Computer science in Dutch secondary education: independent or integrated?

Nowadays, in Dutch secondary education, computer science is integrated within school subjects. About ten years ago computer science was considered an independent subject, but in the mid-1980s this idea changed. In our study we investigated whether the objectives of teaching computer science as an independent subject are met when computer science is integrated within school subjects. The main problem was that there was no formal curriculum of computer science as an independent subject. Therefore we interviewed 13 experts in the field of computer science and then compared this formal curriculum with the operational (integrated) curriculum, which is still in the development stage. It appears that most of the components of the formal curriculum are being covered by the operational curriculum, and we therefore concluded that these curricula are equivalent, although there may be differences in the level of teaching. In our opinion the best approach to computer science is to combine the independent and the integrated approaches

Assessing An Economics Programme: Hansen Proficiencies, ePortfolio, and Undergraduate Research

Numerous sources calling for more accountability in higher education are putting increased pressure on many economics departments to develop assessment plans. This paper discusses a set of principles for programmatic assessment gleaned from the assessment literature, while highlighting one US economic department's journey to develop an assessment of student learning outcomes based on Hansen's proficiencies. We explain the curriculum reforms that culminate with independent undergraduate research as suggested by the highest level of Hansen's proficiencies. We describe ePortfolios which showcase student abilities and integrate evidence of student learning across the curriculum. For departments without direct guidance from accreditation boards or other agencies, we put forth a process of forming programmatic assessment in economics.

Evaluation of the North Lanarkshire curriculum flexibility project

This report highlights some of the very good practice about effective use of flexibility in the curriculum that is emerging. It describes how staff have engaged in innovative use of time in ways which have given pupils increased motivation to learn and encouraged them to become more independent learners and more effective collaborative workers. The important role of school managers in monitoring the impact of innovations in the curriculum is exemplified. This report also acts as a call to action for schools which still often adhere too rigidly to inflexible programmes of study. There remains a need for more imaginative leadership and further professional development of staff at all levels to ensure that full and appropriate use of the opportunities offered by Curriculum for Excellence are realised

HEALTH AND HEALTH ECONOMICS: A CONCEPTUAL FRAMEWORK

Over the last three decades, treating health economics as an independent scientific discipline and providing specific treatment to the topics related to the economics of the health care sector have become more and more common. Currently, the field is so well established that it has appeared in the ordinary curriculum of most universities, and even if health economists are mainly to be found in the medical departments, the connections to economics proper are being strengthened, and the methodologies applied are getting refined. In this connection the paper highlights about the concept of health, why does health matter, relationship between health and Health Economics, and the justification of health economics

Key courses of academic curriculum uncovered by data mining of students' grades

Learning is a complex cognitive process that depends not only on an individual capability of knowledge absorption but it can be also influenced by various group interactions and by the structure of an academic curriculum. We have applied methods of statistical analyses and data mining (Principal Component Analysis and Maximal Spanning Tree) for anonymized students' scores at Faculty of Physics, Warsaw University of Technology. A slight negative linear correlation exists between mean and variance of course grades, i.e. courses with higher mean scores tend to possess a lower scores variance. There are courses playing a central role, e.g. their scores are highly correlated to other scores and they are in the centre of corresponding Maximal Spanning Trees. Other courses contribute significantly to students' score variance as well to the first principal component and they are responsible for differentiation of students' scores. Correlations of the first principal component to courses' mean scores and scores variance suggest that this component can be used for assigning ECTS points to a given course. The analyse is independent from declared curricula of considered courses. The proposed methodology is universal and can be applied for analysis of student's scores and academic curriculum at any faculty

Fostering Dental Faculty Collaboration with an Evidence-Based Decision Making Model Designed for Curricular Change

This article introduces an innovative decision making model for adapting evidence-based practice to the specific needs of a department in a dental school. The design encourages suggestions for curricular change directly from the faculty members, while providing a mechanism that allows them to actively participate in the process through the use of evidence-based principles and practice. The nucleus of this model is an Advisory Council comprised of nine full-time departmental faculty members who, when charged, act as independent task force leaders who recruit other faculty members and lead small teams that investigate suggestions for curricular change. Following an accelerated investigative process, recommendations to the Advisory Council are made; if approved, these changes are integrated into the curriculum. The incorporation of an interdisciplinary Advisory Council of key departmental faculty members structured to investigate questions or concerns posed by students, administrators, or other faculty members through the use of evidence-based methodologies has proved to be a successful management tool. Well received by the participants, this model has the potential to further develop and calibrate the school’s faculty, increase the timeliness of the decision making process, and lessen the time required to incorporate a proposed change into the curriculum

The QTKanji project : an analysis of the relationship between computer assisted language learning (CALL) and the development of autonomous language learners : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Japanese at Massey University, Palmerston North, New Zealand

Further thesis content held on disc is unreadable.An analysis of the relationship between computer Assisted Language Learning (CALL) and the development of autonomous language learners Computer assisted language learning (CALL) software is being introduced into tertiary language programmes for a number of reasons. Research has indicated that CALL is effective for language learning, that it caters for individual learning needs and that it promotes independent learning. By providing structured learning, students can study in their own time without a teacher. Whilst it is now commonly accepted that CALL material must be carefully integrated into the curriculum for it to be effective, there is a move in CALL research away from just evaluation of software to a greater focus on the learner. It is maintained that understanding different learning styles and learner preferences is essential in the creation of CALL packages, and that packages are sufficiently flexible to cater for learners of different ability to manage their own learning. However, while an attraction of CALL is that it fosters independent learning, it is not clear what learners do when they are in the process of becoming independent learners, what CALL environments will foster the development of independent learning skills, and the type of learner who will benefit. This thesis examines the in-house development and trialling of kanji software at the Auckland University of Technology, taking into account the direction of current research into CALL. It provides an initial evaluation of the software design and use, within the framework of research into second language acquisition, learner differences and independent learning. Findings from this initial study will be used to modify the software where necessary and to provide the basis for further research into CALL and language learning