Showing papers on "Curriculum published in 1998"

Cultural Humility Versus Cultural Competence: A Critical Distinction in Defining Physician Training Outcomes in Multicultural Education

Abstract: Researchers and program developers in medical education presently face the challenge of implementing and evaluating curricula that teach medical students and house staff how to effectively and respect- fully deliver health care to the increasingly diverse populations of the United States. Inherent in this challenge is clearly defining educational and training outcomes consistent with this imperative. The traditional notion of competence in clinical training as a detached mastery of a theoretically finite body of knowledge may not be appropriate for this area of physician education. Cultural humility is proposed as a more suitable goal in multicultural medical education. Cultural humility incorporates a lifelong commitment to self-evaluation and self-critique, to redressing the power imbalances in the patient-physician dynamic, and to developing mutually beneficial and nonpaternalistic clinical and advocacy partner- ships with communities on behalf of individuals and defined populations.

Beyond curriculum reform: confronting medicine's hidden curriculum.

Abstract: Throughout this century there have been many efforts to reform the medical curriculum. These efforts have largely been unsuccessful in producing fundamental changes in the training of medical students. The author challenges the traditional notion that changes to medical education are most appropriately made at the level of the curriculum, or the formal educational programs and instruction provided to students. Instead, he proposes that the medical school is best thought of as a "learning environment" and that reform initiatives must be undertaken with an eye to what students learn instead of what they are taught. This alternative framework distinguishes among three interrelated components of medical training: the formal curriculum, the informal curriculum, and the hidden curriculum. The author gives basic definitions of these concepts, and proposes that the hidden curriculum needs particular exploration. To uncover their institution's hidden curricula, he suggests that educators and administrators examine four areas: institutional policies, evaluation activities, resource-allocation decisions, and institutional "slang." He also describes how accreditation standards and processes might be reformed. He concludes with three recommendations for moving beyond curriculum reform to reconstruct the overall learning environment of medical education, including how best to move forward with the Medical School Objectives Project sponsored by the AAMC.

Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students

Abstract: Our objective has been to develop an instructional theory and corresponding curricular materials that make scientific inquiry accessible to a wide range of students, including younger and lower achieving students. We hypothesized that this could be achieved by recognizing the importance of metacognition and creating an instructional approach that develops students' metacognitive knowledge and skills through a process of scaffolded inquiry, reflection, and generalization. Toward this end, we collaborated with teachers to create a computer enhanced, middle school science curriculum that engages students in learning about and reflecting on the processes of scientific inquiry as they construct increasingly complex models of force and motion phenomena. The resulting ThinkerTools Inquiry Curriculum centers around a metacognitive model of research, called the Inquiry Cycle, and a metacognitive process, called Reflective Assessment, in which students reflect on their own and each other's inquiry. In this article, we report on instructional trials of the curriculum by teachers in urban classrooms, including a controlled comparison to determine the impact of including or not including the Reflective Assessment Process. Overall, the curriculum proved successful and students' performance improved significantly on both physics and inquiry assessments. The controlled comparison revealed that students' learning was greatly facilitated by Reflective Assessment. Furthermore, adding this metacognitive process to the curriculum was particularly beneficial for low-achieving students: Performance on their research projects and inquiry tests was significantly closer to that of high-achieving students than was the case in the control classes. Thus, this approach has the valuable effect of reducing the educational disadvantage of low-achieving students while also being beneficial for high-achieving students. We argue that these findings have strong implications for what such metacognitively focused, inquiry-oriented curricula can accomplish, particularly in urban school settings in which there are many disadvantaged students. (http://www.tandfonline.com/doi/abs/10.1207/s1532690xci1601_2)

Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning

Abstract: (1998). Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning. Journal of the Learning Sciences: Vol. 7, No. 3-4, pp. 271-311.

