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1. Contrasting Views: Embedding Cultural Diversity in the FE Art and Design Curriculum (EJ804794)
Author(s):
Darlington, Michelle
Source:
Journal of Further and Higher Education, v32 n3 p263-274 Aug 2008
Pub Date:
2008-08-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Adult Education; Cultural Pluralism; Teaching Methods; Design Crafts; Art Education; Curriculum Enrichment; Case Studies; Culturally Relevant Education; Theory Practice Relationship; Art History; Educational Philosophy
Abstract: Exploring the interface between curriculum practicalities and policy agendas, this paper rationalises the need to embed cultural diversity in the further education (FE) curriculum and explores processes whereby this may take place. It offers a personal view of the national context of recent policy change and debate around education for cultural diversity and inclusivity. This sets the context for the application of these processes in a case study of developments to a History of Art FE curriculum, in which issues of race and ethnicity were brought to the surface of the subject matter through additional and modified content and through modifications to established approaches to teaching the theme of modernism. The conclusion, drawn from the outcomes of the case study, includes recommendations on both practical and policy levels, advocating applicability of the method to other subject areas, substantiating a need for further developmental opportunities with national and institutional support, while cautioning a hasty implementation. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. The Rise and Fall of Comparative Education in Teacher Training: Should It Rise Again as Comparative Pedagogy? (EJ804792)
Planel, Claire
Compare: A Journal of Comparative Education, v38 n4 p385-399 Aug 2008
Journal Articles; Opinion Papers
Descriptors: Comparative Education; Foreign Countries; English Teachers; Teacher Attitudes; Pedagogical Content Knowledge; Teacher Education Curriculum; Global Education; Curriculum Enrichment; Curriculum Evaluation; Multicultural Education; Values Education; Cultural Relevance
Abstract: It is argued in this paper that comparative pedagogy has a useful and relevant role to play in initial teacher training in England. The paper illustrates the national decline in the provision of a comparative dimension in both the study of education and in teacher training with a historical review of curricula in institutes in the Bristol area. Reasons for the decline are explored. Arguments are put forward to support the inclusion of comparative pedagogy in initial teacher training. It is held that comparative pedagogy is relevant to teachers whose careers may take them into pluricultural classrooms or across national boundaries, as well as teachers whose careers may be limited to monocultural classrooms. An empirical study is included, which explores the positive impact of comparative pedagogy on a small group of postgraduate primary English teacher trainees with a specialism in French. Their experience suggests that comparative pedagogy can give all trainee teachers a deeper understanding of pedagogy in general. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Inquiry Based Learning: A Modified Moore Method Approach To Encourage Student Research (ED502664)
McLoughlin, Padraig M.
Online Submission, Paper presented at the 11th Annual Legacy of R. L. Moore Conference (Austin, TX, Jul 10, 2008)
2008-07-10
Reports - Research; Speeches/Meeting Papers
N/A
Descriptors: Mathematics Curriculum; Student Research; Mathematics Education; Mathematical Models; Academic Achievement; Inquiry; Active Learning; Teaching Methods; Science Process Skills; Teaching Experience; Curriculum Enrichment; Mathematical Enrichment; Scientific Methodology
Abstract: The author of this paper submits that a mathematics student needs to learn to conjecture and prove or disprove said conjecture. Ergo, the purpose of the paper is to submit the thesis that learning requires doing; only through inquiry is learning achieved, and hence this paper proposes a programme of use of a modified Moore method (MMM) across the mathematics curriculum. The author of this paper has used the MMM in classes including an Introduction to Mathematics (general education liberal arts mathematics required as the minimum class that fulfils the mathematics requirement at Kutztown University of Pennsylvania (KUP)), Fundamentals of Mathematics I & II courses (mathematics for elementary education majors), Calculus I, II, \& III, Set Theory, Linear Algebra, Bridge to Higher Mathematics, Probability and Statistics I & II, Real Analysis I \& II, Topology, Senior Seminar, and Directed Reading. The author of this paper has taught for approximately twenty-five years, much of it at Morehouse College (MC) an historically black liberal arts institution, but now teaches at a comprehensive university in the Pennsylvania State System of Higher Education (PASSHE) where use of the MMM has been met with mixed reception by students and faculty. This paper discusses the techniques used to facilitate learning and the successes or lack thereof of how the methods and materials in the courses taught established a meaningful inquiry-based learning environment, how the method assisted in forging some long-term undergraduate research, and