BRITISH JOURNAL OF SPECIAL EDUCATION, Issue 3 2009
Lynne Rogers
The introduction of alternative curricula in the UK for students in the secondary phase is one of a number of strategies designed to improve attendance at school, reduce exclusion and improve attainment. Skill Force is a charitable youth initiative that offers 14- to 16-year-old students a key skills based vocational alternative to the traditional curriculum. In this article, Lynne Rogers, Susan Hallam and Jacquelene Shaw of the Institute of Education, University of London, and Jasmine Rhamie of the University of Southampton set out to explore the views of Skill Force instructors and team leaders, school staff and Skill Force Regional Directors. These participants perceived the critical factors in the successful integration of Skill Force to be: effective introduction of the programme to pupils and parents; careful selection of students; clear introduction of the programme to staff; integrated discipline policies; strong support from senior management; good communication; and a willingness to resolve practical difficulties. [source]

Teaching and assessment of Professional attitudes in UK dental schools , Commentary

EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2010
J. Field
Abstract The General Dental Council expects professionalism to be embedded and assessed through-out the undergraduate dental programme. Curricula need therefore to accommodate these recommendations. A stroll poll of UK dental schools provided a basis for understanding the current methods of teaching and assessing professionalism. All respondent schools recognised the importance of professionalism and reported that this was taught and assessed within their curriculum. For most the methods involved were largely traditional, relying on lectures and seminars taught throughout the course. The most common form of assessment was by grading and providing formative feedback after a clinical encounter. Whilst clinical skills and knowledge can perhaps be readily taught and assessed using traditional methods, those involved in education are challenged to identify and implement effective methods of not only teaching, but also assessing professionalism. A variety of standalone methods need to be developed that assess professionalism and this will, in turn, allow the effectiveness of teaching methods to be assessed. [source]

Toward Responsive Beginning Language Curricula

FOREIGN LANGUAGE ANNALS, Issue 2 2001
Larbi Oukada
An initial phase, the general education phase, would be comprised predominantly of nonmajors who enroll in beginning language courses with the premeditated purpose of satisfying a language requirement or investing on their own a modest amount of credit hours to explore or study a second language. A subsequent phase, the professional phase, would begin with courses intended for prospective majors and minors who are customarily predisposed to commit enough time to reach the necessary proficiency level required for their professional goal. This curricular distinction serves to underscore the particular situation and the particular mission of the general education phase and to propose a particular curricular model, the Indiana Model. This model provides, within the current and autonomous structure of the American educational system, a mechanism for selecting, prioritizing, and structuring the most responsive objectives for general-education foreign language teaching. [source]

Interior Design in K-12 Curricula: asking the Experts

JOURNAL OF INTERIOR DESIGN, Issue 3 2007
Stephanie A. Clemons Ph.D.
ABSTRACT The purpose of this qualitative study was to assess how interior design content areas (subject matter) could be introduced and integrated into elementary and secondary (K-12) grade levels in support of national academic education standards. Although the minimum standards have been developed for entry level interior designers (Council for Interior Design Accreditation [CIDA] Standards, adopted 2002) and beyond (National Council for Interior Design Qualification [NCIDQ]), a gap exists in the interior design education continuum from "kindergarten to career." Between June 2001 to April 2002, in order to understand perceptions of experts in interior design and elementary and secondary education, focus group sessions and personal interviews were conducted with interior design educators and practitioners, K-12 teachers (elementary, junior high, and high school levels), national standards curriculum specialists (local and state levels), and school-to-career curriculum specialists. The goal of the study was to develop a framework that could guide the integration of interior design content into K-12 levels. This paper reports the findings from the focus groups and proposes a framework that could guide the national integration of interior design content into grades K-12, support national academic standards, and suggest possible channels of dissemination for developed interior design curriculum materials. [source]

A Survey of Business Alumni: Evidence of the Continuing Need for Law Courses in Business Curricula

JOURNAL OF LEGAL STUDIES EDUCATION, Issue 2 2004
John Tanner
[source]