Curriculum Development for Medical Education: A Six-Step Approach

Abstract: Curriculum Development for Medical Education is designed for use by curriculum developers and others who are responsible for the educational experiences of medical students, residents, fellows, and clinical practitioners. Short, practical, and general in its approach, the book begins with a broad overview of the subject. Each succeeding chapter covers one of the six steps: problem identification and general needs assessment, targeted needs assessment, goals and objectives, educational strategies, implementation, and evaluation. Additional chapters address curriculum maintenance, enhancement, and dissemination. The six-step approach outlined here has evolved over the past twenty years, during which time the authors have taught curriculum development and evaluation skills to faculty and fellows in the Johns Hopkins University Faculty Development Program for Clinician-Educators. Program participants have used the techniques described to develop curricula on such diverse topics as preclerkship skills building, clinical reasoning and shared decision making, outpatient internal medicine, musculoskeletal disorders, office gynecology for the generalist, chronic illness and disability, geriatrics for nongeriatric faculty, surgical skills assessment, laparoscopic surgical skills, cross-cultural competence, and medical ethics. This thoroughly revised edition includes a broad discussion of competencies mandated by the Accreditation Council for Graduate Medical Education and other bodies, current information on education technology, increased emphasis on scholarships related to curriculum development, and advice on obtaining institutional review board approval. Updated examples throughout the book illustrate major points. The expanded appendixes include samples of complete curricula and information on funding, faculty development, and curricular resources.

Toward a Social Understanding of How People Learn in Organizations: The Notion of Situated Curriculum

Abstract: In this article we submit the view that learning in the workplace is to be understood both as a cognitive and a social activity. We support our claim by introducing and discussing the concept of `s...

Educative Assessment: Designing Assessments to Inform and Improve Student Performance

Abstract: Educative Assessment: A Vision. ESSENTIAL ELEMENTS OF ASSESSMENT. Ensuring Authentic Performance. Providing Ongoing Feedback. Promoting Student Understanding. DESIGNING ASSESSMENTS. Standards and Criteria. Individual Performance Tasks. Scoring Rubrics. APPLICATIONS AND IMPLICATIONS. Portfolio as Evidence. Curriculum and Instruction. Grading and Reporting. Teaching and Accountability. CHANGING THE SYSTEM. Feasibility: Real and Imagined. Next Steps.

Inquiry in Project-Based Science Classrooms: Initial Attempts by Middle School Students

Abstract: Although inquiry is an essential component of science learning, we know little about students' experience with inquiry in regular science classrooms Our goal is to describe realistically what middle school students do and where they have difficulties in their first encounters with inquiry learning We report findings from case studies of 8 students as they designed and carried out their own investigations during 2 projects that spanned several months We detail how students asked questions, planned and designed investigations and procedures, constructed apparatus, carried out their work, interpreted data and drew conclusions, and presented the findings We discuss how collaboration among group members and support from the teacher influenced this process The findings indicate that middle school students were thoughtful in designing investigations and in planning procedures; for instance, they thought about controls, about samples, and about how to organize data collection However, the cases also reveal areas of weakness, such as failures to focus on the scientific merit of questions generated and to systematically collect and analyze data and draw conclusions Teacher structuring and questioning were crucial in encouraging students to be thoughtful about the substantive aspects of inquiry Overall, these findings can help curriculum developers and science educators in their attempts to design instruction to improve the inquiry process (http://wwwtandfonlinecom/doi/abs/101080/1050840619989672057)

Strategies for improving teaching practices: a comprehensive approach to faculty development.

