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The subject-oriented curriculum appears to be inadequate, therefore, in both content and process of instruction, for the educational needs and circumstances of cultural minority students.

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Comparative Assessment of the Implementation of the …

An outline of the content of such a curriculum is offered by Berman (1968), who identifies the following process skills as the minimum essential ingredients: perceiving, communicating, loving, decision-making, knowing, organizing, creating, and valuing.

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In a process-oriented curriculum, therefore, processes should be reflected in the content, so that what is taught is consistent with the goal toward which the teaching is directed.

They caution, however, that extensive study is necessary before we can determine which processes may be appropriately incorporated in the curriculum.

Culture, Community and the Curriculum

As a means of synthesizing the promising aspects of the approaches described above into a coherent framework for minority education, we will focus now on the development of a project-centered curriculum design.

The project-centered approach: We now have two frameworks within which to establish curriculum content categories and organize learning activities-the subject-oriented curriculum built around the academic disciplines, and the process-oriented curriculum built around the procedures associated with the acquisition and utilization of knowledge, though the latter needs to be expanded to include social processes as well.

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What we need then is a way to link the content of a process-oriented curriculum to the experiential and situational framework of everyday life, so that what is learned and how it is learned can be more effectively merged into a meaningful whole.

Such a process-oriented curriculum could overcome many of the limitations of the traditional subject-oriented approach.

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I believe Classroom Management is the key component in any educational setting. I believe that if students are in a safe environment, then learning can take place. This doesn’t necessarily mean punishing behavior problems but rather a combination of setting the tone in a class, preventing behavior problems with interesting and engaging curriculums and effectively including all students in the classroom so that their needs are met. Having the right environment for all students to learn is my major goal of implementing good classroom management--without it the students would not be able to learn.

A process-oriented curriculum is dependent on opportunities for the experiential development of the requisite process skills.

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Early years are remarkable period of growth and development in the lives of children. Early Childhood Education (ECE) is therefore an important educational activity geared towards giving early positive experiences to children. In achieving this, Curriculum of Early Childhood Education becomes a key factor. It is however worrisome that the implementation of this curriculum in Nigerian pre-primary school is too low despite its importance. This study was therefore conducted to compare ECE curriculum implementation in private and public schools in the rural areas of Ogun State, Nigeria. Multi stage sampling technique was used to select 240 educational instructors as the sample size for this study. Data were collected with the aid of questionnaire and analyzed using descriptive statistics, chi-square, and t-test. Result of the study showed that majority (66.6%) of the respondents was between 21 – 40 years and the mean age was 36.6 years. Most (91.2%) of the respondents were female, married (78.8%), and had National Certificate in Education (48.8%) and Bachelor of Education (16.7%). The mean year of teaching experience was 12.4years. Most schools in the study area has teacher-pupil ratio of 1:35. Old curriculum was available (94.2%) and always used (78.8%) for teaching. Also, English Language (79.6%) constituted major means of communication and teaching of the children. Results of chi-square showed that significant association existed between ECE availability and ECE curriculum implementation in public and private schools (χ2 = 13.86, df = 3, p = 0.03) at p

This study was therefore conducted to compare ECE curriculum implementation in private and public ..

require students to write essays in English when they do not yet ..

The process-oriented approach, on the other hand, has greater potential for the adaptation of curriculum content to fit varied cultural settings, but does not adequately move that content into an everyday experiential framework where it can be tested against reality and put to use.