AICTE committee (2018), during the curriculum reviewing process, opined the MBA curriculum should include exposure to social responsiveness, rural innovation projects, and field learning to meet changing requirements of the industry. Further, committee also highlighted that present management education addresses the problems of the corporate sector only. Rural Immersion (RI) Track provides rural exposure to the students with real life leanings. Track is spread across four semesters of the MBA program, and each phase has objectives to be met that are graded. The study attempted to examine the program outcomes (PO’s) attained in the journey. Outcomes are periodically measured through fieldwork, presentations, role play, reports, and viva-voce. The researcher followed content analysis research methods to collect the data. It can be concluded that track attained 100% mapped PO’s required by the MBA graduates and outcomes mentioned by the AICTE committee, such as social responsiveness, leadership, and teamwork. The advantage of RI is in achieving 66% PO’s that were not mapped.
{"title":"Program Outcomes and Rural Immersion Track","authors":"S. B. Patil, S. V. Patil","doi":"10.4018/ijcdlm.290382","DOIUrl":"https://doi.org/10.4018/ijcdlm.290382","url":null,"abstract":"AICTE committee (2018), during the curriculum reviewing process, opined the MBA curriculum should include exposure to social responsiveness, rural innovation projects, and field learning to meet changing requirements of the industry. Further, committee also highlighted that present management education addresses the problems of the corporate sector only. Rural Immersion (RI) Track provides rural exposure to the students with real life leanings. Track is spread across four semesters of the MBA program, and each phase has objectives to be met that are graded. The study attempted to examine the program outcomes (PO’s) attained in the journey. Outcomes are periodically measured through fieldwork, presentations, role play, reports, and viva-voce. The researcher followed content analysis research methods to collect the data. It can be concluded that track attained 100% mapped PO’s required by the MBA graduates and outcomes mentioned by the AICTE committee, such as social responsiveness, leadership, and teamwork. The advantage of RI is in achieving 66% PO’s that were not mapped.","PeriodicalId":340791,"journal":{"name":"International Journal of Curriculum Development and Learning Measurement","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122909545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines differences of perceived efficacy on blended PBL in fostering 21st century skills between pupils’ self-assessment and teachers’ expert assessment. For collecting empirical data, an international collaborative learning program with PBL courses is embodied online for a 10-week span. Two rubrics are administered to pupils and their corresponding teachers at the end of the learning program respectively. In addition to acknowledge that self-assessment is a tool with validity in an authentic learning environment, results of the study reveals that self-assessment and expert assessment have their own roles to play respectively while evaluating the broad range of competencies. Whereas covering different domains of competencies, self-assessment and expert assessment could compensate each other in measurement. In light of the emerging PBL in the future of schooling, the study suggests conducting more empirical studies to verify the validity and the strength of self-assessment on competencies in authentic learning environments.
{"title":"The Differences of Perceived Efficacy Between Pupils and Experts in Fostering 21st-Century Skills","authors":"Chi-Syan Lin, Cheng-Ying Lin","doi":"10.4018/ijcdlm.290386","DOIUrl":"https://doi.org/10.4018/ijcdlm.290386","url":null,"abstract":"This study examines differences of perceived efficacy on blended PBL in fostering 21st century skills between pupils’ self-assessment and teachers’ expert assessment. For collecting empirical data, an international collaborative learning program with PBL courses is embodied online for a 10-week span. Two rubrics are administered to pupils and their corresponding teachers at the end of the learning program respectively. In addition to acknowledge that self-assessment is a tool with validity in an authentic learning environment, results of the study reveals that self-assessment and expert assessment have their own roles to play respectively while evaluating the broad range of competencies. Whereas covering different domains of competencies, self-assessment and expert assessment could compensate each other in measurement. In light of the emerging PBL in the future of schooling, the study suggests conducting more empirical studies to verify the validity and the strength of self-assessment on competencies in authentic learning environments.","PeriodicalId":340791,"journal":{"name":"International Journal of Curriculum Development and Learning Measurement","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133803343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study’s purpose was to investigate the effect of E-mind mapping strategy on vocabulary use skills of middle School Students. The quasi- experimental design was adopted. Participants were forty (40) students at Abdel Wahab Elgohary middle School, Egypt. They were equally allocated in two groups. The groups were pretested to guarantee they were equal. The treatment group was taught using E-mind mapping strategy meanwhile the control one was taught by the old-style method in the first semester of the scholastic year 2019-2020. The experiment sustained for ten weeks during which the instruments of the study were implemented to examine the impact of E-mind mapping strategy. The outcomes were analyzed using SPSS to get final results. The findings indicated that there were statistically remarkable variances at (α = 0.05) between the mean scores of the control and of the treatment on the vocabulary use posttest favoring the treatment group. The effect of utilized the E-mind mapping strategy was a reason to this positive result.