Abstract: Medical school faculty members are being asked to assume new academic duties for which they have received no formal training. These include time-efficient ambulatory care teaching, case-based tutorials, and new computer-based instructional programs. In order to succeed at these new teaching tasks, faculty development is essential. It is a tool for improving the educational vitality of academic institutions through attention to the competencies needed by individual teachers, and to the institutional policies required to promote academic excellence. Over the past three decades, strategies to improve teaching have been influenced by the prevailing theories of learning and research on instruction, which are described. Research on these strategies suggests that workshops and students' ratings of instruction, coupled with consultation and intensive fellowships, are effective strategies for changing teachers' actions. A comprehensive faculty development program should be built upon (1) professional development (new faculty members should be oriented to the university and to their various faculty roles); (2) instructional development (all faculty members should have access to teaching-improvement workshops, peer coaching, mentoring, and/or consultations); (3) leadership development (academic programs depend upon effective leaders and well-designed curricula; these leaders should develop the skills of scholarship to effectively evaluate and advance medical education); (4) organizational development (empowering faculty members to excel in their roles as educators requires organizational policies and procedures that encourage and reward teaching and continual learning). Comprehensive faculty development, which is more important today than ever before, empowers faculty members to excel as educators and to create vibrant academic communities that value teaching and learning.

Scientific literacy: New minds for a changing world

Abstract: From the beginning of modern science in the 1600s, there has been an interest in how to link academic science with the lifeworld of the student To facilitate this purpose requires a lived curriculum and a range of thinking skills related to the proper utilization of science/technology information The extent to which students acquire these cognitive competencies determines whether or not they are scientifically literate The supporting science curriculum must be culturally based and in harmony with the contemporary ethos and practice of science Never before have schools faced such a rapidly changing landscape calling for a reinvention of school science curricula This article identifies elements of a curriculum framework and cognitive strategies that seek to prepare students as productive citizens in today's world © 1998 John Wiley & Sons, Inc Sci Ed82:407–416, 1998

Teaching to Change the World

Abstract: Chapter 1: Schooling: Wrestling with History and TraditionChapter 2: Traditional Learning Theories: Transmission, Training, and IQChapter 3: Contemporary Learning Theories: Problem Solving, Understanding, and ParticipationChapter 4: Curriculum: Philosophy, History, and Politics: What Should Students Learn?Chapter 5: Curriculum Content: The Subject MattersChapter 6: Instruction and Assessment: Classrooms as Learning CommunitiesChapter 7: Classroom Management: Caring and Democratic CommunitiesChapter 8: Grouping and Categorical Programs: Can Schools Teach All Students Well?Chapter 9: The School Culture: Where Good Teaching Makes SenseChapter 10: Connections with Families and CommunitiesChapter 11: Teaching to Change the World: A Profession and a Hopeful Struggle

Courses involving complementary and alternative medicine at US medical schools.

Abstract: Context.—With the public's increasing use of complementary and alternative medicine, medical schools must consider the challenge of educating physicians about these therapies.Objectives.—To document the prevalence, scope, and diversity of medical school education in complementary and alternative therapy topics and to obtain information about the organizational and academic features of these courses.Design.—Mail survey and follow-up letter and telephone survey conducted in 1997-1998.Participants.—Academic or curriculum deans and faculty at each of the 125 US medical schools.Main Outcome Measures.—Courses taught at US medical schools and administrative and educational characteristics of these courses.Results.—Replies were received from 117 (94%) of the 125 US medical schools. Of schools that replied, 75 (64%) reported offering elective courses in complementary or alternative medicine or including these topics in required courses. Of the 123 courses reported, 84 (68%) were stand-alone electives, 38 (31%) were part of required courses, and one (1%) was part of an elective. Thirty-eight courses (31%) were offered by departments of family practice and 14 (11%) by departments of medicine or internal medicine. Educational formats included lectures, practitioner lecture and/or demonstration, and patient presentations. Common topics included chiropractic, acupuncture, homeopathy, herbal therapies, and mind-body techniques.Conclusions.—There is tremendous heterogeneity and diversity in content, format, and requirements among courses in complementary and alternative medicine at US medical schools.

