Asia Pacific Journal on Curriculum Studies最新文献

{"title":"Higher Education Instructors’ Self-Assessment of Implementation of Flexible Learning Guidelines","authors":"I. J. Terogo","doi":"10.53420/apjcs.2022.4","DOIUrl":"https://doi.org/10.53420/apjcs.2022.4","url":null,"abstract":"This descriptive quantitative study discusses the instructors’ implementation of the flexible learning guidelines during the pandemic as perceived in their self-assessment results. Assessing how the instructors dealt with the flexible learning modality will lead to better curricular planning and implementation in higher education in the new normal. Using a survey rating scale and checklist, the respondents rated their own implementation of the flexible guidelines. A self-assessment process can facilitate curricular and instructional improvements on the part of the instructor, upgrading the professional stance of these teachers and achieving the standard guidelines set along the way. Results showed that the instructors are Always implementing the flexible learning guidelines specifically on the general guidelines, requirements and qualifications for flexible learning, implementing policies and procedures on facilitating online teaching, social-emotional learning, rules and discipline, teacher organization and communication, assessment, support services, and adherence to data privacy. Yet, the instructors had a lower rating on assessment which means a need for support on online assessment. Also, the instructors expressed their concerns on the LMS, virtual synchronous platform, access and connectivity, students’ concerns, and general concerns on teachers’ coursework and online learning. It is recommended to conduct impact studies on flexible learning and to provide further professional development sessions to enrich the curriculum and instruction needs of instructors.","PeriodicalId":301407,"journal":{"name":"Asia Pacific Journal on Curriculum Studies","volume":"511 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131030700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Oral Language Development in the Philippine Kindergarten Curriculum: Revisiting the Competencies, Identifying Strengths and Gaps and Drafting Recommendations","authors":"Leonor E. Diaz, Maria Hazelle R. Preclaro-Ongtengco, Romina P. Beltran-Almazan, Marie Yvette C. Alcazar, Charo Marie V. Defeo-Baquial","doi":"10.53420/apjcs.2022.2","DOIUrl":"https://doi.org/10.53420/apjcs.2022.2","url":null,"abstract":"The significant role of oral language (OL) in the early years and its impact on other developmental domains is well-documented. Since a high percentage of Filipino learners are not exhibiting literacy skills at their level, it is within this context that this research examined how OL development is expressed in the national kindergarten curriculum guide (KCG). We specifically sought to determine: the OL components evident in three early language and literacy reference documents and the OL components highlighted in the KCG. Curriculum mapping was undertaken in this research. The findings indicate that the reference documents generally reflected all the linguistic components at varying proportions with semantics as highly present. The 73 KCG competencies tapped all the language components with pragmatics and semantics as highly evident. More than half of the competencies were classified under two or more language components which provides evidence for the interrelatedness of these components. Almost half of the KCG competencies were classified under expressive language while 21% were identified as receptive skills. The informative function of language was highly evident at 72.6% while other functions were present at 12.33% and below. Gaps, strengths, and recommendations for the KCG were presented in this paper.","PeriodicalId":301407,"journal":{"name":"Asia Pacific Journal on Curriculum Studies","volume":"138 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134261857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Needs Assessment for the Animal Welfare Curriculum for the Bachelor of Veterinary Science (BVSc) Degree in Zimbabwe","authors":"Frank Kapungu, E. Mwandiringana, F. Kaseke, I. Nyawata","doi":"10.53420/apjcs.2022.3","DOIUrl":"https://doi.org/10.53420/apjcs.2022.3","url":null,"abstract":"Animal welfare is a day one competency requirement for veterinarians the world over. In Zimbabwe, as well as in other countries globally, animal welfare was taught to students in the Bachelor of Veterinary Science (BVSc) degree but was never assessed as a standalone course. A need assessment was conducted to determine the need for standalone animal welfare curriculum for Bachelor of Veterinary Science degree in Zimbabwe. An interviewer administered questionnaire which captured both qualitative and quantitative responses was used for data collection. All the respondents suggested that there was need for a standalone animal welfare curriculum for the BVSc course. Most popular reason cited by participants (100%) for the need of the animal welfare course was that there was no stand-alone animal welfare curriculum available. Components of the course suggested include: Animal welfare Science, ethics and law. Animal welfare