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Article
Publication date: 2 August 2013

Robin Wolven

PurposeCurriculum development is a vital component in the educational process. Its scope is exceptionally broad, and it involves nearly everyone who is involved with teaching…

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Abstract

PurposeCurriculum development is a vital component in the educational process. Its scope is exceptionally broad, and it involves nearly everyone who is involved with teaching and learning, including teachers and librarians. Curriculum development resources offer guidance for lesson plan preparation that meets the educational standards set by each state. Resources for curriculum development for both teachers and librarians are abundant, with resources being offered both electronically and in print, freely available and for purchase. The purpose of this paper is to provide a selection of resources offered for teachers and those offered for librarians, electronically, in print, freely available, and for purchase. Design/methodology/approachCurriculum development resources were chosen based on the selection criteria included in the article, including: authority, accuracy, scope, appropriateness, and treatment. There were many resources for both teachers and librarians available, but only a few were selected. Those selected met the selection criteria and were outstanding and beneficial resources for curriculum development. Findings ‐ Resources for curriculum development for both teachers and librarians are abundant, with resources being offered both electronically and in print, freely available and for purchase. There are many resources for both teachers and librarians; however, teacher resources outnumber those for librarians. Perhaps in the upcoming years, as information literacy instruction becomes part of more institutions, further resources will be made available. Originality/value ‐ The function of curriculum development is to research, plan, and prepare the content and methods that will be taught during instruction to achieve the desired outcomes. State curriculum standards currently play a major role in schools and how the curriculum is developed. Curriculum development resources provide the necessary resources for teachers and librarians to plan and prepare curricula that can meet the standards set by each state.

Details

Reference Reviews, vol. 27 no. 6
Type: Research Article
ISSN: 0950-4125

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Article
Publication date: 1 June 1994

Yin Cheong Cheng

Aims to develop an organizational model for understanding and managingeffective curriculum change in school. Assumes that curriculum changeand teacher competence development occur…

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Abstract

Aims to develop an organizational model for understanding and managing effective curriculum change in school. Assumes that curriculum change and teacher competence development occur in a three‐level context of school organization: the individual level, the group/ programme level, and the whole school level. There exists mutual development and reinforcement between curriculum and teacher competence and also a hierarchy of influence across three levels. Congruence between curriculum change and teacher development and across levels is important for effectiveness of teaching and learning. Congruence represents conceptual consistency and operational consistency, reflecting the strength of school culture. Provides a comprehensive conceptual framework to plan and manage curriculum change and teacher competence development.

Details

International Journal of Educational Management, vol. 8 no. 3
Type: Research Article
ISSN: 0951-354X

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Book part
Publication date: 1 March 2022

Clinton Cassar

Introduction: Public administration has always been at the forefront of promoting sound and ethical values in society. The myriad of events that are shaping our world, such as

Abstract

Introduction: Public administration has always been at the forefront of promoting sound and ethical values in society. The myriad of events that are shaping our world, such as global warming, deforestation, poverty and economic instability, calls for a shift from government to governance. This change demands a collaborative type of governance on the quest to implement sustainability. Collaborative governance can be initiated by its workforce, who are the individuals closest to the structures of public administration and can act as agents of change in this mission. Thus, personnel need to be equipped with the required knowledge, attitudes and skills, about and for, sustainable development. This can be addressed through education for sustainable development (ESD), a lifelong tool which requires adaption to national requirements, but most importantly to societal needs.

Aim: This research focusses on a longitudinal case study from the Maltese islands, the smallest state of the European Union. Since enacting the Sustainable Development Act in 2012, through which sustainable development has been mainstreamed in the Maltese public sector, never was the need felt to educate public officers for sustainable development. Hence, this research aims at shedding light on the curriculum design process of an education module called ‘Public Administration and Sustainability’ as part of a Bachelor of Art’s programme at the University of Malta.