The shaping of American higher education : emergence and growth of the contemporary system

Abstract: The Authors . Preface to the Second Edition. Preface to the First Edition. Introduction: A Framework for Studying the History of Higher Education. 1 Establishing the Collegiate Form in the Colonies: 1636 1789. Societal Context Institutions Students Faculty. Curriculum Governance Finance Outcomes. 2 The Diffusion of Small Colleges in the Emergent Nation: 1790 1869. Societal Context Institutions Students Faculty. Curriculum Governance Finance Outcomes. 3 University Transformation as the Nation Industrializes: 1870 1944. Societal Context Institutions Students Faculty. Curriculum Governance Finance Outcomes. 4 Mass Higher Education in the Era of American Hegemony: 1945 1975. Societal Context Institutions Students Faculty. Curriculum Governance Finance Outcomes. 5 Maintaining the Diverse System in an Era of Consolidation: 1976 1993. Societal Context Institutions Students Faculty. Curriculum Governance Finance Outcomes. 6 Privatization, Corporatization, and Accountability in the Contemporary Era: 1994 2009. Societal Context Institutions Students Faculty. Curriculum Governance Finance Outcomes. References. Name Index. Subject Index.

Curriculum Reform in South Africa: A Critical Analysis of Outcomes-based Education.

Abstract: Since South Africa's first national democratic elections in 1994, the Government of National Unity has issued several curriculum‐related reforms intended to democratise education and eliminate ineq...

Professional Commitment and Satisfaction Among Teachers in Urban Middle Schools

Abstract: Teacher job satisfaction is a multifaceted construct that is critical to teacher retention, teacher commitment, and school effectiveness. Interviews and questionnaires from 92 teachers in 4 urban middle schools were used to assess the importance and satisfaction they assigned to various aspects of their jobs. Teacher-pupil relationships ranked highest overall in terms of importance and satisfaction. Parent-teacher relationships commanded respondents' highest concern. Teachers in the lower achieving schools were more dissatisfied with teacher-teacher relationships and their school's curriculum than those in the higher achieving schools, and they reported a greater discrepancy in student achievement. Principals are advised to act on issues that erode teacher satisfaction by promoting teacher involvement in decision making and simultaneously focusing on education reforms.

Service-Learning: Community-Campus Partnerships for Health Professions Education.

Abstract: In 1995, the Health Professions Schools in Service to the Nation (HPSISN) program was launched under the auspices of the Pew Health Professions Commission as a national demonstration of an innovative form of community-based education called service-learning. The foundation of service-learning is a balanced partnership between communities and health professions schools and a balance between serving the community and meeting defined learning objectives. This article offers a definition of service-learning and an outline of its core concepts; it also describes how service-learning differs from traditional clinical education in the health professions. Further, the author discusses how service-learning programs may benefit students, faculty, communities, higher education institutions, and the relationships among all these stakeholders. The article concludes with brief descriptions of recommended resources for integrating service-learning into the medical school curriculum.

Advanced applications of curriculum-based measurement

Abstract: 1. Advanced Applications of Curriculum-Based Measurement: "Big Ideas" and Avoiding Confusion, Shinn and Bamonto 2. Curriculum-Based Measurement: A Vehicle for Systemic Educational Reform, W. David Tilly III and Jeff Grimes 3. Contemporary Perspectives on Curriculum-Based Measurement Validity, Roland H. Good III and Gretchen Jefferson 4. Computer Applications to Address Implementation Difficulties Associated with Curriculum-Based Measurement, Lynn S. Fuchs 5. Assessing Early Literacy Skills in a Problem-Solving Model, Dynamic Indicators of Basic Early Literacy Skills, Ruth A. Kaminski and Roland H. Good III 6. Curriculum-Based Measurement and Its Use in a Problem-Solving Model with Students from Minority Backgrounds, Mark R. Shinn, Judith Plasencia-Peinado, and Vivian Lezcano-Lytle 7. The Use of Curriculum-Based Measurement for Secondary Students, Christine A. Espin and Gerald Tindal 8. The Use of Curriculum-Based Measurement in the Reintegration of Students with Mild Disabilities, Kelly A. Powell-Smith and Lisa Habedank-Stewart

Failure to Connect: How Computers Affect Our Children's Minds--For Better and Worse

