismajli, H.
, 35–36, 48–49, 53
Jacobsen, M. -E.
, 59, 70, 110
Jacoby, L. L.
, 85–86
Jaeggi, S. M.
, 198
Janacsek, K.
, 8
Janke, K. K.
, 88–89
Janzen, K. J.
, 8–9, 67–68
Jedynak, A.
, 6, 123, 124
Jensen, E.
, 5–6
Jensen, J. L.
, 7
Johnson, R. E.
, 54, 122
Jones, R.
, 59
Joseph, S.
, 9
Jozefowiez, J.
, 6
Jupri, A.
, 9
Jusar, I. R.
, 67
Juwah, C.
, 9
Kalish, C. W.
, 66–67
Karakolidis, A.
, 70–71
Katzner, L. I.
, 168
Kebriaei, H.
, 8–9, 46
Keddie, A.
, 5
Kelley, K. A.
, 88–89
Khine, M. S.
, 35–36
Kilicoglu, D.
, 76–77
Kimmel, R.
, 9
King, P. M.
, 57, 77
Kingdom, F. A.
, 123, 124
Knapp, M.
, 45
Knott, B.
, 122
Knowland, V. C. P.
, 198
Knowledge
, 33, 79, 82–83, 105, 112, 130–131
cognitive domain
, 45–46
institutional
, 105
learners
, 82
learning requirement
, 82
in performance-based design
, 98
of policies
, 79
Knowles, M. S.
, 30, 60
Koedinger, K.
, 8, 198
Kolb’s instructional model
, 137–138
Kolb’s theory
, 83, 136–137
Kolehmainen, L.
, 115
Kop, Y.
, 124
Koskinen, L.
, 31–32
Kourtzi, Z.
, 27
Kovacs, Z. A.
, 8
Koyama, S.
, 8–9, 121–122, 125
Krathwohl, D. R.
, 26–27
Kress, G.
, 5–6
Kricos, P.
, 6
Kronk, R.
, 122
Kuai, S.
, 55
Kuba, S. E.
, 88–89
Kuh, G. D.
, 44
Kühn, R.
, 8–9
Kulikov, M. M.
, 122–123
Kummer, T. A.
, 85–86
Kupiainen, S.
, 193
Kusuma, E. D.
, 9, 67
Lal, S.
, 122
Lang, G.
, 199
Laptev, A. A.
, 122–123
Lave and Wenger’s theory of situated learning
, 149
Lave’s theory
, 157
“Leadership”
, 76
model
, 104
Learning
, 20–21
delivery
, 16–18
engagement
, 3–4
environment
, 4–6
experience
, 4
module
, 78–79, 86–88, 109–111, 121–128
path
, 58
process
, 75–76, 198
psychophysics
, 6–9
purpose and function of curriculum in
, 3–6
space
, 43
taxonomies
, 26–27, 28
theory
, 111
Learning engagement
, 44, 45, 198
differentiating
, 45–48
as function of curriculum design
, 24–25
Learning environment
, 44, 199
cultural considerations in design
, 28–36
differentiating
, 53–54
as function of curriculum design
, 25–27
individual
, 54–59
policies
, 53–54
Learning environment design
, 28–36
collectivism
, 32–33
femininity
, 35–36
individualism
, 32–33
indulgence
, 33
long-term orientation
, 34
masculinity
, 35–36
power distance
, 34
restraint
, 33
short-term orientation
, 34
uncertainty avoidance
, 33–34
Learning experience
, 44, 130–131, 198–199
differentiating
, 48–49
as function of curriculum design
, 25
Learning objectives
, 47–48, 89–90, 113–114
column
, 42
for curriculum
, 5
Leber, R.
, 110
Lefèvre, F.
, 6
Leifer, L. J.
, 5
Leithwood, K.
, 193
Lengetti, E.
, 122
Length of module
, 196
Leone, E. A.
, 122
Leydens, J. A.
, 12–13, 197
Li, H.
, 9, 200
Li, J.
, 8
Lin, S. -H.
, 54
Linda, W.
, 31–32
Linear
, 79
Linguistics
, 23
Linhares, A.
, 14–15, 42, 145–146
Little, J. L.
, 85–86
Liu, W.
, 8
Liukinevi, L.
, 76
Llamas, J. D.
, 54
Locus of control
, 54
Lohr, K. D.
, 43, 53
Long-term orientation
, 34
Lorraine Code
, 35
Loy, I.
