Advanced Level in craft, design and technology: the movement towards acceptability

Craft, Design and Technology (CDT) is a relatively new curriculum area, which is emerging based on a sound educational philosophy and considerable political and industrial support. Its origins lie firmly in practical, craft-based work, but the new courses are based on designing and making with a notable technological component and have been accepted by educationalists as having undoubted value in educating children. As this new subject is emerging, its acceptance by Higher Education is frequently questioned. This study places the subject in context within the school curriculum, looking at its origins and the reason for its low social and academic status and discusses how the subject has emerged through curriculum development to a position of considerable support from politicians, educationalists and industrialists.</div

Curriculum Subcommittee Minutes, September 7, 2006

Religious Studies Program New Course Department of Agricultural Systems Technology and Education Repeatable for credit Department of Nutrition and Food Sciences New Course Department of Communicative Disorders and Deaf Education Repeatable for credit Department of Instructional Technology Title Change, Credit Hour Change, Course Description Change Department of Civil and Environmental Engineering Course Description Change Delete Course University Studies Request Department of Aerospace Studies Pass/Fail Only Department of English Pass/Fail Only Department of Landscape Architecture and Environmental Planning Credit Hour Change Department of Languages, Philosophy, and Speech Communication Pass/Fail Only Department of Political Science Pass/Fail Only Other Changing the name of the Plants, Soils, and Biometeorology Department Consolidating the three existing bachelor’s degrees in the Animal, Dairy and Veterinary Sciences Department into a single bachelor’s degree with four emphases Correcting course restrictions Special approval codes to control the registration on particular sections of courses ENGL 1010 and 2010 prerequisites Distance delivery of degree programs Curriculum Subcommittee Handbook Temporary suspension of enrollment for the Business Information Technology and Education (BITE) and Marketing Education (MKED) programs Membership for the Curriculum Subcommitte

Logo in mainstream schools: the struggle over the soul of an educational innovation

Technologies do not follow some predetermined and inevitable course from their context of production to their context of use, and technologies used in schools are no exception. Rather, technologies and their use in the classroom are socially contextualised. They are often appropriated in ways unanticipated by their developers, locking into institutional arrangements and reflecting elements of the prevailing social relations in and around the particular context(s) of application. Through the discussion of a particular technology (the Logo programming language) as a case study in educational innovation, this article demonstrates how the use of technologies in schools is socially shaped. The paper looks into the place that Logo occupied within the institutional and organisational cultures of US and UK mainstream schools after its introduction in the early 1980s. It discusses the ways in which Logo was received in the educational arena and was implicated in the politics of educational innovation at a time of conservative restoration

Report on a Boston University Conference December 7-8, 2012 on 'How Can the History and Philosophy of Science Contribute to Contemporary U.S. Science Teaching?'

This is an editorial report on the outcomes of an international conference sponsored by a grant from the National Science Foundation (NSF) (REESE-1205273) to the School of Education at Boston University and the Center for Philosophy and History of Science at Boston University for a conference titled: How Can the History and Philosophy of Science Contribute to Contemporary U.S. Science Teaching? The presentations of the conference speakers and the reports of the working groups are reviewed. Multiple themes emerged for K-16 education from the perspective of the history and philosophy of science. Key ones were that: students need to understand that central to science is argumentation, criticism, and analysis; students should be educated to appreciate science as part of our culture; students should be educated to be science literate; what is meant by the nature of science as discussed in much of the science education literature must be broadened to accommodate a science literacy that includes preparation for socioscientific issues; teaching for science literacy requires the development of new assessment tools; and, it is difficult to change what science teachers do in their classrooms. The principal conclusions drawn by the editors are that: to prepare students to be citizens in a participatory democracy, science education must be embedded in a liberal arts education; science teachers alone cannot be expected to prepare students to be scientifically literate; and, to educate students for scientific literacy will require a new curriculum that is coordinated across the humanities, history/social studies, and science classrooms.Comment: Conference funded by NSF grant REESE-1205273. 31 page