Abstract: In this comprehensive, practical, and unsettling look at computers in children's lives, Jane M. Healy, Ph.D., questions whether computers are really helping or harming children's development. Once a bedazzled enthusiast of educational computing but now a troubled skeptic, Dr. Healy examines the advantages and drawbacks of computer use for kids at home and school, exploring its effects on children's health, creativity, brain development, and social and emotional growth. Today, the Federal Government allocates scarce educational funding to wire every classroom to the Internet, software companies churn out "educational" computer programs even for preschoolers, and school administrators cut funding and space for books, the arts, and physical education to make room for new computer hardware. It is past the time to address these issues. Many parents and even some educators have been sold on the idea that computer literacy is as important as reading and math. Those who haven't hopped on the techno bandwagon are left wondering whether they are shortchanging their children's education or their students' futures. Few people stop to consider that computers, used incorrectly, may do far more harm than good. New technologies can be valuable educational tools when used in age-appropriate ways by properly trained teachers. But too often schools budget insufficiently for teacher training and technical support. Likewise, studies suggest that few parents know how to properly assist children's computer learning; much computer time at home may be wasted time, drawing children away from other developmentally important activities such as reading, hobbies, or creative play. Moreover, Dr. Healy finds that much so-called learning software is more "edutainment" than educational, teaching students more about impulsively pointing and clicking for some trivial goal than about how to think, to communicate, to imagine, or to solve problems. Some software, used without careful supervision, may also have the potential to interrupt a child's internal motivation to learn. "Failure to Connect" is the first book to link children's technology use to important new findings about stages of child development and brain maturation, which are clearly explained throughout. It illustrates, through dozens of concrete examples and guidelines, how computers can be used successfully with children of different age groups as supplements to classroom curricula, as research tools, or in family projects. Dr. Healy issues strong warnings, however, against too early computer use, recommending little or no exposure before age seven, when the brain is primed to take on more abstract challenges. She also lists resources for reliable reviews of child-oriented software, suggests questions parents should ask when their children are using computers in school, and discusses when and how to manage computer use at home. Finally, she offers a thoughtful look at the question of which skills today's children will really need for success in a technological future-- and how they may best acquire them. Based on years of research into learning and hundreds of hours of interviews and observations with school administrators, teachers, parents, and students, "Failure to Connect" is a timely and eye-opening examination of the central questions we must confront as technology increasingly influences the way we educate our children.

Creating a Learning Environment by Using Self-, Peer-, and Co-Assessment.

Abstract: To develop the skills and competencies required in professional organisations, students have to reflect on their own behaviour. Many current assessment practices in higher education do not answer this need. The recent interest in new assessment forms, such as self-, peer-, and co-assessment, can be seen as a means to tackle this problem. In the present article, a review of the literature provides answers to two questions: (1) How are self-, peer- and co-assessment applied in higher education? and (2) What are the effects of the use of these forms of assessment on the quality of the learning environment? Analyses of 62 studies showed that self-, peer- and co-assessment can be effective tools in developing competencies needed as a professional. These forms of assessment are often used in combination with each other. Implementation of these forms of assessments accelerates the developments of a curriculum based on competencies (knowledge as a tool) rather than knowledge (as a goal) and leads towards the integration of instruction and assessment in higher education. As such, this development of a learning environment contributes to the education of responsible and reflective professionals.

The Curriculum of the Future: From the 'New Sociology of Education' to a Critical Theory of Learning

Abstract: In this important book the author looks back on the 'knowledge question'. What knowledge gets selected to be validated as school knowledge or as part of the school curriculum, and why is it selected? Looking forward, Young discusses how most developed countries have high levels of participation in post-compulsory education, but still use curricula designed for a time when only the elite pursued further education. He argues the need to rethink post-16 education to shift focus onto vocational education, school-work issues and lifelong learning.