, 20–21
Lucena, J. C.
, 12–13, 197
Luning, P. A.
, 1
Lyon, D.
, 137
MacPhee, M.
, 122–123
Mager, R.
, 82, 84–85, 137–138
Mager’s model
, 135
Maia, S.
, 6
Marcia, J. E.
, 26–27
Marienau, C.
, 53, 156
Marsh, C.
, 10
Marsh, E. J.
, 12–13, 46, 69
Marzano, R. J.
, 89, 93
Marzano’s dimensions of learning
, 139–145
Marzano’s model
, 89–90
Mascall, B.
, 193
Masculinity
, 35–36
Masliani, S.
, 5, 8–9, 12–13, 14, 67
Mayer, R. E.
, 45
McCleary, L.
, 122
McDaniel, M. A.
, 19, 22, 85–86
McDermott, I.
, 12–13, 123
Mcguinness, C.
, 25–27
McLean, C.
, 109
McLean, H.
, 35
McPherson, K.
, 3–4
McTighe, J.
, 5–6
Measures/measuring/measurement
, 62, 129–130, 146
assessing
, 52
authentic
, 5
individual contributions
, 62
learning
, 136
quantitative
, 63–64
Mechanical behaviors
, 79
Mehta, J.
, 5, 194
Meij, H.
, 9
Merrill M. D.
, 28
Metaphor
, 1–2, 20
Metcalfe, J.
, 8, 11, 198
Meyer, M. H.
, 131
Meyer, P.
, 52, 88, 90, 139
Meyer’s agile leadership behaviors
, 139
Meyer’s model
, 91
of agile leadership behaviors
, 147
Miller, G. A.
, 14–15, 42, 145–146, 157
Miller, P. C.
, 28–31
Mills, M.
, 5
Minimalism
, 105
Mitchell, M.
, 110–111
Mitrakova, E. N.
, 122–123
Mittal, C.
, 54
Modeling phase
, 52
Models
, 24, 54
Module
, 91–92, 94–95, 121–122, 125, 171, 194
Mollen, D.
, 35, 54
Monk, S.
, 5
Monràs, A.
, 67
Moreno, R.
, 15–16
Morgan, H.
, 35–36, 53
Morgan Consoli, M. L.
, 54
Moris, J.
, 20–21
Motivates
, 64, 70–71, 93, 96–97
Motivation
, 57, 64, 70–71
Motivators
, 57, 64
Mulder, M.
, 1
Multidimensional learning process
, 121
Multiple conceptual frameworks
, 75–76
Multiple leadership models
, 171
Multiplicity
, 49
Multiplism
, 77
Multiplistic behaviors
, 87
Multiplistic instructional experience design
, 91–94
Multiplistic learning
agile leadership
, 86–88
instructional engagement for
, 88–91
instructional environment for
, 94–95, 96–97
model
, 138
module
, 90
multiplistic learning–behavior-based curriculum
, 86–88
Multiplistic thinking
, 86–87, 94–95
Multiplistically
, 88
Muse, C.
, 109–110
Nasir, N.
, 28–31
Nathan, M. J.
, 121
Nation, K.
, 20
Nduna, N. J.
, 12
Neculau, B. C.
, 121–122
Nemeth, D.
, 8, 20–21
Nepal
, 122
Neuijen, B.
, 32
Nguyen, K.
, 54
Nieman, D. G.
, 168
Nieto, S.
, 66–67
Nonlinear process
, 111
Norica, F.
, 122
Norquist, R.
, 20
Northouse, P. G.
, 77
Nosofsky, R.
, 14–15, 42, 145–146
Nur, A. D.
, 8–9, 67–68
Nurturing
, 110
O’Connor, J.
, 12–13, 123
O’Halloran, C.
, 4
Objects
, 45–46, 82–83, 135–136
learning
, 146–147, 156
Oechslin, M.
, 67, 101
Ohayv, D. D.
, 32
Oksiutycz, A.
, 5
“Onboarding” process
, 78
Operationalized/operationalizes
, 98, 156
Hargrove’s model
, 115
instructional experience
, 94
Optimize/optimized/optimal
deal curriculum
, 198
instructional processes
, 76–77
instructional system design
, 49
interconnectedness
, 168
learning
, 27, 35–36, 75–76
manner
, 68–69
order
, 121
path
, 2
Organizational/organization
, 47, 167
culture
, 32
curriculum engineers
, 3
intellectual
, 52
language
, 23
leadership
, 75–77, 87
strategies
, 62
theory
, 20
Organize
, 130–131
Oswick, C.