A Review of 21 Curricula for Abstinence-Only-Until-Marriage Programs

JOURNAL OF SCHOOL HEALTH, Issue 3 2005
Kelly L. Wilson
ABSTRACT: The authors reviewed the content, methods, and overall quality of 21 curricula used in abstinence-only-until-marriage programs. Only materials designed for use in middle school grades (fifth to eighth) or with middle school-aged audiences (9,13 years of age), which presented the abstinence message in at least 40% of their content, were included. A rating instrument adapted from 2 sets of education guidelines structured the assessment of each curriculum. Four experienced teachers rated each curriculum. Curricula exhibited considerable variability in overall quality ratings. While on average, materials scored a 3.33 on a 1-to-5 scale (1 = Unacceptable; 5 = Excellent), 12 curricula received summative scores above the average, with 4 scoring 4.0 or higher. Eight curricula, however, received a below-average rating. While abstinence materials vary considerably in terms of overall quality, the values and world views underlying this sample of curricula were clear and consistent: those who develop abstinence education curricula value nonsexual antecedents of sexual behavior such as skills (goal setting, decision making, and assertiveness), ideals (fidelity, friendships), and psychological factors such as self-esteem. [source]

Implementing Evidence-Based Substance Use Prevention Curricula in North Carolina Public School Districts

JOURNAL OF SCHOOL HEALTH, Issue 9 2004
Melinda M. Pankratz
ABSTRACT: The Safe and Drug-Free Schools and Communities Act (SDFSCA) provides funding for prevention education to nearly every school district in the nation. Recent federal policy requires SDFSCA recipients to implement evidence-based prevention programs. This paper reports the extent to which North Carolina public school districts implement evidence-based substance use prevention curricula. Results showed that while the majority of school districts use evidence-based prevention curricula, they are rarely the most commonly used curricula. Evidence-based curricula are much more likely to be used at the middle school level than at the elementary or high school levels. Urbanicity, coordinator time, and coordinator experience correlated with extensive use of evidence-based curricula in the bivariate analysis, but only time spent on prevention by the Safe and Drug-Free Schools (SDFS) coordinator significantly predicted extensive use in the multivariate analysis. Increasing district SDFSCA coordinator time is a necessary step for diffusing evidence-based curricula. (J Sch Health. 2004;74(9):353,358) [source]

Proto-professionalism: how professionalisation occurs across the continuum of medical education

MEDICAL EDUCATION, Issue 1 2005
Sean R Hilton
Introduction, Professionalism and its assessment across the medical education continuum have become prominent topics in recent years. We consider the nature of professionalism and how it emerges and relates to the work carried out by doctors and doctors-in-training. Thesis and Discussion, We suggest 6 domains in which evidence of professionalism can be expected: ethical practice; reflection/self-awareness; responsibility for actions; respect for patients; teamwork, and social responsibility. Furthermore, we propose that a defining characteristic is encapsulated by the Greek term phronesis, or practical wisdom. Phronesis is acquired only after a prolonged period of experience (and reflection on experience) occurring in concert with the professional's evolving knowledge and skills base. The prior period we have termed as one of ,proto-professionalism'. Influences on proto-professionalism are considered in terms of moral and psychosocial development and reflective judgement. Conclusion, Curricula that develop meta-skills will foster the acquisition and maintenance of professionalism. Adverse environmental conditions in the hidden curriculum may have powerful attritional effects. [source]