encouraged some undergraduates to delve into research who might not have otherwise embarked on research. So, this paper proposes an approach to mathematics education that centres on exploration, discovery, conjecture, hypothesis, thesis, and synthesis such that the experience of doing a mathematical argument, creating a mathematical model, or synthesising ideas is reason enough for the exercise - - and the joy of mathematics is something that needs to be instilled and encouraged in students by having them do proofs, counterexamples, examples, (informal) arguments, and counter-arguments in any mathematics course. Thus, the MMM used by the author is wholly a derivative of the Moore method and exists because of R. L. Moore, W. H. Mahavier, B. Fitzpatrick, M. Smith, C. Reed, D. Doyle, and other distinguished academics who instructed the author or the author's professors. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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4. Microprocessor Design Using Hardware Description Language (EJ810751)
Mita, Rosario; Palumbo, Gaetano
European Journal of Engineering Education, v33 n4 p425-432 Aug 2008
Journal Articles; Reports - Descriptive
Descriptors: Programming; Programming Languages; Computer System Design; Simulation; Lecture Method; Curriculum Enrichment; Foreign Countries; Engineering Education; Electronics
Abstract: The following paper has been conceived to deal with the contents of some lectures aimed at enhancing courses on digital electronic, microelectronic or VLSI systems. Those lectures show how to use a hardware description language (HDL), such as the VHDL, to specify, design and verify a custom microprocessor. The general goal of this work is to teach how to handle the design of a complete digital system, using a commercially important HDL, from specification to testing. From a pedagogical point of view, this is very important since it helps students get used to a design flow commonly accomplished within semiconductors and microelectronics industries. (Contains 10 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Making a Difference: Moving beyond the Superficial Treatment of Diversity (EJ814987)
Mills, Carmen
Asia-Pacific Journal of Teacher Education, v36 n4 p261-275 Nov 2008
2008-11-00
Descriptors: Social Justice; Preservice Teacher Education; Teacher Education Programs; Instructional Development; Cultural Differences; Meta Analysis; Literature Reviews; Curriculum Enrichment; Curriculum Development; Student Diversity; Knowledge Base for Teaching; Teacher Effectiveness; Foreign Countries
Abstract: As populations in contemporary Western societies grow more diverse, the need for teachers to better understand and work with difference productively becomes increasingly critical (Allard & Santoro, 2006; D'Cruz, 2007). However, the literature on teacher education shows that historically, teacher education programs have aimed to address diversity with add-on or piecemeal approaches, with little success (McDonald, 2005). Moreover, some authors (e.g. Lortie, 1975) have argued that "the predispositions teacher education students bring to teaching are a much more powerful socializing influence than either pre-service education or later socialization in the workplace" (Johnson, 2002, p. 154). This article explores research and scholarship in this area and argues that we must move beyond the fragmented and superficial treatment of diversity if we are to encourage dispositions in all pre-service teachers that are more closely aligned with a recognitive view of social justice. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Faculty and Community Partners in Gerontological Curriculum Enrichment (EJ820030)
Dorfman, Lorraine T.; Murty, Susan A.; Ingram, Jerry G.; Li, Han
Educational Gerontology, v34 n12 p1087-1104 Dec 2008
2008-12-00
Journal Articles; Reports - Research
Descriptors: Advisory Committees; Hospitals; Nursing Homes; Curriculum Enrichment; Social Work; Older Adults; Qualitative Research; Statistical Analysis; Hospices (Terminal Care); Public Agencies; Program Effectiveness; Program Evaluation; Aging (Individuals); Resources; Data Collection; Questionnaires; School Community Relationship
Abstract: This study examined outcomes for faculty and community partners of a gerontological curriculum enrichment effort at a midwestern state university. The study was supported by the John A. Hartford Foundation. Faculty from three academic centers around the state were involved in revising the foundation (core) curriculum. Community practitioners from hospitals, elder services agencies, nursing homes, and hospice--along with community elders--served on an advisory board. Quantitative and qualitative data were collected to assess outcomes of the project. Findings indicate that faculty strongly supported the goal of curriculum enrichment, would continue to incorporate aging content into their courses, felt that project resources were helpful, and that the project had strengthened the curriculum. Advisory board members said their work would be used to improve social work practice in aging, the project had resulted in tangible outcomes and products, and monthly meetings were applicable to their work. Implications of the findings are discussed. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. A Core Curriculum for Tomorrow's Citizens (EJ798981)
Lewis, Harry R.