, 20
“Outcome”
, 138–139
demonstration
, 10, 16
Owende, P.
, 27
Palis, L. A.
, 54
Parameters of learning
, 1, 2–3
Parsing, learning objectives
, 12–13, 45, 135–136, 145–146, 149
Participation
, 57, 63–64, 69
Pashler, H.
, 8, 11, 198
Pask, G.
, 115–117
Pask’s conversation theory
, 168, 170, 195–196
Pearce, J. C.
, 60
Pedraza, H.
, 109–110
Performance
performance-based model
, 98
performance-centered instruction
, 50–51
of situational leadership
, 105–108
strategies
, 51
Performance-based curriculum, evaluating attributes of
, 148–159
alignment
, 156
coherence
, 156
complexity
, 157
consistency
, 159
externally valid content
, 149–155
integration
, 158
interconnectedness
, 157
outcomes demonstration
, 157
sequence
, 158–159
structure
, 158
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
Perry’s model
, 77, 193–194
of intellectual and ethical development
, 49–50
intellectual thinking
, 171
Persistence
, 19, 24
Phases
of Cross’s model
, 86–87
of facilitation
, 69–70
of learning
, 14, 168
of situational learning
, 100–101
Phenomena
receiving
, 47
responds to
, 47
Phenomenological nature of complex thinking
, 170
Phenomenon
competence
, 127–128
distributed leadership
, 125
nonlinear
, 5–6
participation
, 69
self-forming
, 20–21
Pike, R.
, 124
Pimor, A.
, 95
Pitsia, V.
, 70–71, 129–130
Plass, J. L.
, 15–16
“Plausible” strategy
, 87
Plewa, C.
, 12
Policies
, 53–54
collaborative learning environment
, 68–71
cooperative learning environment
, 61–64
individual learning environment
, 55–57
Political
behaviors
, 139–145
power
, 110
Polner, B.
, 8
Polonyi, T.
, 2
Power distance
, 34
Practical power of conceptual framework
, 21–24
Practice
, 82–83
Predispositions
cultural
, 35
learners
, 35
sociocultural predispositions of learners
, 4–5, 53
of thinking
, 167
Preferences
, 33
Preparation
, 51
Preparedness
, 46
Presumptions
, 21
Principles
of andragogy
, 61
of Carroll’s model of environmental design
, 91–92
of minimalism
, 105
of multiplistic learning
, 88
of parallel sciences
, 124
Prins, N.
, 123, 124
Pritchard, A.
, 57
Problem-based learning
, 5–6
Professional/profession
, 12, 42, 45, 200
accountability of curriculum designer
, 2
in leadership
, 115–117
learning experience
, 117–121
model
, 139
professionally situated learning
, 100
Proficiency
, 51
Proprioception of thought
, 109, 125–127, 130, 160, 167
Proscriptive approach
, 58–59, 109
Protocols
, 79
Psychological competence
, 122–123, 124
Psychology
of competence
, 172
of performance model
, 98–99
of performing
, 50–51
Psychomotor domain
, 45–47
Psychophysically defining competence
, 123
Psychophysically defining system of curriculum design
, 43
Psychophysics of learning
, 6–9
Puzzle-solving
, 22
Pyc, M. A.
, 7
Quantum learning
, 67–68
Qureshi, R.
, 61–62
Rahder, B.
, 35
Rahimi-Kian, A.
, 8–9
Rajashree, R.
, 60–61
Raley, N. D.
, 46
Ramirez, M.
, 31–32
Rank
, 109, 110
Rasul, M. G.
, 122
Rawson, K. A.
, 121
Readiness (psychomotor domain)
, 46
Receiving (affective domain)
, 47, 113
Redesign process
, 199
Refining phase of instructional process
, 52
Reflectiveness
, 91, 92
Reinforcement
activities
, 53, 146–147, 158, 195
and assignment strategies
, 83, 84–85, 117
column employs Cross’s model
, 85–86
in instructional components for multiplistic learning
, 96–97
in instructional design for relativistic learning
, 106–107
in situated leadership learning module
, 150–155
in transformational leadership learning module
, 161–166
Relationships
between components of curriculum
, 145, 156, 168
of instruction
, 135
between phases
, 145
in situated learning
, 158
Relativism
, 50, 77, 98
Relativistic curriculum
, 104–105
Relativistic learning
designing instructional engagement for
instructional environment for
, 105–108
module
, 101–104, 106–107
relativistic learning–performance-based curriculum
, 95–99
situational leadership
, 99–100
Relativistic thinking
, 98, 101–104, 148
Relativistically thinking
, 100
Relevance
, 11–12, 91, 92
Resilience
, 91, 92
Resilient leaders
, 92
Resourcefulness
, 91, 92
Responsiveness
, 91, 92
Restraint
, 33
Restrepo, G.