Industry Expectations Of New Engineers … A Survey To Assist Curriculum Designers

Abstract: In an era of unprecedented technological advancement, engineering practice continues to evolve but engineering education has not changed appreciably since the 1950s. This schism has prompted industry, government, and other key constituents to question the relevancy and efficacy of current programs. The Accreditation Board for Engineering and Technology (ABET) Engineering Criteria 2000, which will be fully implemented in 2001, emphasizes outcomes over process, and provides an opportunity for stakeholders to help universities define educational goals and objectives and design a curriculum to meet the desired outcomes.1 While the need for curriculum reform has been acknowledged, the “industry position” was amorphous and anecdotal and therefore difficult to address. Qualitative methodologies such as formal surveys and structured interviews can be used to capture and quantify industry expectations of the needed attributes (i.e., knowledge, skills, and experience) for entry level engineering employees. Such instruments can provide key data useful in determining objectives and designing curricula to attain those objectives. This paper presents results of a formal survey of fifteen aerospace and defense companies concerning the perceived importance of 172 attributes related to the eleven ABET Program Outcomes and Assessment categories. The survey, resulting database, and preliminary analyses are available in hard copy and electronic form. This is the first formal survey and database resulting from efforts of the Industry-University-Government Roundtable for Enhancing Engineering Education (IUGREEE) to initiate a continuing, evolving process to provide curriculum designers with important information from industry.

Composition In The University: Historical and Polemical Essays

Abstract: "Composition in the University" examines the required introductory course in composition within American colleges and universities. Crowley argues that due to its association with literary studies in English departments, composition instruction has been inappropriately influenced by humanist pedagogy and that modern humanism is not a satisfactory rationale for the study of writing. Crowley envisions possible nonhumanist rationales that could be developed for vertical curricula in writing instruction, were the universal requirement not in place."Composition in the University" examines the required introductory course in composition within American colleges and universities. According to Sharon Crowley, the required composition course has never been conceived in the way that other introductory courses have been as an introduction to the principles and practices of a field of study. Rather it has been constructed throughout much of its history as a site from which larger educational and ideological agendas could be advanced, and such agendas have not always served the interests of students or teachers, even though they are usually touted as programs of study that students need. If there is a master narrative of the history of composition, it is told in the institutional attitude that has governed administration, design, and staffing of the course from its beginnings the attitude that the universal requirement is in place in order to construct docile academic subjects.Crowley argues that due to its association with literary studies in English departments, composition instruction has been inappropriately influenced by humanist pedagogy and that modern humanism is not a satisfactory rationale for the study of writing. She examines historical attempts to reconfigure the required course in nonhumanist terms, such as the advent of communications studies during the 1940s. Crowley devotes two essays to this phenomenon, concentrating on the furor caused by the adoption of a communications program at the University of Iowa. "Composition in the University" concludes with a pair of essays that argue against maintenance of the universal requirement. In the last of these, Crowley envisions possible nonhumanist rationales that could be developed for vertical curricula in writing instruction, were the universal requirement not in place. Crowley presents her findings in a series of essays because she feels the history of the required composition course cannot easily be understood as a coherent narrative since understandings of the purpose of the required course have altered rapidly from decade to decade, sometimes in shockingly sudden and erratic fashion. The essays in this book are informed by Crowley s long career of teaching composition, administering a composition program, and training teachers of the required introductory course. The book also draw on experience she gained while working with committees formed by the Conference on College Composition and Communication toward implementation of the Wyoming Resolution, an attempt to better the working conditions of post-secondary teachers of writing."

The Bases of Competence: Skills for Lifelong Learning and Employability

Abstract: UNDERSTANDING COMPETENCE. The Humbling Effect: Moving from College to the Workplace. Creating a Common Language about Competence. ESSENTIAL SKILLS AND COMPETENCIES. Managing Self. Communicating. Managing People and Tasks. Mobilizing Innovation and Change. DEVELOPING COMPETENCE. Closing the Gap Between Campuses and Workplaces. Fostering Workplace Skills in the College Curriculum. Building on Collegiate Learning in the Workplace. CASE STUDIES. Teaching World of Work Skills Within a Degree Program: Ontario Agricultural College (A. Auger). Listening to the Customer: External Assessment of Competencies at Babson College (J. Weintraub, et al.). Cultivating Competence to Sustain Competitive Advantage: The Bank of Montreal (J. Logan). Resource: Making the Match Year 3 Questionnaires (Skill Sections) for Students, Graduates, and Managers.