is a relevant course to the BVSc programme in Zimbabwe whose contents should include animal welfare science, ethics, and law and animal behaviour.","PeriodicalId":301407,"journal":{"name":"Asia Pacific Journal on Curriculum Studies","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125851419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Images from Japanese English Teaching Materials as an Ageist Hidden Curriculum","authors":"C. Brown","doi":"10.53420/apjcs.2022.1","DOIUrl":"https://doi.org/10.53420/apjcs.2022.1","url":null,"abstract":"Ageism in mass media is of great concern with older individuals often being stereotyped or simply rendered invisible. Yet research is largely silent on ageism in English language teaching (ELT) materials. Given the power of English education, the impact of visual media, and the tendency for English teaching materials to include visual depictions of people, such research is warranted. In response, a content analysis of 7350 visuals of people from Japanese ELT resources was conducted in the study described here. The goal was to understand four issues. First, how visible were the elderly overall? Second, given intergenerational friction as one outgrowth of ageism, did these materials normalize intergenerational interactions including the elderly? Third, to what extent did these materials exhibit ageism of women since ‘gendered ageism’ is an especially important issue? Fourth, to what extent did these materials either reproduce or subvert stereotypes of the elderly? Findings indicated that the amount of representation was biased against the elderly, that intergenerational interactions involving the elderly were scant, and that older women were especially underrepresented. While some of the elderly depictions were stereotypical, others did portray elderly people positively, as socially-involved and vigorous. These findings demonstrate the need for greater sensitivity to an ageist hidden curriculum in ELT.","PeriodicalId":301407,"journal":{"name":"Asia Pacific Journal on Curriculum Studies","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116291330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Kids are Kids: Corona-Proofing Early Childhood Programs in the Republic of Korea","authors":"Carolyn Victoria Uy Ronquillo","doi":"10.53420/apjcs.2021.1","DOIUrl":"https://doi.org/10.53420/apjcs.2021.1","url":null,"abstract":"As of January 26, 2021, around 18.8 percent of confirmed COVID-19 patients in the Republic of Korea were in their 50’s and only 3.75% were children below 10 years old. This figure may just be a drop in the bucket, yet the profound effects of this global pandemic on young children’s development cannot be overlooked. COVID-19 has not yet been considered a “children’s disease” because of very few confirmed cases and for those who have contracted it, the fatality rate has been very low. Relying on an aggressive trace-test-and-quarantine program, South Korea has so far weathered this crisis without major lockdowns. It has been hailed by various countries for “flattening the curve” in a short period of time. This paper investigates how the education sector in South Korea responded to the COVID-19 pandemic. It documents the educational experiences in making the Nuri Curriculum more relevant and effective as significant educational adjustments were put into action to deal with the new policies related to South Korea’s COVID-19 response. A description of the innovative alternative practices in terms of the physical and temporal environments as well as curricular strategies implemented in Kindergarten schools and child care centers are elaborated in this paper. This is supplemented with feedback gathered from interviews with early childhood educators, which reveal both the difficulties and psychological rewards that they have experienced.","PeriodicalId":301407,"journal":{"name":"Asia Pacific Journal on Curriculum Studies","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130078903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving Preschool Students’ Engagement in Parent-Assisted Offline Play-based Activities","authors":"Dannah Mari Jelena Manongdo, Hannah Frances Marie Duya, Princess Caminia L. Moscoso, Johanna Angeline Palad, M. S. Villaruz, L. Olegario","doi":"10.53420/apjcs.2021.2","DOIUrl":"https://doi.org/10.53420/apjcs.2021.2","url":null,"abstract":"Student engagement is an important contributor to academic success. In the learning arrangement in a pre-school in Quezon city, students attended the online class and answered workbooks and worksheets as offline learning activities. These paper-and-pen activities did not motivate the students as they delayed doing the task. The present study aimed at incorporating play-based activities to increase the pre-school students' engagement in their offline learning activities. The study was conducted among 20 preschool students with the help of the parents in implementing the play-based offline activities. Responses regarding students’ engagement were documented using the student engagement tool that parents accomplished every after offline activity, reflections notes, and survey questionnaires. A focus group discussion was also organized at the end of the