, 63, 117
Rica, O.
, 122
Richard, H.
, 71–72
Riegeleuth
, 29
Rieser, J.
, 77
Riley, G.
, 64
Riyadi, R.
, 9
Robert-Ribes, J.
, 6
Robinson, P.
, 7, 19, 122
Roger’s model of environmental design
, 147–148
Rogers, experiential learning model of
, 94–95
Rohrer, D.
, 8, 198
Rojas-Drummond, S.
, 109–110
Rondina, G.
, 9
Rosen, C. C.
, 54
Rossiter, R.
, 122
Rovenpor, D. R.
, 54
Rowse, G. L.
, 105–108
Rummel, A.
, 57, 64
Russell, K.
, 35
Safoutin, M. J.
, 9–10
Salam, A.
, 61–62
Sanders, G.
, 32
Sanders, K.
, 66–67, 124
Sangers, J.
, 20
Sari, R.
, 67
Scandura, J. M.
, 31
Scheel, N. P.
, 115–117
Sciences
, 124
Seitz, A.
, 8–9, 121–122, 125
Selander, S.
, 5–6
Self-forming process
, 111
Self-initiated learning
, 95
Sensemaking models
, 116, 126–127
Sequence
, 11
in behavior-based curriculum
, 147
in cognition-based curriculum
, 137
in competency-based curriculum
, 195–196
in learning delivery
, 17–18
in performance-based curriculum
, 158–159
in values-based curriculum
, 170
Service mindset (SM)
, 112–113, 160, 167, 168–169, 170
Shah, P.
, 198
Shared experience
, 64–65
Sharp, J. H.
, 199
Shavelson, R. J.
, 123
Sherwood, R.
, 77
Shiffrin, R.
, 14–15, 42, 145–146, 157
Short-term orientation
, 34
Shoup, R.
, 44
Simoens, H.
, 90
Singh, M. K.
, 129–130
Singh, N.
, 129–130
Single curriculum
, 172
Situated learning
, 98
experience
, 100–101
framework of
, 158–159
professionally
, 100, 102
theory
, 99–100, 149
Situation
leadership process
, 98
of learning
, 100–101, 156
performance
, 104
performance-based model in
, 148
situation-specific solutions for institutional conditions
, 100
strategic plan providing
, 98
Situational leadership
, 77, 95–100
curriculum
, 148, 150–155
institutional vision statement
, 102
strategic objective transformation into learning objectives
, 103–104
vision statement transformation into leadership objectives
, 102
Skills
, 112
in agile execution
, 47
curriculum goals to building
, 88
leadership
, 172
learning products
, 44, 45
psychomotor domain
, 45–46
service
, 113
situational leadership
, 100–101
thinking
, 88–89
Skrandies, W.
, 6, 123, 124
Slavinsky, J. P.
, 12–13
Smith, N. G.
, 35, 54
Snehal, B.
, 66–67
Sociocultural
factors
, 25–27
predispositions of learners
, 53
theories
, 27
Spectrum
, 45–46, 53
Stakeholders
, 67, 130–131, 200
Stamatescu, I. -O.
, 8–9
Sternberg, R. J.
, 49–50, 111
Stevens, S. S.
, 6, 124
Stimuli/stimulus
, 6, 7, 20–21
external
, 6
intellectual
, 19–20
to learning process
, 7, 19–20
Stoian, A. D.
, 28–31, 35–36, 53
Strategic objectives
, 104
Strauss, T.
, 193
Structure of learning delivery
, 11, 16–17
Students
learning for
, 54
services
, 86–87
supports services
, 87
work evaluation
, 56–57
Success
group of learners
, 64–65
learning
, 2
performance of institutional functions
, 138
performance-based curriculum
, 159
society
, 13
Sudirman, M.
, 9, 67–68
Sulayman, H. I.
, 51
Suvorova, O. V.