{"title":"E-Mind-Mapping Strategy for Better EFL Middle School Student Vocabulary Use Skills","authors":"E. Abdelhamid","doi":"10.4018/ijcdlm.290383","DOIUrl":"https://doi.org/10.4018/ijcdlm.290383","url":null,"abstract":"This study’s purpose was to investigate the effect of E-mind mapping strategy on vocabulary use skills of middle School Students. The quasi- experimental design was adopted. Participants were forty (40) students at Abdel Wahab Elgohary middle School, Egypt. They were equally allocated in two groups. The groups were pretested to guarantee they were equal. The treatment group was taught using E-mind mapping strategy meanwhile the control one was taught by the old-style method in the first semester of the scholastic year 2019-2020. The experiment sustained for ten weeks during which the instruments of the study were implemented to examine the impact of E-mind mapping strategy. The outcomes were analyzed using SPSS to get final results. The findings indicated that there were statistically remarkable variances at (α = 0.05) between the mean scores of the control and of the treatment on the vocabulary use posttest favoring the treatment group. The effect of utilized the E-mind mapping strategy was a reason to this positive result.","PeriodicalId":340791,"journal":{"name":"International Journal of Curriculum Development and Learning Measurement","volume":"38 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120919237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.4018/ijcdlm.2021070102
Adam I. Attwood
This study addresses preservice teacher perceptions of their experience with the arts. Implications are explored for how educator preparation programs might address an art course for generalist or multiple-subject teachers. This study adds to the literature on perception of art from K-8 generalist multiple-subject teachers by applying a discourse analysis to a survey of preservice teachers' (n = 37) perceptions of their experience with art in school. The survey was administered at a public university in the United States with questions asking participants to briefly explain their perceptions and experiences with the fine arts and how the fine arts are integrated into teaching practices. This study addresses the following question: How do preservice elementary teachers conceptualize the fine arts? Recommendations are made for educator preparation programs.
{"title":"Implications of Preservice Teachers' Perceptions of the Visual Arts for Educator Preparation","authors":"Adam I. Attwood","doi":"10.4018/ijcdlm.2021070102","DOIUrl":"https://doi.org/10.4018/ijcdlm.2021070102","url":null,"abstract":"This study addresses preservice teacher perceptions of their experience with the arts. Implications are explored for how educator preparation programs might address an art course for generalist or multiple-subject teachers. This study adds to the literature on perception of art from K-8 generalist multiple-subject teachers by applying a discourse analysis to a survey of preservice teachers' (n = 37) perceptions of their experience with art in school. The survey was administered at a public university in the United States with questions asking participants to briefly explain their perceptions and experiences with the fine arts and how the fine arts are integrated into teaching practices. This study addresses the following question: How do preservice elementary teachers conceptualize the fine arts? Recommendations are made for educator preparation programs.","PeriodicalId":340791,"journal":{"name":"International Journal of Curriculum Development and Learning Measurement","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121595651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.4018/ijcdlm.2021070103
J. Vargas-Hérnandez, Ernesto Guerra-García
A study was carried out using data envelopment analysis, in which variables (inputs and outputs) of a group of 13 public HEIs from the northwest of the country were compared with data from the 2018-2019 cycle to characterize the UAIM. It was found that 1) when considering government financing and generated own resources, UAIM has an efficiency of 39%; 2) when considering ordinary financing and tuition, the institution is 100% efficient; 3) in relation to the total number of teachers and enrollment has an efficiency of 39%, it has the capacity to serve up to 14,325 students; 4) it has an efficiency of 26% in relation to the total and accredited educational programs; and 5) the total efficiency is 51% and represents an intermediate level with respect to the other HEIs, which on average is 56%.