Physiotherapists' perceptions and use of medical imaging information in practice

PHYSIOTHERAPY RESEARCH INTERNATIONAL, Issue 1 2006
Tamara Little
Abstract Background and Purpose. Physiotherapists must take responsibility for all aspects of patient care. Information from medical imaging studies can influence clinical decisions. The purpose of the present study was to gather information about physiotherapists' perceptions and use of medical imaging information in clinical practice. Method. A survey questionnaire was developed, validated and pilot tested. Subjects were randomly selected from a pool of licensed physiotherapists practising in four California Physical Therapy Association Districts. The survey was sent to 500 physiotherapists. Data gathered from the survey were transcribed to spreadsheets for analysis. Results. One hundred and twenty participants completed and returned the survey. Information from radiographs was most frequently available, followed by MRI and CT scan information, respectively. Respondents reported more use of information from reports than from images. Respondents also indicated that it was important to be able to review medical imaging information (70%), that they use medical imaging information in their practice when it is available (83.4%), that physiotherapists have the necessary knowledge and skills to use this type of information (77.3%), and that medical imaging should be covered in entry-level educational programmes (84.2%). Respondents additionally indicated that medical imaging information could be used to understand a patient's disease process (85%), improve communication about patient care (90%), improve diagnosis, prognosis and interventions for patients (81.6%), and identify contraindications to examination and interventions (87.5%). Conclusions. Physiotherapists have access to some medical imaging information and perceive that this information could be valuable in patient care; however, not all therapists are confident in their ability to interpret this information. Curricula in entry-level physiotherapist educational programmes should include information about medical imaging. Copyright © 2006 John Wiley & Sons, Ltd. [source]

Curricula and the use of ICT in education: Two worlds apart?

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 6 2007
Jo Tondeur
In many countries, information and communication technology (ICT) has a clear impact on the development of educational curricula. In Flanders, the education government has identified and defined a framework of ICT competencies for expected outcomes, related to knowledge, skills and attitudes that pupils are expected to achieve at the end of primary school. However, it has never been examined whether teachers are using ICT in accordance with the competencies proposed by the Flemish government. In order to answer this question, a survey was conducted among 570 respondents in a stratified sample of 53 primary schools. Results show that teachers mainly focus on the development of technical ICT skills, whereas the ICT curriculum centres on the integrated use of ICT within the learning and teaching process. This indicates the existence of a gap between the proposed and the implemented curriculum for ICT. The paper concludes with the potential value of a school-based ICT curriculum that ,translates' the national ICT-related curriculum into an ICT plan as part of the overall school policy. [source]

Interruption and Imagination in Curriculum and Pedagogy, or How to Get Caught Inside a Strange Loop

CURRICULUM INQUIRY, Issue 3 2010
RUBÉN A. GAZTAMBIDE-FERNÁNDEZ
First page of article [source]

Struggle: A History of "Mere" Ideas

CURRICULUM INQUIRY, Issue 2 2010
REBA N. PAGE
An essay review of The Struggle for the American Curriculum, 1893,1958 (3rd edition). (Kliebard, Herbert M. New York: Routledge, 2004. [Original publication, 1986; 2nd edition, 1995]) [source]

"Destiny Has Thrown the Negro and the Filipino Under the Tutelage of America": Race and Curriculum in the Age of Empire

CURRICULUM INQUIRY, Issue 4 2009
ROLAND SINTOS COLOMA
ABSTRACT The article brings together the fields of curriculum studies, history of education, and ethnic studies to chart a transnational history of race, empire, and curriculum. Drawing from a larger study on the history of education in the Philippines under U.S. rule in the early 1900s, it argues that race played a pivotal role in the discursive construction of Filipino/as and that the schooling for African Americans in the U.S. South served as the prevailing template for colonial pedagogy in the archipelago. It employs Michel Foucault's concept of archaeology to trace the racial grammar in popular and official representations, especially in the depiction of colonized Filipino/as as racially Black, and to illustrate its material effects on educational policy and curriculum. The tension between academic and manual-industrial instruction became a site of convergence for Filipino/as and African Americans, with decided implications for the lived trajectories in stratified racialized and colonized communities. [source]

Repeating the Race Experience: John Dewey and the History Curriculum at the University of Chicago Laboratory School