Education Digest: Essential Readings Condensed for Quick Review, v73 n5 p47-50 Jan 2008
2008-01-00
No
Descriptors: Higher Education; Core Curriculum; Democratic Values; Curriculum Enrichment; Foundations of Education; Planning Commissions; Politics of Education; Political Attitudes; Research Reports; Citizenship Education
Abstract: Should the 21st-century university have a core curriculum? The report of the Secretary of Education's Commission on the Future of Higher Education said nothing about general education, the learning that educated Americans should share. Instead the Spellings commission report highlighted broad access and measurable "value added" as the major challenges facing higher education. Limiting educational "leadership" to such criteria loses sight of colleges' larger purpose: to produce an enlightened, self-reliant citizenry, pluralistic and diverse, but united by democratic values. It is fashionable in university circles to say that a core curriculum is unnecessary--impossible, in fact. The contention is that students just do not have that much in common--nothing is "relevant" to all of them. Others claim that a core curriculum is impossible because the explosion of knowledge over the past half-century has splintered the faculty into a hundred special-interest groups. Experts in diverse fields can barely communicate with each other and can not agree on what students should know, other than skills such as speaking, writing, and quantitative reasoning. Those things are important, as the commission report recognized. In this article, the author argues that basic civics should be part of it and that students should understand how their republic works. A thoughtful 21st-century curriculum can and should renew higher education's moral compact with America. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Reorganizing Freshman Business Mathematics II: Authentic Assessment in Mathematics through Professional Memos (EJ797269)
Green, Kris; Emerson, Allen
Teaching Mathematics and Its Applications: An International Journal of the IMA, v27 n2 p66-80 Jun 2008
2008-06-00
Descriptors: Performance Based Assessment; Mathematics; College Freshmen; Business Education; Mathematical Models; Courses; Student Attitudes; Higher Education; Mathematics Instruction; Curriculum Enrichment; Mathematics Curriculum; Computation; Decision Making
Abstract: The first part of this two-part paper [see EJ787497] described the development of a new freshman business mathematics (FBM) course at our college. In this paper, we discuss our assessment tool, the business memo, as a venue for students to apply mathematical skills, via mathematical modelling, to realistic business problems. These memos have proven a crucial step in turning our FBM course around from a dreaded course with little connection to students' intended careers into a course where students experience the power of mathematics for solving problems and informing decisions. Comments from students in the course throughout its 6-year history clearly point to the course's value and importance. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Linkage of Higher Education with Agricultural Research, Extension and Development in Ethiopia (EJ796158)
Belay, Kassa
Higher Education Policy, v21 n2 p275-299 Jun 2008
Descriptors: Higher Education; Foreign Countries; Agriculture; Extension Agents; Agricultural Skills; Agricultural Colleges; Agricultural Education; Labor Force Development; College Outcomes Assessment; Educational Assessment; Educational Indicators; Curriculum Enrichment; Education Work Relationship; Rural Development
Abstract: High-level agricultural manpower training in Ethiopian institutions of higher education (AIHE)specializing in agriculture and related fields was studied. The study reveals that high-level agricultural manpower training began in the early 1950s and that, at present, the country has seven institutions of higher learning, which train students in agriculture and related fields. The results of the study show that the AIHE have contributed to the agricultural sector through training high-level agricultural professionals, enhancement of indigenous research capability, and generation and dissemination of technologies. The study also reveals that a host of factors have put a stranglehold on the training process and the professional competence of agricultural graduates. Moreover, the results shed new light on the programmes of study, which were found to be unable to respond to the labour market requirements and current rural realities due to lack of relevance of the curricula, which are no longer able to produce graduates who could deal with the wider problems of rural development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Enhancing Student Learning through Arts Integration: Implications for the Profession (EJ792425)
Gullatt, David E.
High School Journal, v91 n4 p12-25 Apr-May 2008
2008-00-00
Information Analyses; Journal Articles; Reports - Descriptive
Descriptors: Academic Achievement; Educational Policy; Elementary Secondary Education; Art Education; Literature Reviews; Educational Research; Educational Environment; Educational Strategies; Teaching Methods; Curriculum Enrichment; Cognitive Processes
Abstract: The purpose of the present review of literature and research is to examine the benefits the arts provide as enhancements for teaching and learning provided for both educators and students in PK-12 school settings. The relationship between exposure to the arts and student achievement within the academic disciplines such as mathematics, English/language arts, science, and social studies has, until recently, received mixed reviews. Writings related to this topic have been typically theoretical in nature with little empirical support. This article will provide major talking points for both educational policy and curriculum leaders either searching for rationales to: (1) to prepare for or continue providing a functional, productive arts program supporting the school educational mission of student success; and/or (2) address ways to enhance the present school district teaching and learning environment through the arts. Implications for PK-12 educational professionals are also provided from summarized research addressing best practice in the area of arts integration into the PK-12 curriculum. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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