Asia Pacific Journal on Curriculum Studies最新文献

{"title":"An OBE-centered Development Procedure for a B. S. Architecture Curriculum: Insights on its Application","authors":"Emilio U. Ozaeta, Amelia C. Fajardo","doi":"10.53420/apjcs.2019.1","DOIUrl":"https://doi.org/10.53420/apjcs.2019.1","url":null,"abstract":"This paper provides a report on a curriculum design procedure developed by the authors from an understanding of the prescriptions of Outcome-Based Education, particularly as discussed by William Spady (1994). The procedure was applied to the revision of an undergraduate architecture program in the Philippines. The procedure is described and insights on the OBE procedure that arose from faculty discussions during its implementation were identified. The insights centered on the quality of appropriateness of OBE to an architecture curriculum and to the curricula of arts-based disciplines in general.","PeriodicalId":301407,"journal":{"name":"Asia Pacific Journal on Curriculum Studies","volume":"10 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":"121332639","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":"Curriculum Evaluation and Transformation: Policies, Perspectives and Challenges","authors":"Matthew C. Stafford","doi":"10.53420/apjcs.2019.3","DOIUrl":"https://doi.org/10.53420/apjcs.2019.3","url":null,"abstract":"To date, the vast majority of developmental programs have had to be satisfied with assessing students’ learning within the confines of their programs. Although there were opportunities for indirect assessments, with graduate surveys or surveys of supervisors/employers, response rates tended to be low. Even when responses were received, they often came from people with little expertise in learning, making it difficult for educators to translate the feedback into actionable program improvements. The United States (US) Air Force has, however, decided to attempt what other learning institutions have not – arguably cannot. It is attempting to leverage its competency-based approach to performance assessment to enhance program evaluation. Because of the closed nature of this learning environment, where students graduate from US Air Force programs and go on to work in US Air Force jobs, there is a unique opportunity to assess learning as it is actually being applied in the workplace. Leveraging a competency-based force-development paradigm, the US Air Force has constructed a “foundational competencies” model for common knowledge, skills and abilities, complemented by occupational competencies specific to individual jobs, positions and specialties. These competencies are mapped to performance descriptions that determine levels of mastery. These performance descriptions are, in turn, mapped to rubrics that guide performance evaluations. Shortcomings in performance can be identified, quantified, and fed back to the developmental program for potential program modification or, for special updates to the force, to ensure Airmen perform their duties properly and achieve desired levels of mastery. This approach has been approved but is not yet fully implemented. The new Foundational Competencies Model has been developed and validated through a criterion-sampling methodology. In addition, many technical careers have created “occupational competencies” models delineated the specific knowledge, skills and abilities specific to their jobs. The full range of supporting assessment mechanisms, however, are still in the process of being designed and dispatched to facilitate ease of use and centralize data-gathering. This article overviews the US Air Force’s approach and its progress to date.","PeriodicalId":301407,"journal":{"name":"Asia Pacific Journal on Curriculum Studies","volume":"1 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":"133310098","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":"The Power of EFL Teacher’s Beliefs to Drive Practice","authors":"Suwarsih Madya","doi":"10.53420/apjcs.2019.2","DOIUrl":"https://doi.org/10.53420/apjcs.2019.2","url":null,"abstract":"In a test-driven instructional development such as that in Indonesia, teachers spend most of his time, energy, and thoughts to strive for his students’ excellent performance in the final test. This is due to the indicator used to judge the success of a school. One particular teacher of English is, however, different. I have collected data on his class and conducted an in-depth interview with him. The results of data analysis revealed that the teacher is creative and innovative as he strives to help his students of different levels and types of abilities to make as high achievements as they can. In other words, he strives to enable their students to reach their full potential development. He is also very productive, with more than 180 books as his works and creative and innovative in his teaching, enabling his students to speak English fluently in communicative situations evidenced in their performance in the final test of speaking witnessed by the students’ parents. This particular teacher is a rare asset in the development of English language teaching. More importantly, he confessed that his strong beliefs in students have driven him to do his best to facilitate his students’ learning. This is in line with the findings of numerous research studies. This implies the importance of developing and strengthening the teachers’ beliefs through redesigning the English language teacher education curriculum, both pre-service and in-service.","PeriodicalId":301407,"journal":{"name":"Asia Pacific Journal on Curriculum Studies","volume":"315 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":"124583393","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":"Curriculum Design of Preservice Teacher Education for Indigenization of Elementary School Science in the Philippines","authors":"Amelia C. Fajardo","doi":"10.53420/apjcs.2019.5","DOIUrl":"https://doi.org/10.53420/apjcs.2019.5","url":null,"abstract":"This paper presents proposed changes in the pre-service teacher education program for the development of skills for indigenization of elementary school science. The proposal emphasizes the need for the development of more specific competence for teaching science to indigenous people or diverse culture. There should be conscious effort to develop awareness of one’s attitude towards ethnocultural groups in the foundation courses (sociology, philosophy and psychology). Moreover, there’s also a need to develop skills in designing instruction, developing instructional materials using local materials to make science teaching relevant to the indigenous people and learners of diverse culture. It is also important that field experience in schools with indigenous people and diverse culture be integrated in the program.","PeriodicalId":301407,"journal":{"name":"Asia Pacific Journal on Curriculum Studies","volume":"8 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":"117138943","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}