Method: Framing an educational module in a tertiary institution requires tact in aligning the syllabus, not only to the pedagogical requirements, but also to the place of work. In this exploratory study, two research questions, each linked with a set of original hypotheses are tackled through a pool of data obtained from a variety of methodological tools employed, by analysing two important variables – the curriculum and the student. The former is reviewed through a content analysis exercise whereas feedback from the latter is scrutinised through a questionnaire.

Findings: Data triangulation demonstrates that the curriculum design of the educational module promotes a holistic learning experience, since it integrates effectively the cognitive, affective and psychomotor domains of the Bloom’s Taxonomy. Furthermore, the different student cohorts share common positive views about this module.

Originality of Study: Previous studies indicate that there is a lacuna in research regarding curriculum design and review, especially regarding sustainable development. This research is significant as it attempts at filling this void by scrutinising closely curriculum design in higher ESD.

Implications: Drawing upon the results, a number of recommendations are provided, among them is ‘The Multiplier Transformation Triad Model’, which portrays the institutional, educational and individual transformations needed to promote sustainability. Moreover, this research might provide more insights about governments’ commitment towards sustainability but should also serve useful to researchers or practitioners in various fields such as public administration, governance, sustainability and even higher education.

Details

Managing Risk and Decision Making in Times of Economic Distress, Part A
Type: Book
ISBN: 978-1-80117-427-5

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Book part
Publication date: 18 January 2021

Divya Sharma

Curriculum designers have a colossal role to perform. They behold responsibility of viewing futuristic needs not only of society but also of the planet as a whole. They have taken…

Abstract

Curriculum designers have a colossal role to perform. They behold responsibility of viewing futuristic needs not only of society but also of the planet as a whole. They have taken into consideration not only intangible needs of society but also cognitive, affective, and psychomotor needs of individual learners. Curriculum as a whole tends to stress more on the cognitive development of the child more, whereas the, “affective learning …is included infrequently in curriculum” (Sowell, 2005, p.74); thus at times affective and psychomotor domains are overlooked during curriculum transaction. Emotional development is important for the development of humane society. Combs (1982) notes that when we ignore emotional components of any subject we teach, we actually deprive students of meaningfulness. So there is a need to give importance to the development of values among the students. As microcosms of society school curriculum can play an important role in developing a humane society. This purpose can be realized to some extent by modifying the school curriculum in such a manner that values and skills that are expected for imbibing humane culture are integrated along with the content of the regular school curriculum. The process of designing school curriculum so as to integrate the sustainable development goals may include defining learning outcomes, identifying plug points for integration, ascertaining strategies for integration at cognitive, affective and psychomotor domain, devising curriculum transaction plan, implementing integrated curriculum, evaluating, reviewing and monitoring learning outcomes, and implementing process. It is possible to develop a climate of encouraging and safeguarding cultural heritage by developing resources to educate people. Cultural heritage and traditional knowledge can be safeguarded by supporting practitioners and transmission of skills and knowledge. Plugins can be provided in secondary education at various levels of languages, mathematics and sciences to integrate the curriculum. This text provides comprehensive process and strategies to equip curriculum designers and educators as they guide a whole generation to a bright, safe and beautiful future.

Article
Publication date: 30 May 2008

Claus Nygaard and Pia Bramming

The purpose of this paper is to give concrete ideas to the development of MPA programmes in the light of the changing public sector. Following the introduction of ideas and…

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Abstract

Purpose

The purpose of this paper is to give concrete ideas to the development of MPA programmes in the light of the changing public sector. Following the introduction of ideas and practices from New Public Management, public managers face new requirements. The paper aims to deal with some of them and argues that in order to be a competent manager in the public sector today, one needs to be able to self‐develop four types of competence‐in‐practice: methodological competencies; theoretical competencies; meta‐theoretical competencies; and contextual competencies.

Design methodology/approach

The approach in the paper is explorative and normative. The paper explores the changes and challenges in the public sector based on the aforementioned four types of competence‐in‐practice. Following that the paper presents a normative model for curriculum design and exemplify the development and possible processes of learning‐centered MPA programmes.

