Journal of Curriculum and Teaching
ISSN / EISSN : 1927-2677 / 1927-2685
Current Publisher: Sciedu Press (10.5430)
Total articles ≅ 239
Latest articles in this journal
Journal of Curriculum and Teaching, Volume 10; doi:10.5430/jct.v10n1p1
This study was to investigate if three attributes of color, have a positive effect on improving the memorization of English vocabulary. Experimental design was adopted in the study, and there were 126 adults participating in the experiment. Among the participants, 26.2% were males and 73.8% were females, and the average age was 21 years old. In the experiment, participants were tested on memorizing English vocabulary under the influence of three color attributes. The results indicated that there were significant differences among different combinations of color attributes regarding the memorization of English vocabulary, and in the combinations, contrast of hue outperformed two other color attributes. In terms of subjective preference, contrast of value was participants’ favorite on the average.
Journal of Curriculum and Teaching, Volume 10; doi:10.5430/jct.v10n1p56
Many factors affect providing high-quality English education and rendering it sustainable. One of these factors is undoubtedly ensuring the professional development of the English language instructors. An important way to guarantee professional development is through needs analysis. Needs analysis is of utmost significance in determining the professional skills that English preparatory instructors require to develop and taking the necessary steps. In this regard, the aim of the study is to determine the professional skills that these instructors need to develop in higher education. Qualitative research method was used in the research to unearth the opinions, thoughts, views and feelings of instructors on professional skills to be improved. Since the research covered only one unit of a higher education institution, a holistic single case design was preferred. Participants included English preparatory school instructors, administrators, students, and senior members of the Faculty of Education. Convenience and criterion sampling techniques were used in the selection of the participants. In the study in which interview technique was used, an interview form was implemented in order to ascertain the professional skills. The data collection process was carried out over the course of eight weeks. Descriptive analysis and content analysis techniques were used in data analysis. While the opinions of the English preparatory school stakeholders were shared via verbatim quotation technique during the descriptive analysis process, the professional skills that English preparatory instructors require to improve were determined via the content analysis of the participants’ relevant opinions. As a result of the research, professional skills that these instructors need to enhance were identified.
Journal of Curriculum and Teaching, Volume 10; doi:10.5430/jct.v10n1p47
Objective: Our master's program in biostatistics requires a qualifying examination (QE). A curriculum review led us to question whether to replace a closed-book format with an open-book one. Our goal was to improve the QE. Methods: This is a case study and commentary, where we describe the evolution of the QE, both in its goals and its content. The result was a week-long, open-book, collaborative, take-home examination structured around the analysis of two types of studies commonly encountered in biostatistical practice. Our evaluation of the revised format includes its fairness, student performance, and student feedback. Results: The new format has a number of advantages: (1) it has a specific educational goal; (2) it provides sufficient time for students to produce their best work; (3) it encourages students to review elements of the first-year curriculum as needed; and (4) it can be administered remotely, even during a pandemic. Potential concerns pertaining to cheating and rigor can be adequately addressed. The results of our evaluation of the examination have been encouraging. The QE is intended to be a "fair" examination that covers important material which is beneficial to students, and does so in a way that is transparent and puts everyone in a position to perform their best work. Conclusions: An examination using this format has much to recommend it. When designing an examination, it is important to (a) match its format with clearly specified educational goals; and (b) distinguish between the distinct constructs of difficulty and rigor.
Journal of Curriculum and Teaching, Volume 10; doi:10.5430/jct.v10n1p36
Clinical reasoning ability is an important competence for a clinician to have. Undergraduate study is a crucial period to strengthen medical students' clinical reasoning skills. The aim of this study was to explore an effective method for guiding students to improve clinical reasoning skills via a step-by-step presentation of case information. The study was conducted among grade 2015 clinical medicine major students who were studying internal medicine. On the basis of the theoretical study and practical training, a method for the step-by-step presentation of case information was designed and implemented to strengthen students’ clinical reasoning skills. Each case was divided into four modules. Module one focused on inquiry, module two focused on physical examination, module three focused on laboratory tests and module four focused on diagnosis and treatment. Four modules were sent to students in turn as homework. The teacher corrected their answers and feedback was individually given. A questionnaire was conducted at the end of semester to assess the effect. The questionnaire revealed that students were satisfied with this training mode. They thought the mode was helpful for improving clinical reasoning ability and consolidating the basic skills such as history taking and physical examination. In conclusion, this effective method provides a training pattern for developing clinical reasoning skills of medical students. Through the process of analysing clinical cases, students are guided to become familiar with the procedures of solving clinical problems from gathering medical information to establishing diagnosis and treatment plans. It helps students to establish a scientific clinical reasoning mode.
