A Mastery Rubric: guiding curriculum design,admissions and development of course objectives

This article describes a ‘Mastery Rubric’ (MR) used to design both the curriculum and the assessments in a new two‐year certificate programme intended to train physicians in clinical research skills. The MR for clinical research skills is built around a set of core research skills: critical review of literature; articulation of research objective; development of research design; development of analysis plan; implementation of the study; implementation of the analysis plan and presentation of results. Four distinct levels of performance are described for each skill: beginning, novice, competent and proficient. This rubric outlines and provides a path to mastery of the clinical research skills the certificate programme was designed and funded to target. Using the rubric to design the curriculum ensures that courses will provide instruction in key domains, promotes assessment that demonstrates development in the target skills and knowledge, and encourages reflection and cognitive self‐monitoring in the students. It is a flexible, criterion‐referenced definition of ‘success’ for students as well as the programme itself. The criteria are characterised in terms of the skills, habits of mind and organisational principles that can foster excellence in clinical research, but the approach can be generalised.     

Higher education curriculum orientations and the implications for institutional curriculum change

This research is based on an empirical study exploring how academics make curriculum decisions and their perceptions of the influences that shape their decisions. Interviews were held with 20 academics from diverse disciplines, who were both research active and committed to teaching. The higher education curriculum was conceptualised as a field of decision-making shaped by academics’ beliefs about educational and contextual influences. The study identified five distinctive curriculum orientations representing coherent patterns of curriculum decisions aligned with academics’ beliefs about educational purposes. Case studies are presented to elucidate each of the curriculum orientations. Curriculum orientations were also found to shape academics’ responses to educational change. The following higher education change drivers are explored: graduate employability and the skills agenda, teaching–research relationships, changing understandings about teaching and learning, educational technologies and flexible delivery. The findings suggest implications for institutional curriculum change initiatives and academic development programmes.     

Using developmental evaluation as a design thinking tool for curriculum innovation in professional higher education

This paper argues for the use of ‘developmental’ evaluation as a design-based research tool for sustainable curriculum innovation in professional higher education. Professional education is multi-faceted and complex with diverse views from researchers, professional practitioners, employers and the world of politics leaving little consensus about the nature of educational ‘problems’, let alone educational ‘solutions’. Developmental evaluation is an emerging approach to evaluating innovations and/or organisations that are in a continuous state of change; it asks the evaluators to not simply appraise a final design, but to work with designers through processes of rapid reconnaissance, mapping the territory and emergent modelling. This paper provides an account of how the adoption of the dispositions and approaches of developmental evaluation increased the trustworthiness of decision-making in the design of a new post-graduate teacher education degree in Australia. The principles of developmental evaluation as a design thinking approach have application in other complex curriculum settings.     

高师课程设计:问题与思考

目前我国高师课程设计存在着课程结构不合理、教育课程内容脱离基础教育实际、课程内容缺乏整合等问题.这些问题的存在既有复杂的社会因素,也有高师教育内部自身的发展因素.当务之急是在一定的课程理念指导下,整体优化课程体系,从而提高高师人才培养质量.     

工学结合教学改革中课程群建设的需求与设计

本文通过对工学结合教学改革的分析,以及对课程群与课程群建设原则的介绍,论述了工学结合教学改革课程群建设的指导思想与实施步骤,团队建设与教学规范,并结合游戏软件专业给出了一个课程群建设的设计,最后给出了结论。     

Team-based curriculum design as an agent of change

Curriculum design in higher education environments, namely the consideration of aims, learning outcomes, syllabus, pedagogy and assessment, can often be ad hoc and driven by informal cultural habits. Academics with disciplinary expertise may be resistant to (or ignorant of) pedagogical approaches beyond existing practice. In an environment where there is a need to develop online activities for students, one way to counter this friction is through a team-based approach underpinned by design-thinking. A design-thinking team brings together content, pedagogical and technical expertise to examine and resolve curriculum design issues. This paper explores a number of case studies in which such teams developed units of study and programmes for online delivery. The paper looks at the possibilities that the team approach can be a vehicle to instigate cultural change within and beyond the team; that is, from an individualist to a collective approach and ownership of the curriculum and its design, maintenance and continuous improvement.     

新课改背景下学校文化研究综述

学校文化建设是当前许多学校普遍关注的问题,众多的理论工作者和一线的教育工作者也从不同的角度研究学校文化,研究的成果颇为丰厚。但是在当前新课改背景下研究学校文化的论著并不多,本文从学校文化的定义、学校文化的构成要素、新课改与学校文化的关系及如何建设学校文化等方面综述当前研究的成果,并指出研究中存在的不足。     

普通高中新课程下“研究性学习“之研究

在新课程实施中,"研究性学习"作为一种新的课程形态,它的管理是很多学校公认的难题。"研究性学习"的内容具有问题性,"研究性学习"的学习方式具有开放性,"研究性学习"的研究具有自主性,"研究性学习"的结果的过程性,"研究性学习"的全员参与性,课题内容的层次性等等特征都要求我们建构不同的管理模式。     

Living in an era of comparisons: comparative research on policy,curriculum and teaching

ABSTRACT

The articles in this special issue include different perspectives on comparative policy studies with an aim to understand transnational education policies in relation to the logic of national educational systems and to grasp the ongoing reframing of teacher identity and teaching as a result of the policy activities of ‘new’ and coordinated international actors. This special issue aims to contribute to a continued qualified investigation in curriculum issues at the various levels within the public education system, as well as in the international policy movements, affecting public education differently in different nations. A ‘comparative curriculum research’ inspired by theories and methods from comparative education might be helpful in this endeavour.     