Findings

The paper finds that learning‐centred MPA programmes are fruitful for the development of said the types of competence‐in‐practice.

Practical implications

With its particular focus on public sector management education this article may be relevant to curriculum developers, academics and practitioners interested in education and employability of public managers.

Originality/value

The paper shows that building on theories about learning, competencies, and curriculum development suggests a processual model for curriculum development that can inspire faculty members to develop learning‐centred MPA programmes where focus is learning and competence development.

Details

International Journal of Public Sector Management, vol. 21 no. 4
Type: Research Article
ISSN: 0951-3558

Keywords

Book part
Publication date: 13 July 2020

Adriadi Novawan and Siti Aisyiyah

This chapter presents a reflective study on the role of leadership in curriculum changes in Indonesian higher education. It was based on case studies carried out in 2012 and 2014…

Abstract

This chapter presents a reflective study on the role of leadership in curriculum changes in Indonesian higher education. It was based on case studies carried out in 2012 and 2014 at Politeknik Negeri Jember (POLIJE), a vocational higher education institution (HEI) that was selected by the Ministry of Research, Technology and Higher Education of Indonesia as a pilot project implementation of the newly established Indonesian Qualification Framework. It describes the theoretical and contextual background of the study that was inseparable with the growing concern on globalization, internationalization, and democratization of HEIs worldwide. Meanwhile, curriculum changes since 1961 demonstrated the dynamic of the curriculum, which signified either the development of national education or instabilities in the individual HEIs. These signify the breadth, depth, and the contexts of ESD curriculum development in Indonesian HEIs, which confronted the leaders or managers with the complexity. This requires effective functions related to the change strategy and shared roles between the top and middle leaders in coping with the leadership, managerial, and academic issues within an interdisciplinary setting. In this top-down change, the intention to adopt the transformational leadership model was obvious in the level of top leaders, while in the middle leadership, practices were less hierarchical. The leaders both in the top and the middle levels had complemented to each other with low attention on the notion of organizational learning. In light of sustainable education, the notion of organizational learning gives the foundation for successful change and sustainable organizational development. It is because the best performance of an institution will strongly be influenced by the quality of investment in the capacity development of both the leaders and staff.

Book part
Publication date: 2 August 2021

Jun Teng and Na An

With the rapid development of the Chinese economy and society, the number of international schools in China has increased sharply. As a core part of school quality, the curriculum

Abstract

With the rapid development of the Chinese economy and society, the number of international schools in China has increased sharply. As a core part of school quality, the curriculum development in international schools is facing a series of challenges due to the changing requirements from both the government and the market. In order to better understand the current practices of curriculum development in these international schools in China, this study adopts Tyler’s and Gu’s curriculum theories to design a questionnaire to collect data from 104 international schools national-wide. In addition, a semi-structured interview for teachers and principals was also conducted in nine international schools in five different cities in China.

The findings show that most international schools aim at cultivating “global citizens” or “leaders and elites.” In China, most schools attach importance to foreign language teaching, and most courses are offered in English. Group work, inquiry and discussion, and project-based learning are frequently adopted in international schools. The findings also show there is a strong integration of “Chinese culture” and “global vision,” and schools generally try to balance the two aspects. Some schools rely heavily on foreign curriculum resources, and are in urgent need of capacity building in term of curriculum development based on Chinese policy, market demands and their school realities. Compared with developed countries, international schools in China endorse the new mission, mixing the requirements of modernization and globalization at the same time. Therefore, how to reconstruct a Chinese neo-modern curriculum system is the fundamental challenge for all international schools in China.