CURRICULUM INQUIRY, Issue 3 2009
THOMAS FALLACE
ABSTRACT Despite the vast literature on Dewey and his laboratory school, most scholars have failed to contextualize Dewey's pedagogical ideas in the intellectual currents of the period, particularly the historicist concept of social development known as recapitulation and/or correspondence theory. In this article, the author explores how and why history was taught at Dewey's laboratory school at the University of Chicago (1896,1904). To do so, the author traces how Dewey's approach to teaching history not only emerged out of pedagogical disputes, but also out of 19th -century historicist theories of evolutionary anthropology and genetic psychology. From this context, the author argues that Dewey's history curriculum was based entirely upon his own interpretation of the anthropological-sociological-psychological theory of recapitulation, which suggested that the stages of child development corresponded with the development of Western civilization. Drawing on Dewey's professional correspondence, course syllabi, and book reviews in addition to his published essays, the author suggests that this ethnocentric theory of recapitulation served as the foundation for the entire curriculum at the laboratory school, guiding both theory and practice. [source]

Curriculum-Context Knowledge: Teacher Learning From Successive Enactments of a Standards-Based Mathematics Curriculum

CURRICULUM INQUIRY, Issue 2 2009
JEFFREY MARTIN CHOPPIN
ABSTRACT This study characterizes the teacher learning that stems from successive enactments of innovative curriculum materials. This study conceptualizes and documents the formation of curriculum-context knowledge (CCK) in three experienced users of a Standards-based mathematics curriculum. I define CCK as the knowledge of how a particular set of curriculum materials functions to engage students in a particular context. The notion of CCK provides insight into the development of curricular knowledge and how it relates to other forms of knowledge that are relevant to the practice of teaching, such as content knowledge and pedagogical content knowledge. I used a combination of video-stimulated and semistructured interviews to examine the ways the teachers adapted the task representations in the units over time and what these adaptations signaled in terms of teacher learning. Each teacher made noticeable adaptations over the course of three or four enactments that demonstrated learning. Each of the teachers developed a greater understanding of the resources in the respective units as a result of repeated enactments, although there was some important variation between the teachers. The learning evidenced by the teachers in relation to the units demonstrated their intricate knowledge of the curriculum and the way it engaged their students. Furthermore, this learning informed their instructional practices and was intertwined with their discussion of content and how best to teach it. The results point to the larger need to account for the knowledge necessary to use Standards-based curricula and to relate the development and existence of well-elaborated knowledge components to evaluations of curricula. [source]

What If Curriculum (of a Certain Kind) Doesn't Matter?

CURRICULUM INQUIRY, Issue 1 2009
KENT DEN HEYER
First page of article [source]

Local Heroes, Narrative Worlds and the Imagination: The Making of a Moral Curriculum Through Experiential Narratives

CURRICULUM INQUIRY, Issue 1 2008
CAROLA CONLE
ABSTRACT Concern about the impact of narrative worlds and their heroes offered by the media prompted research on encounters with moral models in experiential, narrative curricula. Researchers tracked the extension of a mandated Language Arts curriculum on "heroes" through the experiential narratives of four local heroes chosen collaboratively by teacher, students and researcher. They also elicited and analyzed responses from students to these narrative presentations in order to explore how students understood the narrative worlds presented to them. Instead of focusing on the personalities of the speakers, the researchers considered the experiential stories, and the moments of narrative encounter they offered, as the sources of immediate moral impact. However, this impact, it is suggested, did not adhere to a particular narrative in an undifferentiated manner. Instead, effects varied according to what a particular student brought to the encounter and how he or she was able to experience it. Material from two students' responses illustrates how they brought their own personal and socio-cultural contexts to the encounter, activating existing dispositions and reinforcing inclinations to behave in certain ways. There was some evidence that the students reconstructed the meaning of events in their lives, were able to interpret their environment in new ways, and constructed visions of possible futures based on this curricular experience. [source]