Posthumanist Education

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DAYAH MODERN: PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM DI PESANTREN TERPADU SERTA RELEVANSINYA DENGAN SEJARAH PENDIDIKAN ISLAM DI ACEH

The Islamic Religious Education (PAI) curriculum in integrated pesantren or modern pesantren (dayah modern) in Aceh is currently maturing itself through improving contextual learning, one of which is through the form of integrated pesantren. Islamic Religious Education in integrated Islamic boarding schools is structured in a pattern that is quite inclusive, by integrating science, philosophy and learning technology in understanding Islamic religious knowledge. This shift is presumably due to social, economic, cultural and political developments that have changed which have also led to changes in people's perceptions of religious knowledge. This research is a qualitative research, the data were obtained through a literature study by conducting a literature review on journals and books related to the topic. Furthermore, historical and contemporary data that have been collected will be used to reveal patterns of curriculum development for Islamic Religious Education in Aceh throughout history using qualitative descriptive analysis. The results of the study show that the history of Islamic education in Aceh has been reduced by the effects of the dichotomy of knowledge inherited from the colonial. At present, the curriculum that is continuously being refined is more directed to the needs of employment and makes Islamic boarding schools more acceptabl

Informing, teaching or propagandising? Combining Environmental and Science Studies for undergraduates

This article discusses experiences in the integrated teaching of Environmental Studies and Science Studies in a generalist curriculum at a university campus in Scotland. At the University of Glasgow Crichton Campus, a mixed curriculum has been developed to combine coherently Environmental and Science Studies, perhaps the first such curriculum in the UK and equally uncommon in America. The Crichton curricum is intentionally multi-disciplinary, drawing closely on the successful nineteenth-century Scottish model exported to America. This generalist approach, emphasising broad philosophical principles, informs the courses and their inter-relationships

Informing, teaching or propagandising? Combining Environmental and Science Studies for undergraduates

This article discusses recent experiences in the integrated teaching of Environmental Studies and Science Studies in a generalist curriculum at a new university campus in Scotland. At the University of Glasgow Crichton Campus over the past three years, a new mixed curriculum has been developed to combine coherently Environmental and Science Studies, perhaps the first such curriculum in the UK and equally uncommon in America. The Crichton curricum is intentionally multi-disciplinary, drawing closely on the nineteenth-century Scottish model successful exported to America. This generalist approach, emphasising broad philosophical principles, informs the courses and their inter-relationships

The adoption of open sources within higher education in Europe : a dissemination case study

For some time now, the open-source (OS) phenomenon has been making its presence felt; disrupting the economics of the software industry and, by proxy, the business of education. A combination of the financial pressure Higher Education Institutions (HEIs) find themselves under and the increasing focus on the use of technology to enhance students' learning have encouraged many HEIs to look towards alternative approaches to teaching and learning. Meanwhile, the "OS" has challenged assumptions about how intellectual products are created and protected and has greatly increased the quantity and arguably the quality of educational technologies available to HEIs

Adopting a Grounded Theory Approach to Cultural-Historical Research: Conflicting Methodologies or Complementary Methods?

Grounded theory has long been regarded as a valuable way to conduct social and educational research. However, recent constructivist and postmodern insights are challenging long-standing assumptions, most notably by suggesting that grounded theory can be flexibly integrated with existing theories. This move hinges on repositioning grounded theory from a methodology with positivist underpinnings to an approach that can be used within different theoretical frameworks. In this article the author reviews this recent transformation of grounded theory, engages in the project of repositioning it as an approach by using cultural historical activity theory as a test case, and outlines several practical methods implied by the joint use of grounded theory as an approach and activity theory as a methodology. One implication is the adoption of a dialectic, as opposed to a constructivist or objectivist, stance toward grounded theory inquiry, a stance that helps move past the problem of emergence versus forcing