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This study, which investigated industry-wide needs for training development in the powdered metals industry, identified the following knowledge areas as those most needed by workers: (1) basic reading and communication skills; (2) basic and algebra mathematical skills; (3) blueprint reading; (4) statistical process control; (5) standard and precision measurement; and (6) machine set-up, operation, and maintenance. (The preceding list is prioritized, with the area listed as 1 being the most frequent response of the combined data.) The data were collected through administration of a desired skill and knowledge instrument to employees and managers at 24 powdered metals manufacturers in six counties in north central Pennsylvania and through structured interviews with the managers. Minor discrepancies of less than 10 percent were identified between the ratings of employees and managers concerning the knowledge areas of blending, sintering, and tumbling (a need for which employees rated higher than did managers) and hydraulics and pneumatics knowledge of presses (the need for which managers rated higher than employees). The bulk of the document is appendices containing copies of the interview questions asked of managers, the employee survey, one-way analysis of variance tables, and pie and line charts reporting the data on each knowledge area. (CML)

Immigrants and the children of immigrants who have completed their schooling in Canadian school settings, commonly referred to as Generation 1.5, are increasingly identified in the research literature as academically at risk due to inadequately developed academic language proficiency and learning strategies. This article describes the design, development, and implementation of a curriculum that targets the academic needs of these students as they transition from high school to university. A thematically integrated design is adopted for the purposes of contextualizing the academic demands of science and engineering, business, and social sciences and humanities. Preliminary insights from a prototype iteration of the curriculum are presented. (Contains 3 figures and 3 tables.)

This paper reports on a new initiative of collaborative work between the Australian Curriculum, Assessment and Reporting Authority (ACARA) and Cambridge University as part of the 2020-21 review of the Australian Curriculum: Mathematics Foundation -- Year 10. The ACARA mathematics curriculum development team worked with the Cambridge Mathematics team using the Cambridge Mathematics Framework, which incorporates summaries of the research literature, to inform the review of Statistics and Probability in the mathematics curriculum as part of ACARA's program of research.

245p. ; 30 cm

245p. ; 30 cm

245p. ; 30 cm

Exercises and activities for incorporating career education into the secondary school curriculum (10-12) are contained in this teacher's manual. Activities are developed for language arts (112), mathematics (32), science (21), social studies (49), related arts/fine arts (61), and guidance (41). An index of titles is included for each subject area. Teaching activities are written in a format which matches specific goals of school subjects with career education concerns (curriculum focus). Career education focus (DELLA Statement), estimated class time, essential resource materials, and the instructional process are outlined for each lesson. The appendix contains the following materials: DELLA Statements (generated for the Career Development Education Model), background in curriculum design, bibliography of suggested materials, interview sheet, list of career clusters, lists of career-related games and simulation, index of publishers/distributors, lists of evaluation instruments, notes on role playing and on brainstorm technique and planning field trips, sample job application form, sample resumes, supplemental resources for guidance, and bibliography of materials dealing with sex bias. (TA)

In June 2010, the National Governor's Association and the Council of Chief State School Officers published "Common Core State Standards" (CCSS) for K-12 mathematics. Forty-eight states collaborated in the development of CCSS and, to date, 34 states have officially adopted CCSS to replace existing state standards. CCSS presents an opportunity for critical stakeholders to focus on curriculum as a means of improving teaching and student learning. In order to help state and local school systems design thoughtful curriculum guides and select instructional materials (text, e-text, and ancillaries) that are essential supports for implementation of the CCSS, it is necessary to connect those who have constructed the "Common Core State Standards" in mathematics with those members of the educational community who are expert in designing, developing, and implementing mathematics curriculum resources and instructional programs. Collaborations across these communities will help identify the work that needs to be done to provide strong resources for the field in the future. Therefore, a meeting of key stakeholders was convened August 1-3, 2010 to discuss curriculum-related work needed in response to the "Common Core State Standards for Mathematics." The goals of the meeting were to: (a) provide guidance on future mathematics materials development efforts, K-12, and (b) address issues of curriculum design and production that arise in an environment of Common Core State Standards. This report serves as a public dissemination of conference discussions, recommendations, and items for action. (Contains 2 figures and 3 footnotes.)