Education and Social Change: The Case of Israel's State Curriculum

CURRICULUM INQUIRY, Issue 4 2007
AMOS HOFMAN
ABSTRACT The aim of this article is to explore, through the case of the official Israeli state curriculum, how the educational system is affected by social changes and how it responds to them, and to suggest curricular directions that go along with the new social reality that has emerged in Israel during the past decade. We offer a conceptual-theoretical analysis based on the examination of 10 subject areas taught at Israeli schools by leading experts who investigated the curriculum documents of the Ministry of Education in their disciplines. We identify three stages of curriculum development in Israel since its establishment: promotion of hegemonic national goals, emphasis on academic structure of knowledge, and in recent decades, multiple conflicting goals. Changes in the Israeli state curricula indeed reflect a response to broader social changes, yet these changes are partial, irresolute, and scattered. There is a need for a transcultural approach, promoting a core curriculum common to all groups in Israel, beyond which each group may express its uniqueness. [source]

Contesting the Curriculum: An Examination of Professionalism as Defined and Enacted by Australian History Teachers

CURRICULUM INQUIRY, Issue 3 2007
FIONA HILFERTY
ABSTRACT In this article, I present an analysis of professionalism as defined and enacted by the History Teachers' Association of New South Wales (HTANSW). This analysis was part of a larger doctoral project (2000,2005) in which I employed critical qualitative inquiry to compare and contrast the contribution that two subject teaching associations (science and history) make to the project of teacher professionalism in Australia. My aim for this project was to explore what professionalism means in practice for a unique group of teachers: those who have made an active and fundamental commitment to their subject community by voluntarily serving on the executive committee of their subject-based professional association. In this article, I present findings from the case account of the HTANSW,an organization that operates locally as a professional teacher community and a representative organization for school-based history teachers. This case account details the manoeuvrings of an association that powerfully asserts an expansive role for history teachers as both contributors to, and critical commentators on, curriculum policy. In this article, I conceptualise the actions of this association as an enacted form of teacher professionalism. Drawing on study findings, I explicate my conception of professionalism as an enacted discourse of power and I show how this discourse is enacted in subject-specific ways. [source]

Developing a Multicultural Curriculum in a Predominantly White Teaching Context: Lessons From an African American Teacher in a Suburban English Classroom

CURRICULUM INQUIRY, Issue 4 2005
H. RICHARD MILNER
ABSTRACT The author sought to understand an African American English teacher's multicultural curriculum transformation and teaching in a suburban, mostly White, high school. Building on Banks's (1998) model of multicultural curriculum integration, the study focused on a context that might otherwise be ignored because there was not a large student-of-color representation in the school. The teacher in the study was operating at one of the highest levels of Banks's model, the transformational approach. Although the teacher shared characteristics with many of the Black teachers explored in the literature, there was one important difference: much of the research and theory about Black teachers and their instruction focus on Black teachers and their effectiveness in predominantly Black settings. The Black teacher in this study taught in a predominantly White teaching context. The study suggested that even teachers highly conscious of race, culture, gender, and ethnicity may find it difficult to reach the highest level of Banks's model: the social action approach. Implications of this study suggest that multicultural curricula can be well developed and received in a predominantly White setting as long as the curriculum is thoughtfully and carefully transformed. However, the study pointed out that the pervasive discourses and belief systems against multicultural education in a school can discourage highly effective curriculum transformers, and there is a great need to help critically minded teachers persevere in the face of such adversity. [source]

Framing French Success in Elementary Mathematics: Policy, Curriculum, and Pedagogy

CURRICULUM INQUIRY, Issue 3 2004
FRANCES C. FOWLER
ABSTRACT For many decades Americans have been concerned about the effective teaching of mathematics, and educational and political leaders have often advocated reforms such as a return to the basics and strict accountability systems as the way to improve mathematical achievement. International studies, however, suggest that such reforms may not be the best path to successful mathematics education. Through this qualitative case study, the authors explore in depth the French approach to teaching elementary mathematics, using interviews, classroom observations, and documents as their data sets. They apply three theoretical frameworks to their data and find that the French use large-group instruction and a visible pedagogy, focusing on the discussion of mathematical concepts rather than on the completion of practice exercises. The national curriculum is relatively nonprescriptive, and teachers are somewhat empowered through site-based management. The authors conclude that the keys to French success with mathematics education are ongoing formative assessment, mathematically competent teachers, policies and practices that help disadvantaged children, and the use of constructivist methods. They urge comparative education researchers to look beyond international test scores to deeper issues of policy and practice. [source]

A Curriculum of Aloha?