On the evaluation of curriculum reforms

The paper considers the current international trend towards standards-based evaluation in a historical and comparative perspective. Based on a systematization of evaluation perspectives and tools, two basic patterns of curriculum control are discussed: process evaluation, and product evaluation. Whereas the first type has dominated the Continental European context for two centuries or more, and the latter type the English-speaking world for most of the 20th century, the last two decades have brought about a situation in which both types are more and more intertwined. The paper discusses thehistorical preconditions, empirical findings, and possible prospects around this development.     

A blended learning curriculum for training peer researchers to conduct community-based participatory research

Peer researchers (PRs) are research team members who share traits (e.g. gender, age, sexual orientation, diagnosis, income, housing situation, etc.) with study participants. Participatory methods and some fields (e.g. HIV/AIDS) expect PRs to be equitably involved in a project. Moreover, in Canada, there is a current impetus to include ‘the patient’ in health research. PRs often join a project without any formal research training, yet they are frequently tasked with suggesting appropriate language, recruiting participants, conducting interviews, administering surveys, analyzing data, and presenting findings. While there is literature on PR hiring, ethical considerations of PR engagement, and PR experiences, the methods of training PRs remain underreported. A blended learning curriculum (i.e. combination of webinars, didactic in-person presentation, filmed simulation, etc.), informed by the principles of action learning and the concept of reciprocity, has shown preliminary effectiveness in training PRs across two studies. This paper will present the curriculum, alongside exploratory evaluation results (n?=?7), with details on how the curriculum changed from one study to the next and how reciprocity between academic and peer researchers led to stronger collaborations.     

When academics integrate research skill development in the curriculum

This study considered outcomes when 27 academics explicitly developed and assessed student research skills in 28 regular (non-research methods) semester-length courses. These courses ranged from small (n?=?17) to medium-large (n = 222) and included those from first year to masters in business, engineering, health science, humanities and science, across five universities in three Australian cities. The two-year study used three data sets to determine the outcomes of development and assessment initiatives: student pre- (n?=?779) and post-questionnaires (n?=?601), interviews with students (n?=?46) one year after completing a course that developed research skills and interviews with academics (n?=?17) involved in developing and assessing student research skills. These multiple sources provided evidence that students developed a variety of discipline-specific research skills and that these skills were useful for subsequent studies and especially for employment. Academics indicated that the process of making explicit the development of student research skills led to enhancement of their teaching, helping the academics to clarify major course purposes as well as enabling them to provide more substantial feedback to students than in the past. Academics also indicated that this teaching process changed their understanding of disciplinary research and, for some, even suggested new directions in their research.     

美国负责任研究行为(RCR)教育的演进、特点及启示

随着对科研不端行为的认识逐渐深入,负责任研究行为教育受到了美国政府和科学界的普遍关注。在联邦政府的主导下,负责任研究行为教育经过了萌芽期、发展期和成熟期,目前已经初步形成了覆盖范围广泛、层次多样、较为完整的教育体系,其历史发展脉络和主要特点将为我国的科研诚信教育体系建设提供重要的借鉴和启示。     

CDIO教育理念在“动作设计”课程中的应用

将CDIO教育理念引入"动作设计"课程中,以项目为驱动有效的开展"做中学",配合示范性教学和案例式教学等多种教学方法,保证CDIO在课程中的真正实施,增强学生的专业实践能力、创新设计能力、团队合作能力和综合解决问题的能力,进一步提高课堂教学质量。     

ADAMS在机械设计综合实践课程设计中的应用

将虚拟样机技术引入机械设计综合实践课程设计中,以插床机械系统为例,利用ADAMS软件建立导杆机构的参数化模型,并对模型进行运动、动力学仿真及优化设计;用ADAMS软件进行课程设计精确、快捷、方便、直观,课程设计达到了满意的效果。     

浅论设计考察课程改革

设计考察课程是目前高校设计艺术学专业的学生所必须要上的一门课程,这门课的主要目的是通过亲身经历,来激发学生对设计的兴趣,并通过走出去的实际参观为学生补充一定的设计思路和设计灵感,同时还可以将学生平时所学到的东西更好地得到实践的验证,因此这门课的开设对学生学习设计起到至关重要的作用。近两年,很多高校纷纷开设这门课,但是目前设计考察课程所呈现的现状不容乐观,暴露出很多问题。本文从设计考察课程的课程内容及所暴露的问题谈起,主要分析设计考察课程的未来发展方向。     

"科学"新课程课堂设计与探究能力培养评析《力学复习课之一--从自行车谈起》

“科学”新课程课堂设计应注重培养学生的探究能力。本案例从学生最熟悉的自行车谈起 ,复习了摩擦、惯性、压强、杠杆等力学知识。让学生在探究知识的过程中激发学习兴趣、建构知识体系 ,培养分析、解释实际问题的能力。     

国内三所高校商务英语专业课程设置比较分析

文章对国内三所高校商务英语专业的课程设置进行了比较分析,并提出以下观点：普通高校商务英语专业没有必要开设二外课程;适当降低基础英语课程的比重;提高外语专业学生思维能力和创新能力。     

课改带动科研科研促进课改--简谈教师与课改同步成长

本文简述了小学语文课改过程中的科研活动的定位、指导思想和原则 ,并指明了教师作为研究者的角色地位。