About: Curriculum is a(n) research topic. Over the lifetime, 177580 publication(s) have been published within this topic receiving 2353419 citation(s).
Papers published on a yearly basis
TL;DR: Findings from a meta-analysis of 213 school-based, universal social and emotional learning programs involving 270,034 kindergarten through high school students suggest that policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.
Abstract: This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.
01 Jan 1969
TL;DR: Tyler's book outlines one way of viewing an instructional program as a functioning instrument of education by developing a rationale for studying them, and suggests procedures for formulating answers and evaluating programs of study.
Abstract: In 1949, a small book had a big impact on education. In just over one hundred pages, Ralph W. Tyler presented the concept that curriculum should be dynamic, a program under constant evaluation and revision. Curriculum had always been thought of as a static, set program, and in an era preoccupied with student testing, he offered the innovative idea that teachers and administrators should spend as much time evaluating their plans as they do assessing their students. Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned. This emphasis on thoughtful evaluation has kept Basic Principles of Curriculum and Instruction a relevant, trusted companion for over sixty years. And with school districts across the nation working feverishly to align their curriculum with Common Core standards, Tyler's straightforward recommendations are sound and effective tools for educators working to create a curriculum that integrates national objectives with their students' needs.
14 Jun 2009
TL;DR: It is hypothesized that curriculum learning has both an effect on the speed of convergence of the training process to a minimum and on the quality of the local minima obtained: curriculum learning can be seen as a particular form of continuation method (a general strategy for global optimization of non-convex functions).
Abstract: Humans and animals learn much better when the examples are not randomly presented but organized in a meaningful order which illustrates gradually more concepts, and gradually more complex ones. Here, we formalize such training strategies in the context of machine learning, and call them "curriculum learning". In the context of recent research studying the difficulty of training in the presence of non-convex training criteria (for deep deterministic and stochastic neural networks), we explore curriculum learning in various set-ups. The experiments show that significant improvements in generalization can be achieved. We hypothesize that curriculum learning has both an effect on the speed of convergence of the training process to a minimum and, in the case of non-convex criteria, on the quality of the local minima obtained: curriculum learning can be seen as a particular form of continuation method (a general strategy for global optimization of non-convex functions).
01 Jan 1975
Abstract: Intended for teachers and students, this is an introduction to school curriculum research and development.
01 Dec 1991
Abstract: Introduction Part One - Setting the Stage: Multicultural Education within a Sociopolitical Context 1 Understanding the Sociopolitical Context of Multicultural Education 2 About Terminology 3 Multicultural Education and School Reform Part Two - Developing a Conceptual Framework for Multicultural Education 4 Racism, Discrimination, and Expectations of Students' Achievement Chapter 4 Case Studies: Linda Howard, Rashaud Kates, Vanessa Mattison 5 Structural and Organizational Issues in Schools Chapter 5 Case Studies: Avi Abramson, Fern Sherman 6 Culture, Identity, and Learning Chapter 6 Case Studies: Yahaira Leon, James Karam, Hoang Vinh, Rebecca Florentina 7 Linguistic Diversity in U.S. Classrooms Chapter 7 Case Studies: Manuel Gomes, Alicia Montejo 8 Toward an Understanding of School Achievement Chapter 8 Case Studies: Paul Chavez, Latrell Elton Part Three - Implications of Diversity for Teaching and Learning in a Multicultural Society 9 Learning From Students Chapter 9 Case Studies: Nadia Bara, Savoun Nouch, Christina Kamau 10 Adapting the Curriculum for Multicultural Classrooms 11 Affirming Diversity: Implications for Teachers, Schools, and Families
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