{"title":"Efficiency of Indigenous and Intercultural Higher Education and Research Programs","authors":"J. Vargas-Hérnandez, Ernesto Guerra-García","doi":"10.4018/ijcdlm.2021070103","DOIUrl":"https://doi.org/10.4018/ijcdlm.2021070103","url":null,"abstract":"A study was carried out using data envelopment analysis, in which variables (inputs and outputs) of a group of 13 public HEIs from the northwest of the country were compared with data from the 2018-2019 cycle to characterize the UAIM. It was found that 1) when considering government financing and generated own resources, UAIM has an efficiency of 39%; 2) when considering ordinary financing and tuition, the institution is 100% efficient; 3) in relation to the total number of teachers and enrollment has an efficiency of 39%, it has the capacity to serve up to 14,325 students; 4) it has an efficiency of 26% in relation to the total and accredited educational programs; and 5) the total efficiency is 51% and represents an intermediate level with respect to the other HEIs, which on average is 56%.","PeriodicalId":340791,"journal":{"name":"International Journal of Curriculum Development and Learning Measurement","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127630801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.4018/ijcdlm.2021070101
Monica Zembere
This article analyses the implications of a reconceptualised democratic citizenship education on universities in Africa with special emphasis on Zimbabwe. This is a qualitative research where data has been gathered through interviews and observation. Democratic citizenship education theory is used as a theory speaking to the argument. The arguments proffered in the research are that the concepts of DCE, education, and democracy that are rooted in liberal ideas of education have the potential to develop critical thinking necessary for political participation, justice, and political tolerance. The findings are that an African university education can teach students to become human with others, meaning students are taught to respect and value human dignity as dictated by Ubuntu.
{"title":"Reconceptualisation of Democratic Citizenship Education Against Social Inequalities and Electoral Violence in Zimbabwe","authors":"Monica Zembere","doi":"10.4018/ijcdlm.2021070101","DOIUrl":"https://doi.org/10.4018/ijcdlm.2021070101","url":null,"abstract":"This article analyses the implications of a reconceptualised democratic citizenship education on universities in Africa with special emphasis on Zimbabwe. This is a qualitative research where data has been gathered through interviews and observation. Democratic citizenship education theory is used as a theory speaking to the argument. The arguments proffered in the research are that the concepts of DCE, education, and democracy that are rooted in liberal ideas of education have the potential to develop critical thinking necessary for political participation, justice, and political tolerance. The findings are that an African university education can teach students to become human with others, meaning students are taught to respect and value human dignity as dictated by Ubuntu.","PeriodicalId":340791,"journal":{"name":"International Journal of Curriculum Development and Learning Measurement","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127685947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.4018/ijcdlm.2021070104
Hany Zaky
The ability to write effectively becomes increasingly essential in our global community. Writing is a cognitively complex and demanding activity. Thus, writing instruction assumes an increasing role in language education in general, and writing proficiency heavily depends on the acquisition and development of self-regulation and transcription skills. With self-regulated learning (SRL), students create better learning habits, strengthen their study skills, monitor their performance, and evaluate their academic progress. The body of research in composition and language teaching highlights the self-regulation impact on beginning and developing writers' competencies in diverse cultural backgrounds. Hence, educators should be aware of the factors influencing their manipulation of SRL in their writing classes. This article addresses some of these factors directing the composition pedagogy for more adult learners' deliberate practice and high self-regulation beliefs. It pinpoints some research-based classroom strategies for more effective teaching.