, 122–123
Swanson, R. A.
, 30
Sweet, B. V.
, 88–89
Sweller, J.
, 14–16, 24, 42, 67–68, 136, 145–146, 157, 194
Synchronous
learning technologies
, 66
media
, 63
Synergistic learning experience
, 8–9, 16
Synergy
, 5, 11, 16, 90, 123
creating by Perry’s model
, 193
instructional
, 14
of leadership model
, 128
learning
, 5
Synthesizing
, 2–3, 46, 83
phases of facilitation
, 70
template
, 52
Systematic curriculum design
, 2, 3, 5, 9, 17, 19–20, 109–110, 131, 198–199
learning in
, 20–21, 24–25
learning space
, 43
Systematic/system
curriculum development
, 15
design of curriculum
, 19, 197
human perceptual
, 8–9, 14–15
instructional
, 14, 61–62, 82
instructional taxonomies
, 45
quantum
, 9
theory
, 199
Tarchouna, N.
, 12
Tasdan, M.
, 124
Taxonomy/taxonomies
affective domain
, 113, 116, 160
cognitive domain
, 79, 80, 130–135
instructional
, 17–18, 29, 45, 195–196
learning
, 17, 26–27, 45–46
Taylor, K.
, 53, 156
Teodorescu, A.
, 20
Themane, M. J.
, 9–10
Thinking-centered instruction
, 49–50
Thomas, H.
, 3
Thomas, M. S. C.
, 198
Torreblanca, O.
, 109–110
Transformational leadership
, 77, 109–114
authentic
, 109
curriculum
, 116, 159–160
instructional plan for development
, 118–120
learning module
, 161–166
Transforming/transformation
, 110
institutional
, 160
learning
, 200
of strategic objective into learning objectives
, 103–104
of vision statement into leadership objectives
, 102
Tsushima, Y.
, 123, 124
Ulla, M. B.
, 20, 21
Uncertainty avoidance culture
, 33–34
Unintended consequences process
, 108
Unit column
, 42
Unstructured learning experiences
, 23–24
Vagle, M. D.
, 5–6, 11–12
Vaina, L. M.
, 8
Vainikainen, M. -P.
, 193
Valeski, T.
, 122
Values
complex reorganization
, 51–52
of institution
, 109
of transformational leadership
, 112–113
values-driven instruction
, 51–52
Values-based curriculum, evaluating attributes of
, 159–171
alignment
, 167–168
coherence
, 167
complexity
, 168–169
consistency
, 170–171
externally valid content
, 167
integration
, 170
interconnectedness
, 168
outcomes demonstration
, 169
sequence
, 170
structure
, 169–170
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
van Boekel, M. S.
, 1
van Gog T.
, 14, 24, 67–68, 136
van Woerkom, M.
, 66–67, 124
Visualization
, 51, 82
of curriculum alignment
, 36, 194–195
Vye, N.
, 77
Wahlheim, C. N.
, 85–86
Wainwright, D.
, 122
Waldrop, M. M.
, 110–111
Walker, T. B.
, 9
Wang, M.
, 9
Watanabe, T.
, 123, 124
Wenger, E.
, 99–100, 105–108, 158
Wenger’s theory
, 149
Wergin, J. F.
, 3
Wertheimer, M.
, 158
Gestalt theory
, 29, 101
instructional experience
, 106–107, 118–120
instructional model
, 156, 157
Wiener attribution theory
, 28
Wiggins, G. P.
, 5–6, 69, 85–86
Willamo, R.
, 115
Williams, J.
, 35
Willingham, D. T.
, 6, 8, 12–13, 121
Willis, G.
, 10
Wininger, S. R.
, 57, 64
Winitkun, D.
, 20, 21
Winter, A.
, 67
Women
, 35–36
Wonnacott, E.
, 20
Woodard, S. M.
, 85–86
Wulanditya, P.
, 67–68
Xu, W.
, 8
Yengin, I.
, 67–68, 71
Yetkiner, Z. E.
, 8
Yilmaz, E.
, 193
Young, A. G.
, 66–67
Youngblood, M. S.
, 20
Zeffiro, T. A.
, 8
Zerihun, Z.
, 129–130
Zhang, L. -F.
, 49–50
Zhao, J.
, 9
Zhao, Y.
, 8–9, 20–21
Zhou, X.
, 9
Zirk-Sadowski, J. M.
, 6, 123, 124