CURRICULUM INQUIRY, Issue 3 2000
Colonialism, Tourism in Hawai, i's Elementary Textbooks
In this article I question the efficacy of (post)colonial Hawai,i's seemingly progressive Hawaiian studies curriculum by proceeding through a detailed textual analysis of the curriculum's core textbooks and instructional guides. Building upon Foucault's work in discourse genealogy and new historicism's technique of reading a text alongside an unlikely partner from another genre, I demonstrate how the images of Hawai,i and Hawaiians represented in the Hawaiian studies curriculum are strikingly similar to the images that were first projected upon Hawaiians by early colonial voyagers and have since been perpetuated through Hawai,i's visitor industry. By juxtaposing the school texts with documents used for the training of tourist industry workers, I explore how the material interests of the visitor industry are expressed in a curriculum that attempts to interpellate young Hawaiian students as low-paid tourist industry labor. In giving an example of how a well-intended curricular inclusion effort has had unintended, paradoxical effects, I raise difficult questions about the inclusion of underrepresented minority groups in the school curricula of (post)colonial societies in which colonialist economic- and psychodynamics continue to exist. Turning the logic of visibility politics on its head, I send a warning to all indigenous and disadvantaged groups engaged in parallel struggles across the globe, cautioning them to think closely before lobbying for inclusion in area studies curricula that may ultimately do more damage than good. [source]

Toward the Development of an Interdisciplinary Information Assurance Curriculum: Knowledge Domains and Skill Sets Required of Information Assurance Professionals,

DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 1 2008
Casey G. Cegielski
ABSTRACT Since the ratification of the Sarbanes-Oxley Act of 2002, both publicly traded companies and their respective financial statement auditors have struggled to comply with the requirements of the legislation. Utilizing three individual Delphi studies, separately, I surveyed partners, managers, and staff associates in the United States from each of the "Big 4" international accounting firms to ascertain from each respective group what knowledge domains and technical skills are most important in the practice of Sarbanes-Oxley,related information assurance compliance. Analysis of the data collected provided the basis for the development and subsequent implementation of a new interdisciplinary business curriculum in information assurance. [source]

Active Learning through Modeling: Introduction to Software Development in the Business Curriculum,

DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2004
Boris Roussev
ABSTRACT Modern software practices call for the active involvement of business people in the software process. Therefore, programming has become an indispensable part of the information systems component of the core curriculum at business schools. In this paper, we present a model-based approach to teaching introduction to programming to general business students. The theoretical underpinnings of the new approach are metaphor, abstraction, modeling, Bloom's classification of cognitive skills, and active learning. We employ models to introduce the basic programming constructs and their semantics. To this end, we use statecharts to model object's state and the environment model of evaluation as a virtual machine interpreting the programs written in JavaScript. The adoption of this approach helps learners build a sound mental model of the notion of computation process. Scholastic performance, student evaluations, our experiential observations, and a multiple regression statistical test prove that the proposed ideas improve the course significantly. [source]

Addressing the Systems-based Practice Core Competency: A Simulation-based Curriculum

ACADEMIC EMERGENCY MEDICINE, Issue 12 2005
Ernest E. Wang MD
Systems-based practice is one of the six core competencies implemented by the Accreditation Council for Graduate Medical Education to direct residency educational outcome assessment and accreditation. Emergency medicine,specific systems-based practice criteria have been described to define the expected knowledge and skill sets pertinent to emergency medicine practitioners. High-fidelity patient simulation is increasingly used in graduate medical education to augment case-based learning. The authors describe a simulation-based curriculum to address the emergency medicine,specific systems-based practice core competency. [source]