This paper describes a collaboration in engineering project design and curriculum development between the Institut Universitaire de Technologie (IUT) housed in the Bethune campus of Universite d'Artois in France and the Altoona College of The Pennsylvania State University (Penn State Altoona). This collaboration embraces engineering design projects conducted by students, faculty exchanges, short-term industrial placements, and joint curriculum development. The paper provides a description of all the present and future components of the French-American collaboration. The engineering design projects conducted by the student teams at IUT Bethune and Penn State Altoona are also discussed. The paper also describes the obstacles encountered by both IUT Bethune and Penn State Altoona in carrying out the collaborative activities. Finally, the paper describes present success and future promises of the collaboration between the two universities. (Author)

This project identified the competencies required by the vocational education teacher/administrator to adequately provide occupational preparation to handicapped and disadvantaged students referred to collectively as "the non-successful student" within the mainstream of a vocational education program. Research methodology involved a literature review and a questionnaire survey of special education and vocational education teachers, administrators, and support personnel in New Hampshire. Of the 172 survey respondents, 76% indicated that they were not adequately prepared to teach the non-successful student. In addition, there were no specific programs in the state to develop the desired competencies. Utilizing the research findings, a course outline was developed to provide an overview of the special problems encountered in teaching the non-successful student. Recommendations are offered for course implementation and curriculum expansion. Appended are the literature sources cited, survey instrument, checklist of teacher competencies, participating schools, and bibliography. (RG)

This project identified the competencies required by the vocational education teacher/administrator to adequately provide occupational preparation to handicapped and disadvantaged students referred to collectively as "the non-successful student" within the mainstream of a vocational education program. Research methodology involved a literature review and a questionnaire survey of special education and vocational education teachers, administrators, and support personnel in New Hampshire. Of the 172 survey respondents, 76% indicated that they were not adequately prepared to teach the non-successful student. In addition, there were no specific programs in the state to develop the desired competencies. Utilizing the research findings, a course outline was developed to provide an overview of the special problems encountered in teaching the non-successful student. Recommendations are offered for course implementation and curriculum expansion. Appended are the literature sources cited, survey instrument, checklist of teacher competencies, participating schools, and bibliography. (RG)

This project identified the competencies required by the vocational education teacher/administrator to adequately provide occupational preparation to handicapped and disadvantaged students referred to collectively as "the non-successful student" within the mainstream of a vocational education program. Research methodology involved a literature review and a questionnaire survey of special education and vocational education teachers, administrators, and support personnel in New Hampshire. Of the 172 survey respondents, 76% indicated that they were not adequately prepared to teach the non-successful student. In addition, there were no specific programs in the state to develop the desired competencies. Utilizing the research findings, a course outline was developed to provide an overview of the special problems encountered in teaching the non-successful student. Recommendations are offered for course implementation and curriculum expansion. Appended are the literature sources cited, survey instrument, checklist of teacher competencies, participating schools, and bibliography. (RG)

This project identified the competencies required by the vocational education teacher/administrator to adequately provide occupational preparation to handicapped and disadvantaged students referred to collectively as "the non-successful student" within the mainstream of a vocational education program. Research methodology involved a literature review and a questionnaire survey of special education and vocational education teachers, administrators, and support personnel in New Hampshire. Of the 172 survey respondents, 76% indicated that they were not adequately prepared to teach the non-successful student. In addition, there were no specific programs in the state to develop the desired competencies. Utilizing the research findings, a course outline was developed to provide an overview of the special problems encountered in teaching the non-successful student. Recommendations are offered for course implementation and curriculum expansion. Appended are the literature sources cited, survey instrument, checklist of teacher competencies, participating schools, and bibliography. (RG)