{"title":"Self-Regulation and Adult Learners","authors":"Hany Zaky","doi":"10.4018/ijcdlm.2021070104","DOIUrl":"https://doi.org/10.4018/ijcdlm.2021070104","url":null,"abstract":"The ability to write effectively becomes increasingly essential in our global community. Writing is a cognitively complex and demanding activity. Thus, writing instruction assumes an increasing role in language education in general, and writing proficiency heavily depends on the acquisition and development of self-regulation and transcription skills. With self-regulated learning (SRL), students create better learning habits, strengthen their study skills, monitor their performance, and evaluate their academic progress. The body of research in composition and language teaching highlights the self-regulation impact on beginning and developing writers' competencies in diverse cultural backgrounds. Hence, educators should be aware of the factors influencing their manipulation of SRL in their writing classes. This article addresses some of these factors directing the composition pedagogy for more adult learners' deliberate practice and high self-regulation beliefs. It pinpoints some research-based classroom strategies for more effective teaching.","PeriodicalId":340791,"journal":{"name":"International Journal of Curriculum Development and Learning Measurement","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127731993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4018/ijcdlm.2021010101
Aleen Kojayan, Aubrey L. C. Statti, K. Torres
This qualitative case study investigated the influence of technology integration in a special education classroom for students who have ADHD. Technology has shown to have a positive influence on student academic, social, and emotional growth in a general education classroom. This study sought to understand the influence technology has for students struggling with ADHD. This study aimed to understand if technology can play a role in the development of students with ADHD specifically in the domains of academic and social growth. Through observations, interviews, and focus group sessions, six themes were deduced: importance of consistency in using technology, impact of group size, increased interest, increased independence, task initiation/time efficiency using Chromebook, and overall confidence academically and socially.
{"title":"The Effects of Technology Integration in the Classroom for Students With ADHD","authors":"Aleen Kojayan, Aubrey L. C. Statti, K. Torres","doi":"10.4018/ijcdlm.2021010101","DOIUrl":"https://doi.org/10.4018/ijcdlm.2021010101","url":null,"abstract":"This qualitative case study investigated the influence of technology integration in a special education classroom for students who have ADHD. Technology has shown to have a positive influence on student academic, social, and emotional growth in a general education classroom. This study sought to understand the influence technology has for students struggling with ADHD. This study aimed to understand if technology can play a role in the development of students with ADHD specifically in the domains of academic and social growth. Through observations, interviews, and focus group sessions, six themes were deduced: importance of consistency in using technology, impact of group size, increased interest, increased independence, task initiation/time efficiency using Chromebook, and overall confidence academically and socially.","PeriodicalId":340791,"journal":{"name":"International Journal of Curriculum Development and Learning Measurement","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129295233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.4018/ijcdlm.2020070102
J. Kennedy
Societal expectations center upon the belief that children in grade four should be competent in terms of literacy skills and having acquired the necessary foundational skills to be successful in grade four. Instructional practices, reading programs, and resources are linked to reading achievement and literacy acquisition of students. In Southwest Georgia, teachers' instructional practices from 12 schools in urban Dougherty County were examined. The researcher examined the instructional practices of fourth grade reading teachers in the Dougherty County School System to determine the perceived impact on reading achievement and literacy acquisition of struggling fourth grade readers.
{"title":"Literacy Matters","authors":"J. Kennedy","doi":"10.4018/ijcdlm.2020070102","DOIUrl":"https://doi.org/10.4018/ijcdlm.2020070102","url":null,"abstract":"Societal expectations center upon the belief that children in grade four should be competent in terms of literacy skills and having acquired the necessary foundational skills to be successful in grade four. Instructional practices, reading programs, and resources are linked to reading achievement and literacy acquisition of students. In Southwest Georgia, teachers' instructional practices from 12 schools in urban Dougherty County were examined. The researcher examined the instructional practices of fourth grade reading teachers in the Dougherty County School System to determine the perceived impact on reading achievement and literacy acquisition of struggling fourth grade readers.","PeriodicalId":340791,"journal":{"name":"International Journal of Curriculum Development and Learning Measurement","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115029222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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