Details

Annual Review of Comparative and International Education 2020
Type: Book
ISBN: 978-1-80071-907-1

Keywords

Book part
Publication date: 17 December 2003

Deidre M Le Fevre

Much enthusiasm exists for using video in teacher education and professional development. As this volume attests to, video-based resources are being used in a variety of…

Abstract

Much enthusiasm exists for using video in teacher education and professional development. As this volume attests to, video-based resources are being used in a variety of teacher-learning contexts. Many educators are discussing their use of video; however, a problem receiving less attention is what it takes to design usable video-based curriculum for teacher learning. This chapter addresses a specific problem faced in using video as a tool for teacher professional development. The problem that is often overlooked is that video in of itself is not a curriculum. We cannot consider video a curriculum perhaps anymore than we can consider a whiteboard and markers a curriculum. Video is rather a medium which can be developed into a resource and used in specific ways to enhance learning. Video can become a part of a curriculum for learning if it is designed to be used in intentional ways towards intentional learning goals. The question then is – what does it take to actually assemble a usable video-based curriculum for teacher learning? Answering this question demands consideration of what and how teachers are intended to learn with this curriculum, and what opportunities the medium of video affords.

Details

Using Video in Teacher Education
Type: Book
ISBN: 978-1-84950-232-0

Book part
Publication date: 26 November 2018

Yulia Tolstikov-Mast, Franziska Bieri, Jennie L. Walker, Alicia Wireman and Vlad Vaiman

Global leadership is a vibrant and still emerging field of study. As scholarship grows in this area, the boundaries of the field become more defined. This has a direct impact on…

Abstract

Global leadership is a vibrant and still emerging field of study. As scholarship grows in this area, the boundaries of the field become more defined. This has a direct impact on curriculum selection for courses and degree programs focused on global leadership. This article begins by exploring how emerging areas of study become recognized as disciplines and applies this knowledge to the global leadership discipline. We also look at doctoral-level degree programs in global leadership, comparing, and contrasting their offerings and approaches, and reflecting on global leadership doctoral education’s role in the ultimate crafting of the discipline. Finally, the curriculum strategies within the doctoral program in global leadership at Indiana Tech are discussed to illustrate the complex and multidisciplinary approach required to prepare global leadership scholars-practitioners.

Article
Publication date: 31 January 2024

Huthaifa Al-Hazaima, Mary Low and Umesh Sharma

This paper applies a stakeholder salience theoretical framework to facilitate the understanding of the roles salient stakeholders can have in the integration of education for…

Abstract

Purpose

This paper applies a stakeholder salience theoretical framework to facilitate the understanding of the roles salient stakeholders can have in the integration of education for sustainable development, one of the important Sustainable Development Goals (SDGs), into Jordan’s university accounting education.

Design/methodology/approach

We used stakeholder salience theory to inform our study. This study adopted a qualitative research method. The study used semi-structured interviews to collect qualitative, open-ended data that explored the salient stakeholders’ thoughts, beliefs and feelings about their roles in influencing the integration of education for sustainable development into the Jordanian accounting curriculum.

Findings

The results indicate that education for sustainable development in accounting is important; however, most Jordanian salient stakeholders indicate their inability to integrate sustainable education into the accounting curriculum due to their lack of power to do so. The findings show that there is currently an inappropriate distribution of power, legitimacy and urgency amongst the salient stakeholders, who indicate that a progressive education solution is required in the critical area of education for sustainable development in accounting. This research indicates that a significant number of salient stakeholders would like the Jordanian government to provide power, legitimacy and urgency to enable accounting educators to become definite stakeholders as this will enable them to integrate sustainable education into the accounting curriculum.

Research limitations/implications

The study is limited to Jordan only. The paper draws attention to the need for an appropriate distribution of power, legitimacy and urgency amongst salient stakeholders in Jordan.

Practical implications

This paper provides evidence that the salient stakeholders in this emerging economy want to make changes in their education system to address climate change concerns, an important SDG, through a better education curriculum for sustainable development in Jordanian universities.

Social implications

Accounting educators should be given the power to make changes in the accounting curriculum, such as integrating education for sustainable development.

Originality/value

There is an inappropriate distribution of power, legitimacy and urgency amongst the Jordanian salient stakeholders and this imbalance hinders the integration of education for sustainable development into the accounting curriculum.

Details

Journal of Public Budgeting, Accounting & Financial Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1096-3367

Keywords

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