A TENTATIVE DESIGN WAS DEVELOPED FOR A RESEARCH PROJECT TO BE DIRECTED TOWARD THE DEVELOPMENT OF A CONCEPTUAL FRAMEWORK FOR A FUNCTIONAL CURRICULUM IN PHYSICAL EDUCATION FOR GRADES K-16. THE RESEARCH PLAN WILL BE USED AS A BASE FOR FUTURE EFFORTS OF THE AMERICAN ASSOCIATION FOR HEALTH, PHYSICAL EDUCATION AND RECREATION TO GIVE NATIONAL LEADERSHIP IN THE IMPROVEMENT OF PHYSICAL EDUCATION CURRICULUMS AND PROGRAMS. THE RESEARCH EFFORT IS EXPECTED TO EXTEND OVER 5 TO 10 YEARS. SOME KEY ISSUES AND PROBLEMS FACING THE PHYSICAL EDUCATORS IN IMPROVING SCHOOL PROGRAMS ARE IDENTIFIED AND DISCUSSED IN THIS REPORT. (AL)

This publication was prepared to assist schools in developing curriculum to help children solve complex social problems and achieve their highest potential as human beings in a world society. A major objective is to provide students with competencies and skills necessary to cope with the interpersonal relationships and stresses faced by individuals and families in a rapidly changing society. The curriculum design focuses on four major topics: self and others, tradition and change, independence and interdependence, and present and future. The plan divides the topics into four maturity levels, which can be broadly applied to early childhood through adult education. The beginning level deals with exploring the human environment, the intermediate level focuses on becoming oneself, the advanced level examines relationships, and the highest level stresses helping learners develop commitment to mankind. Objectives for including core areas are then listed for each of the four maturity levels. Another section offers suggestions for curriculum development and provides examples of actual instructional strategies for implementation. Twelve pages of print and nonprint resources for students and teachers follow, most of which were published after 1970. The listing includes prices and publishers' addresses. (Author/MK)

This publication was prepared to assist schools in developing curriculum to help children solve complex social problems and achieve their highest potential as human beings in a world society. A major objective is to provide students with competencies and skills necessary to cope with the interpersonal relationships and stresses faced by individuals and families in a rapidly changing society. The curriculum design focuses on four major topics: self and others, tradition and change, independence and interdependence, and present and future. The plan divides the topics into four maturity levels, which can be broadly applied to early childhood through adult education. The beginning level deals with exploring the human environment, the intermediate level focuses on becoming oneself, the advanced level examines relationships, and the highest level stresses helping learners develop commitment to mankind. Objectives for including core areas are then listed for each of the four maturity levels. Another section offers suggestions for curriculum development and provides examples of actual instructional strategies for implementation. Twelve pages of print and nonprint resources for students and teachers follow, most of which were published after 1970. The listing includes prices and publishers' addresses. (Author/MK)

This paper is a working draft of a study which has examined the accumulated research on child growth and development. The draft is designed as an input paper to enable the Marin Social Studies Project to refine its rationale and criteria for a recommended K-12 social studies program of curriculum options. Identification of the capabilities of maturing students is an aid in determining legitimate curricular guidelines. Related documents are SO 006 450-SO 006 454. (SHM)

The purpose of this document is to describe the development and implementation of a course in technology in counselor education. The main goal of the course was to provide students with an overview of the use and application of technology in counseling and related fields. The four objectives of the course were to: (a) provide an introduction to the use and application of hardware and software solutions; (b) afford opportunities for hands-on experience with technology; (c) provide an arena for students to demonstrate their technology skills; and (d) to enhance technology skills and knowledge in a variety of counseling specialization areas. The document details syllabus development topics covered, assignments, technology requirements for implementing the course, and pedagogical implications. It also highlights the application of the various emerging technologies, such as video conferencing, digital media development, and e-learning instruction tools for the counseling profession. (Contains 42 references.) (Author)

This is a summative report based on Year Three data from the MSP Grant Project entitled, "Content Development for Investigations" (CoDE:I). The purpose of the MSP grant program was to develop standards-based elementary mathematics teachers by giving teachers the tools to teach with a new standards-based mathematics curriculum, "Investigations in Number, Data, and Space" ("Investigations"). The participants were teachers in two school systems located near a large metropolitan city in the southeastern United States. System One is a large, urban school system and System Two is a smaller suburban school system in a neighboring city. The two school systems conducted professional development separately and on different days throughout the grant program, but the overall content and focus of the professional development remained consistent. The professional development facilitators worked with both groups of teachers. Since the MSP project is not a longitudinal design, teachers participants exit from the program at the end of the academic year. The focus of this report is to examine the impacts of the professional development on teacher beliefs, practices, mathematics content knowledge, and student learning outcomes.