study. The findings in this study show that the use of offline play-based activities improved student engagement in three dimensions - cognitive, emotion, and behavior. Students who previously expressed disinterest towards offline activities demonstrated self-motivation, conceptual understanding, engagement in physical activities, and have nurtured positive relationships among the students, their parents, and their siblings throughout the study. Considering the parents’ feedback, the researchers further modified the design of the instructional activities to address prior poor student engagement by incorporating music and movement, balancing play and work in the activities, and by sending the guides earlier for the convenience of the parents. It is recommended that future research delve into the difference in engagement among different class hours, given that more students in the late morning and early afternoon sessions showed poorer engagement in offline paper-and-pencil activities prior to the intervention being made. Future research can also focus on the influence of fathers on their child’s engagement, implementation of play-based activities in public schools adopting the modular approach, and parent-teacher relationship in managing and handling students' mental wellness.","PeriodicalId":301407,"journal":{"name":"Asia Pacific Journal on Curriculum Studies","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125917005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the Alignment of the Intended and Enacted School-based Social Studies Curricula Using Seitz’s Methodological Framework","authors":"Emie Joane M. Guintu, Amelia C. Fajardo","doi":"10.53420/apjcs.2020.5","DOIUrl":"https://doi.org/10.53420/apjcs.2020.5","url":null,"abstract":"This study determined whether Seitz’s Methodological Framework could be used to evaluate the alignment between the intended and enacted school-based curricula of Araling Panlipunan 3 or Social Studies 3 in the Philippine setting. In the intended curriculum, the cognitive processes called for by the learning competencies were determined using the Delphi Method while for the enacted curriculum, data was gathered using classroom observations, teacher survey, lesson plans, and teacher interview. The results of the study showed that for the content dimension, there was 100% alignment between the intended and the enacted curricula, and for the cognitive process dimension, there was only 57.89% alignment between the intended and the enacted curricula. Through this study, the usefulness of Seitz’s Methodological Framework was examined using the following parameters: process, achievement of goal, and ease of use or practicality.","PeriodicalId":301407,"journal":{"name":"Asia Pacific Journal on Curriculum Studies","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131915347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing curriculum design for the 21st century – Balancing the need of character building and meeting other emerging needs of the future","authors":"Soo Boon Ng","doi":"10.53420/apjcs.2020.4","DOIUrl":"https://doi.org/10.53420/apjcs.2020.4","url":null,"abstract":"21st century is a challenging time both in the technological sphere as well as in education and social front. The advent of Industrial Revolution 4.0 with the seemingly unstoppable rapidly advancing and proliferation of emerging technologies such as Artificial Intelligence, Internet of things, 3D printing infiltrating our everyday living brought forward the need to keep abreast of latest inventions as it was repeatedly emphasized that future jobs hinges on knowledge and skills in these inventions and skills. However, surfacing at the same time is the changes in the social fabrics and social cohesion as well as family values and belief systems. Fast changes creates more social inequality and confusion in our traditional value system. Society is increasingly plague with dichotomy and conflicts, the line between just and injustice as well as rights and wrongs is blurring. As education is preparing the learners for the future, educators grapple with a future which is rather unknown and try to figure out the perceived needs of this century ranging from technological skills, cognitive skills, learning skills, literacy skills, life skills, social skills to intrapersonal skills. There is an urgent need to determine our priority, how should we package all these knowledge and skills into school curriculum? Should the curriculum design be more humanistic or retain the largely behaviouristic one embraced in the last century. Competence based curriculum proposed by UNESCO IBE seems to be a preferred curriculum design in many countries. Competence based curriculum which has been used widely in technical courses is widening its scope to include values and ethics. Could values and character building be stated sufficiently in the form of competence? It is my view that character building and values is best look upon from the practice and ethics perspective and this requires strategic and deep thinking. A thinking based curriculum cannot be void of these character building and values components, it should be enhanced by them. Core competences required to fulfil the