Complexity and the Culture of Curriculum

EDUCATIONAL PHILOSOPHY AND THEORY, Issue 1 2008
William E. Doll
Abstract This paper has two main foci: (1) the history of curriculum design, and (2) implications from the new sciences of chaos and complexity for the development of new forms of curriculum design and teaching implementation. Regarding the first focus, the paper posits that there exist,to use Wittgenstein's phrase,,family resemblances' between Peter Ramus' 16th century curriculum design and that of Ralph Tyler in the 20th century. While this 400-year linkage is by no means linear, there are overlapping strands from Ramus to Comenius to the Puritans to colonial New England to Horace Mann to Ralph Tyler. What unites these strands, all belonging to the Protestant Methodization movement that swept across northern Europe into colonial America and the USA, is the concept of Method. Taylor's ,time and motion' studies set the stage for Tyler's Basic Principles of curriculum design,those starting with set goals and concluding with measured assessment. The second focus draws on the new sciences of chaos and complexity to develop a different sense of curriculum and instruction,open, dynamic, relational, creative, and systems oriented. The paper concludes with an integration of the rational/scientific with the aesthetic/spiritual into a view of education and curriculum informed by complexity. [source]

Alas, Poor Shakespeare: Teaching and Testing at Key Stage 3

ENGLISH IN EDUCATION, Issue 3 2003
Jane Coles
Abstract In this article I briefly consider the ideological impetus for retaining Shakespeare as a compulsory component of the National Curriculum for English. I take issue with the current Key Stage 3 testing regime. In particular, I question the educational value of tests which ultimately undermine what is generally agreed to be good classroom practice and which force on teachers a narrow theoretical perspective of Shakespeare, where close textual analysis and Bradleyan notions of character predominate. [source]

Writing Process and Progress: Where Do We Go from Here?

ENGLISH IN EDUCATION, Issue 1 2001
Mary Hilton
Abstract This article examines the rationale behind the government's methods for raising standards in writing at Key Stage 2. Firstly there is a renewed drive to teach discrete units of sentence grammar. Secondly there is a fresh commitment to shared and guided writing. But, because it is envisaged that these teacher-led sessions will take up at least half of the Literacy Hour two or three times a week, both these aims will lead to a diminution of time for written composition by the children themselves. This is in accordance with new criticisms by NLS policy makers of the model of ,process' embedded in the National Curriculum, particularly the idea of creative pre-writing activities and sustained independent writing. The article goes on to argue that these new measures ignore research on the ways children learn to write and will not lead to a rise in standards. [source]

Learning, Literacy and ICT: What's the Connection?

ENGLISH IN EDUCATION, Issue 3 2000
Richard Andrews
Abstract This article takes the form of a keynote address to delegates at the ,Raising Standards through Literacy and ICT across the Curriculum at Key Stages 3 and 4 conference', held at Middlesex University, London in July 2000. It sets out by defining the terms ,learning', ,literacy' and ,ICT' and then proceeds to make connections between the areas they denote. The main connections are seen to be the increased reciprocity of reading and writing, the contiguity of the verbal and visual in contemporary communication and the re-establishment of composition at the heart of the literacy curriculum. Central to all of these is the importance of transformation in learning, not only in theory but also in the day-to-day practices of classrooms. Recent research into ICT and literacy is reviewed, practical possibilities for cross-curricular collaboration are offered, and implications for the future are considered. [source]

Patient Safety: A Curriculum for Teaching Patient Safety in Emergency Medicine

ACADEMIC EMERGENCY MEDICINE, Issue 1 2003
Karen S. Cosby MD
Abstract The last decade has witnessed a growing awareness of medical error and the inadequacies of our health care delivery systems. The Harvard Practice Study and subsequent Institute of Medicine Reports brought national attention to long-overlooked problems with health care quality and patient safety. The Committee on Quality of Health Care in America challenged professional societies to develop curriculums on patient safety and adopt patient safety teaching into their training and certification requirements. The Patient Safety Task Force of the Society for Academic Emergency Medicine (SAEM) was charged with that mission. The curriculum presented here offers an approach to teaching patient safety in emergency medicine. [source]