This report documents the design, development, and implementation of computer applications curricula in a pilot program augmenting the regular curriculum for eighth graders at a private middle school. In assessing the needs of the school, a shift in focus was made from computer programming to computer application. The basic objectives of the course included identifying basic components of the computer system, learning basic computer terminology, and performing basic computer, word processing and graphics functions. A brief history of computers and a description of ethical issues of computer usage were added at the request of the school administration. A hands-on approach was chosen for most of the instruction, using criterion referenced assessment of learner competencies. Results of the evaluation of the program revealed five strengths and three weaknesses and concluded that: (1) computer literacy at an early age gives learners access to a very powerful tool; (2) a course to upgrade keyboarding skills would be a valuable prerequisite to computer instruction; (3) the teaching of computers as a separate, non-integrated subject does not tap the potential of integrating computers into other curricular areas; and (4) teachers and teacher educators must be better educated in the use of computers to assist in instructional and administrative functions. (Contains 8 references.) (ALF)

This booklet, the third in a series of documents constituting a handbook for teachers and administrators on educational computing, identifies factors to consider when developing district or building level computer-relevant, staff development programs. It highlights the importance of staff development activities and suggests strategies for involving teachers and administrators in such activities. Characteristics, objectives, and activities of effective staff development programs are identified, and special problems in designing programs are listed. Appendices contain (1) a conceptual model for staff development and additional procedures and practices that aid effective staff development; (2) a list of staff development activities relevant to computers in curriculum and instruction, including programs, courses, and resources developed by local school districts, educational service districts, colleges and universities, and other public or private agencies; and (3) a selected 28-item bibliography on general staff development, as well as materials that address computers in curriculum and instruction, directed toward staff development. (LMM)

The project described focuses on working towards improving the quality of curriculum, instruction and evaluation procedures in the New York City Police Department. The problems facing competency-based training programs are reviewed, as are the specific problems of the New York City program. Attempts to improve the present training procedure include: (1) planning facilities to allow simulated patrol routines for recruits; (2) providing counseling services to help recruits with communication skills and personal problems; (3) improving the training and supervising of field training officers; (4) providing selected field experiences; and, (5) upgrading the teaching skills of the instructors. The researches conclude that an ideal training program would best be served by a decentralized training facility. Continuing problems faced by the training program are briefly delineated. (Author/PC)

This paper provides an account of the instructional design and development process used by a team of students enrolled in a graduate level course in distance education as the team members conceptualized and created two prototype World Wide Web-based instructional modules, aimed at grades 5 through 12, for the Lunar and Planetary Institute's Mars Millennium Web site and CD-ROM project to support the National Aeronautic and Space Administration's Jet Propulsion Laboratory. The paper is intended to serve as an instructional design blueprint for other curriculum designers and educators to use, should they encounter a similar need for interactive Web-based curriculum based on scientific theory and data, which incorporates a variety of emerging technologies, Internet tools, and innovative instructional strategies. (Author/MES)

In 2009-10 a series of Workshops was organized to focus on STEM (science, technology, engineering, and mathematics) learning design for young students and adolescents. The objective was to provide visionary leadership to the education community by: (a) identifying and analyzing the needs and opportunities for future STEM curriculum development and instructional design given current and emerging technologies; and, (b) recommend policy positions and actions by funding agencies and the STEM research and development community regarding STEM instructional resources. Specific questions addressed included: (1) What will a high-impact, technology-intensive STEM learning environment look like in the near and long-term future?; (2) What materials development and research are required to make this vision possible?; and (3) What design, development, and diffusion processes are most likely to produce new approaches to STEM education? To address these questions, two workshops were convened to identify and analyze the needs and opportunities for innovative work. The goal was to identify strategies, directions and recommendations about the future of STEM instructional design. Participants included education futurists, researchers in the STEM content and education disciplines and specialists in instructional technology, cognitive psychology, policy, museum and educational media. This report provides a summary of the ideas generated by Workshop participants and offered to the STEM instructional design community and to agencies that fund this work. List of Workshop Participants is appended. (Contains 2 figures and 7 footnotes.)

