THE HANOI DECLARATION

adopted at the Asia-Pacific Regional Conferenceon Dialogue among Cultures and Civilisationsfor Peace and Sustainable DevelopmentHanoi, Vietnam – 20 and 21 December 200

The Teaching and Learning Cycle: Integrating Curriculum, Instruction, and Assessment

The philosophies of educators and government entities guide the teaching and learning cycle of curriculum, instruction, and assessment. The educator’s worldview plays an important part in developing these concepts which is demonstrated throughout history. Studying the history of the educational philosophers reveals their beliefs about curriculum, instruction, and assessments and the effects on education today. It shows the importance of integrating all three concepts in the educational process creating the teaching and learning cycle

Distilling the Dispositions Necessary for Success in Curriculum and Instruction Roles

Curriculum and Instruction personnel, typically former teachers, take on roles within schools and districts in which they have some influence over curriculum, assessment, and instructional practices. It is paramount these educators embody the dispositions necessary to understand, examine, and address students’ multifaceted educational experiences and academic outcomes. Additionally, it is essential to prepare future Curriculum and Instruction personnel to possess the dispositions necessary for ensuring that all students have access to accurate, truthful, valuable, and representative curriculum. Thus, this study seeks to identify the dispositions necessary for teachers aspiring to Curriculum and Instruction positions. Through document analysis, we analyzed state-level data for Georgia, a sample of nation-wide Curriculum and Instruction job postings, and disposition assessment instruments for teachers and administrators to compare with existing and relevant literature to identify dispositions essential for fulfilling Curriculum and Instruction related roles. Preliminary analysis revealed that below 5% of those certified between 2013 and 2023 in Curriculum and Instruction were working in related roles in Georgia public schools in 2023. It also showed that Curriculum and Instruction personnel share some dispositions with both teachers and administrators. A distilled list of dispositions specific to jobs related to Curriculum and Instruction was generated

Facilitating economic development through the reform of economic instruction

Economic development in many ways depends on the level of human capital in the national economy, including that of economists. Market reforms in the former Soviet Bloc urged drastic changes in economic curriculum necessary to prepare the next generation of economic leaders. This paper states that the reform of economic instruction in the Former Soviet Union should focus on both learning and action. The incorporation of mathematical methods into the new economic curriculum will occur based on close cooperation among mathematicians and economists. The new economic instruction will have an interdisciplinary character and a multidisciplinary setting. There are several second order organizational changes that need to be made. Bachelor and Master’s Degrees should replace the five-year degree. Changes in the curriculum should include separation of core courses and electives including those from other majors, detail-oriented content of the courses, a decreased number of classes per semester and increased time for each class. Faculty retraining should be coordinated both within and between the universities. Financial incentives should be created to encourage the instructors to participate in retraining, to change the content and method of the instruction, and to work effectively in the classroom.economics, economic instruction, education, reform, transition

Plotting a New Course

After months of review by faculty and administrators, the School begins the millennium with a newly approved curriculum that includes intensive instruction in legal analysis and writing

Implications of Negotiated Teacher Agreements for Curriculum and Instruction in Tennessee

This study was an analysis of the 1980-81 negotiated teacher contracts in Tennessee to determine the extent and nature of items relating to curriculum and instruction. Using an instrument entitled, A Taxonomy for the Analysis of Collective Bargaining Agreements with Regard to Implications for Curriculum and Instruction devised by Raymond E. Babineau, the following information was obtained: the uses made of the terms curriculum and instruction; the elements of articles relating to curriculum, instruction, and evaluation; the percentage of negotiated teacher contracts containing curriculum, instruction, and/or evaluation articles; and correlations between the number of curriculum, instruction, and/or evaluation articles and specific school system characteristics. Data from the sixty-five contracts were classified, quantified, and compared, and the Pearson Product Moment Correlation formula was applied to determine relationships. The findings were: (1) The terms curriculum and instruction were most frequently used as the modifier of a noun with a basic consistency in the definition of each term. (2) Some 49.23 percent of the contracts analyzed contained items relating to curriculum with the area of a curriculum council highest in frequency. (3) One-hundred percent of the contracts analyzed included instruction items with the areas of student discipline and working conditions highest in frequency. (4) Some 81.53 percent of the contracts included evaluation items with the summative evaluation of teachers highest in frequency. (5) A significant relationship at the .20 level was found between the maximum teacher salary and the number of instruction items. (6) A significant relationship at the .10 level was found between the average teacher salary and the number of instruction items. (7) A significant relationship at the .10 level was found between the expenditure per pupil and the number of instruction items

Implications of Negotiated Teacher Agreements for Curriculum and Instruction in Tennessee

This study was an analysis of the 1980-81 negotiated teacher contracts in Tennessee to determine the extent and nature of items relating to curriculum and instruction. Using an instrument entitled, A Taxonomy for the Analysis of Collective Bargaining Agreements with Regard to Implications for Curriculum and Instruction devised by Raymond E. Babineau, the following information was obtained: the uses made of the terms curriculum and instruction; the elements of articles relating to curriculum, instruction, and evaluation; the percentage of negotiated teacher contracts containing curriculum, instruction, and/or evaluation articles; and correlations between the number of curriculum, instruction, and/or evaluation articles and specific school system characteristics. Data from the sixty-five contracts were classified, quantified, and compared, and the Pearson Product Moment Correlation formula was applied to determine relationships. The findings were: (1) The terms curriculum and instruction were most frequently used as the modifier of a noun with a basic consistency in the definition of each term. (2) Some 49.23 percent of the contracts analyzed contained items relating to curriculum with the area of a curriculum council highest in frequency. (3) One-hundred percent of the contracts analyzed included instruction items with the areas of student discipline and working conditions highest in frequency. (4) Some 81.53 percent of the contracts included evaluation items with the summative evaluation of teachers highest in frequency. (5) A significant relationship at the .20 level was found between the maximum teacher salary and the number of instruction items. (6) A significant relationship at the .10 level was found between the average teacher salary and the number of instruction items. (7) A significant relationship at the .10 level was found between the expenditure per pupil and the number of instruction items

Out of the Debate and Into the Schools

Explores how practices and strategies at pilot and charter schools with autonomy in governance, budget, staffing, professional development, scheduling, and curriculum and instruction lead to different outcomes from those at traditional public schools

Reform of Economic Instruction in the Former Soviet Bloc

This article suggests that the reform of economic instruction in the Former Soviet Union should focus on both learning and action. The incorporation of mathematical methods into the new economic curriculum will occur based on close cooperation among mathematicians and economists. The new economic instruction will have an interdisciplinary character and a multidisciplinary setting. There are several second order organizational changes that need to be made. Bachelor and Master’s Degrees should replace the five-year degree. Changes in the curriculum should include separation of core courses and electives including those from other majors, detail-oriented content of the courses, a decreased number of classes per semester and increased time for each class. Faculty retraining should be coordinated both within and between the universities. Financial incentives should be created to encourage the instructors to participate in retraining, to change the content and method of the instruction, and to work effectively in the classroom.economics, economic instruction, education, reform, transition, former Soviet Bloc