Strategies for Counterresistance: Toward Sociotransformative Constructivism and Learning To Teach Science for Diversity and for Understanding.

Abstract: This article reports on two types of resistance by preservice science teachers: resistance to ideological change and resistance to pedagogical change. The former has to do with the feelings of disbelief, defensiveness, guilt, and shame that Anglo-European preservice teachers experience when they are asked to confront racism and other oppressive social norms in class discussions. Resistance to pedagogical change has to do with the roles that preservice teachers feel they need to play to manage conflicting messages about what they are expected to do from their cooperating teachers (cover the curriculum and maintain class control) and from their university supervisors (implement student-centered, constructivist class activities), and about what they desire to do as emerging teachers. Although these two forms of resistance are closely linked, in the literature they are extensively reported separately. This study suggests a sociotransformative constructivist orientation as a vehicle to link multicultural education and social constructivist theoretical frameworks. By using this orientation, specific pedagogical strategies for counterresistance were found effective in helping preservice teachers learn to teach for diversity and understanding. These strategies for counterresistance were primarily drawn from the qualitative analysis of a yearlong project with secondary science preservice teachers. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 589–622, 1998.

The construction of the hidden curriculum: messages and meanings in the assessment of student learning

Abstract: A wide range of diverse responses by individual students to innovative or alternative assessment are described and discussed, drawing on research data. Student perspectives are significant since assessment is a powerful factor in determining the hidden curriculum and assessment reform has frequently been proposed as a means of better aligning actual experience with the official curriculum. At a general level, students appeared to understand and adapt to new assessment requirements but case studies illustrate that students do not respond in a fixed nor simple way. Individuals are active in the reconstruction of the messages and meanings of assessment. Ostensibly the same assessment is interpreted differently not just by ‘staff and ‘students’ but by individuals. Students import a range of experiences, motivations and perspectives which influence their response. However, although the process is complex, insights gained can be helpful in better aligning the hidden and the formal curriculum.

Capability and quality in higher education

Abstract: Embedding capability in the curriculum building a learning community - developing an integrated strategy for the 21st century capabilities across the curriculum the TEC experience learner managed learning work-based learning and learning organisations development of skills and the career management initiative an institutional strategy for transferable skills and employability linking capability to levels and assessment an assessment topic capability through HE profiling, learning outcomes and learning contracts building a learning organisation through institutional capability the capability experience at Bournemouth University the partnership framework and personal and professional development independent study programmes and autonomous learning.

The Department Is Very Male, Very White, Very Old, and Very Conservative: The Functioning of the Hidden Curriculum in Graduate Sociology Departments

Abstract: In this article, Eric Margolis and Mary Romero examine the effect of the "hidden curriculum" on women of color graduate students in sociology. They interview twenty-six women of color enrolled in Ph.D. programs in sociology to uncover how the graduate school curriculum not only produces professional sociologists, but also simultaneously reproduces gender, race, class, and other forms of inequality. In their analysis, Margolis and Romero identify two forms of the hidden curriculum at work: the "weak" form, which is the professionalization process essential to "becoming a sociologist," and the "strong" form, which acts to reproduce stratified and unequal social relations. The numerous quotations from the women graduate students interviewed reveal that many elements of the hidden curriculum — such as stereotyping and blaming the victim — were painfully obvious to them. As Margolis and Romero argue, the women's stories, the authors' analysis, and the publication of this article are forms of resistance to the ...

Direct Instruction: Integrating Curriculum Design and Effective Teaching Practice

Abstract: This article outlines the underlying instructional design principles that are at the heart of the Direct Instruction Model and illustrates the application of those principles to a variety of conten...