Sustainable Development Goals in the UNESCO 2030 agenda has an undertone of values and ethics and should be the focus of the curriculum design of the 21st century. Truly in this century the need to develop the future generation of learning to be, learning to live together, learning to know, and learning to do, the four pillars uphold by UNESCO is so much relevant and needed. There is a need to harmonize humanistic curriculum design with behaviouristic curriculum design as we embrace transformation in the way we do things and we live our everyday life brought about through Industrial Revolution 4.0. We need to look inward spiritually and to develop the inner being so that we can live in peace with ourselves, with others and make decisions for the common good of all. Any content oriented curriculum do not need to be void of character building if we adopt pedagogies requiring students to think through ethic","PeriodicalId":301407,"journal":{"name":"Asia Pacific Journal on Curriculum Studies","volume":"84 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124313127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parents’ Beliefs on Philippine Educational and Curriculum Practices: What Educators Can Learn from Them","authors":"Romina P. Beltran-Almazan, Cristina Victoria Patolot-Velasco, Ronnel R. Almazan, Amelia C. Fajardo","doi":"10.53420/apjcs.2020.1","DOIUrl":"https://doi.org/10.53420/apjcs.2020.1","url":null,"abstract":"Parents are part of the school community. However, schools have neglected to tap parents’ opinions and perceptions of new programs for implementation (Ornstein & Hunkins, 2009). Upon this background, Dodd (1988) conducted her research to gain a better understanding of the curriculum and practices parents favored, including their underlying beliefs about teaching and learning high school English. This study replicated Dodd’s (1998) research to explore the understanding of educational practices that Filipino parents prefer in the light of curriculum innovations, particularly the K to 12 Junior High School English subject. Key informant interview (KII) was used as the main data-gathering technique following Dodd’s (1988) interview protocol. The KII information was subjected to thematic analysis to gather the major ideas that are essential in answering the research questions. The findings revealed that parents’ beliefs are based on their own and their children’s experiences and their children’s well-being. Thus, their approval of the curriculum and educational practices are largely dependent on how these will affect and benefit their children based on their understanding of policies and practices. They further place a significant value on teachers’ role in the implementation of the curriculum as facilitators of learning and academic leaders who could help their children maximize their potential. Parents can also help identify problems concerning curriculum implementation, teachers’ roles and duties, teacher-parent and teacher-student relationships, and school environment. In this regard, home-school partnerships can be strengthened to gain parents’ support and obtain valuable insights on how curriculum and educational practices affect their children. Therefore, cultivating parent involvement is ultimately beneficial for schools as this provides essential feedback on the introduction and implementation of curricular reforms and the improvement of practices.","PeriodicalId":301407,"journal":{"name":"Asia Pacific Journal on Curriculum Studies","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128349442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evidence-Based Medicine: An Overview of Available Evaluation Instruments","authors":"R. Aguilar","doi":"10.53420/apjcs.2019.4","DOIUrl":"https://doi.org/10.53420/apjcs.2019.4","url":null,"abstract":"The paradigm shift to evidence-based medical education was introduced many years back, driven mainly by the voluminous amount of medical literature available to both the medical student and practitioner as well. In essence, it provided a process for critically appraising available information for the purpose of obtaining the “best available evidence.” Presently, as we continue to teach evidence-based medicine (EBM), we find it most useful to evaluate its effectiveness by devising ways to evaluate the performance not only of the students but, of medical practitioners and teachers of EBM as well. Performance evaluation of students involve evaluating the ability to ask answerable questions, perform a systematic search of literature, critically appraise the evidence and, integrate evidence and patient’s values. A step further is to ask whether what we have learned has been translated into better clinical outcomes. Finally, we evaluate the teaching of EBM. This would necessitate much introspection as teachers ask themselves whether they have taught EBM effectively. Several evaluation instruments have already been developed over the years, but studies have shown that better tools still need to be developed.","PeriodicalId":301407,"journal":{"name":"Asia Pacific Journal on Curriculum Studies","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125786360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}