This document consists of a workshop presentation on curriculum development, design, specification, and assessment in the engineering classroom. Ten sessions focus on: (1) the format and purpose of the workshop, which is designed to help instructors develop an understanding of the basic principles of curriculum and instruction and the ability to apply these principles to the development, design, specification, and assessment of a curriculum or course; (2) cognitive aspects of learning science; (3) the state of instruction in the engineering sciences and definitions of learning; (4) the elements of learning systems, learning styles, and taxonomies of learning; (5) educational states evaluation exercises; (6) educational goals and competencies; (7) past, present, and future classroom structures; (8) the classification of outcomes and competencies, as well as curriculum and course design; (9) the transformation of goals and outcomes into competencies; and (10) sequencing competencies. An appendix contains outlines of various cognitive models. A supplementary volume contains sample competency matrices, a guide to self-evaluation and documentation of educational states, a guide to the documentation of technical work, learning structures for students, excerpts from "Cognitive Aspects of Learning Science" (Jose Mestre), a collection of information on change in education, and four papers on intellectual development and student assessment. (MDM)

The paper selects over 20 online courses and analyses the subjects, organization, the way to show the content of the courses, the use of media, and design of the teaching in the case study of Chinese popular MOOC platform. On this basis, the paper summarizes the principles of curriculum design and design models in MOOC environment, such as practical course content, minimized but continuous course structure, simplified course content, the effective combination of the media with the content, learners-centered, and stressing social construction. The author is not only a member of the curriculum development team of MOOC, but also experiences the online courses as a learner, and tries to summarize the principles of curriculum design and design models after analyzing the design elements with the case study method. [For full proceedings, see ED557189.]

The production of an effective mathematics curriculum begins with a scientific development, evaluation, and revision framework. The purpose of this study was to conduct an initial investigation of a recently developed Tier 2 mathematics curriculum designed to improve the outcomes of 1st grade students at-risk for mathematics difficulties. The curriculum, which is anchored to a scientific design framework and a well-specified theory of change, centers on the careful integration of foundational concepts of whole number and validated-design principles of explicit and systematic instruction. Four instructional groups, with each consisting of five 1st grade students with mathematics difficulties and one interventionist, participated in the study. Data related to the feasibility, usability, and promise of the curriculum to improve student mathematics achievement were collected using multiple methods. Results provide preliminary evidence in terms of these curriculum development and evaluation areas. Implications for instruction and design research are discussed. [This paper was published in "Learning Disability Quarterly" v38 n2 p97-111 May 2015.]

Randy Bass, Executive Director of Georgetown's Center for New Designs in Learning and Scholarship, recently made the provocative claim that we inhabit a "post-course era." Building on the findings of the National Survey of Student Engagement that show that the places in which undergraduate students demonstrate the highest degree of engagement is in areas "outside" the traditional curriculum and its courses, Bass suggests that we not merely try to enrich the formal curriculum, but that we also consider supporting and augmenting activities in the "extra" curriculum. We can thereby create opportunities for learning within informal as well as formal settings. In the process of developing a new BA degree within the School of Cinematic Arts at the University of Southern California dedicated to Media Arts and Practice--a major that is designed to support students interested not just in media literacy but also in media expertise and the ability to communicate powerfully through diverse media forms--we wanted to imagine a major for the post-course era: a major without courses, traditional assignments, and expected modes of assessment. This essay explores the design challenge posed in trying to imagine such a major, and offers a speculative degree proposal for the post-course era.

The purposes of the project described in this report were to train curriculum specialists and to develop and test curriculum design training materials. The first phase of the project included the development of training materials and their use to train a small group of students. During the training of the pilot group of students, an effective design model was identified and a format developed for self-instructional materials. The design was a structured-curriculum model supplemented with additional elements and procedures suitable for complex subject matter, called the process model for individualization of curricular (PIC). This model became the bases for design of the curriculum course, and the PIC procedures were taught as a design model. This phase of the project ended with a revision of the materials based on the experiences and results encountered with the students. The second phase of the project was a series of field tests of the materials and their revision based on formative evaluation procedures. (Author/MLF)