Journal of Curriculum and Teaching, Volume 10; doi:10.5430/jct.v10n1p18
A scientific curriculum system is of vital importance for an institution’s professional accreditation. This paper seeks to improve the previous College English curriculum by resolving certain recalcitrant problems impeding both teaching and learning; furthermore, it takes into account the demands of international society. By embracing an outcome-based, student-centered approach for International Engineering education accreditation, the paper emphasizes teaching targets of a College English curriculum for future engineers based on knowledge, capacity and quality. In addition, it provides a graduation requirement index matrix and, a differentiated curriculum system, which specifies a clear relationship between the system and students’ outcomes. Finally, four characteristics of the system are elaborated: compulsory courses and optional courses are compared; English for General Purpose (EGP) and English for Special Purpose (ESP) are correlated; classroom teaching and extracurricular context are integrated; and formative assessment and summative assessment are combined.
Journal of Curriculum and Teaching, Volume 10; doi:10.5430/jct.v10n1p29
Student research in STEM education is an important learning component for both undergraduate and graduate students. It is not sufficient for students to learn passively in lecture-based classrooms without engaging and immersing themselves in the educational process through real-world research learning. Experiential learning for STEM students can involve conducting research, alongside and through the guidance of their professors, early in a student’s undergraduate or graduate program. The authors consider such experiences to be the hallmark of a high-quality STEM education and something every student, undergraduate and graduate, should have during the course of their programs. The purpose of this case study is to document the faculty authors’ experiences in student-faculty research and provide guidance and recommendations for best practices based upon the authors’ experience, data, and literature findings. Moreover, the study presents the experience of the faculty authors’ international student researchers in STEM with focus on two student researchers, one undergraduate and one graduate, who are international STEM. The students served as co-authors on this project. Findings from this case study indicate that students were highly engaged in the research process and found these skills valuable preparation for further study and career. Moreover, the students expressed enthusiasm and engagement for the research process.
Journal of Curriculum and Teaching, Volume 10; doi:10.5430/jct.v10n1p10
Biostatisticians apply statistical methods to solve problems in the biological sciences. Successful practioners of biostatistics have advanced technical knowledge, are skilled communicators, and can seamlesslessly integrate with interdisciplinary scientific teams. Despite the breadth of skills required for success in this field, most biostatistics education programs place heavier emphasis on development of technical skills than skills necessary for collaborative work, including critical thinking, writing, and public speaking. Our master’s degree program in biostatistics aims for stronger integration of education in collaborative work alongside development of technical knowledge in biostatistics. Toward that end, we propose a model that provides students with a mental map for practicing biostatistics, and that can serve as a tool for faculty to create hands-on learning experiences for biostatistics students. The model helps students organize their knowledge of biostatistics, unifying the technical and collaborative aspects of the discipline in a single framework that can be applied across the broad array of activities that biostatisticians engage in. In this article we describe the model in detail and provide an initial assessment of whether the model might meet its intended purpose by applying the model to a common task for practicing biostatisticians and biostatistics students: describing the results of a medical research study.
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n4p10
The business community faces tremendous challenges in the 21st century and needs an educated workforce that can navigate the realities of empowered customers, new scientific and media technologies, growing environmental and social concerns, and global competition. Unfortunately, undergraduate business education, for the most part, continues to rely on 20th century theories and practices. Undergraduate marketing education, in particular, seems to have stagnated and continues to fall short on both relevance and rigor. This article presents the results of a two-year departmental initiative to review, revise, and reinvent the undergraduate marketing curriculum at a large public research university’s business school. After analyzing the internal and external forces that were the impetus for change, the article presents the process the marketing department used to reform the undergraduate program. Next, the articles discusses the results of six data collection projects among key constituency groups that revealed weaknesses in the undergraduate program and potential areas for improvement. The article concludes with the presentation of a transformed undergraduate marketing curriculum, along with initial assessment feedback. By engaging in continuous evaluation and improvement, the marketing faculty hope to provide undergraduate marketing students with a more rigorous and relevant academic experience that will enable them to succeed in the professional workforce of the 21st century.
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n4p29
In this paper, we examined the epistemological dilemma embedded in Jamaica’s new National Standards Curriculum (NSC), as seen through student teachers' experience. A basic qualitative research design was used with a purposive sample of ten student teachers, eight females and two males. They were all in the final semester of their four-year teacher education program for a Bachelor of Education in Technical Vocational Education and Training (TVET). Findings indicated student teachers perceived the 5 E-Design process in the new National Standards Curriculum allows knowledge to be constructed through facilitation, conducting research in class, problem-solving, exploration, questioning, real-life experiences, and using active learning strategies. They also reported that resources were lacking in classrooms, some cooperating teachers were resistant to the 5E Methodology, readiness of students were lacking but over time students adopted to strategies used in the 5E approach and began to participate actively in class.
Journal of Curriculum and Teaching, Volume 9; doi:10.5430/jct.v9n4p89
The response to COVID-19 created a need to evaluate options and develop innovative solutions to assure students progressed towards graduation. Creating both a Community Pharmacy APPE Test-Out Option and a Virtual Community Pharmacy APPE was a positive experience which provided a vital resource for students who were unable to complete the traditional Community Pharmacy APPE due to the pandemic. This solution provided a unique opportunity to utilize the combined expertise of faculty to tailor the Community Pharmacy APPE based on the individual student’s previous experience and educational needs and meet both ACPE and graduation requirements. Further development of this option could prove useful as we move forward in these unprecedented times.