Browsing by Subject "Curriculum evaluation"

Now showing 1 - 2 of 2

Open Access
Adding a course to the curriculum? dilemmas and problems
(Routledge, 2006) Collins, A. B.
The "knee-jerk" implementation of curriculum without study, understanding, proper implementation, and follow-up monitor cannot assure a purposeful addition to educational programs. This research was conducted to assess the effectiveness of a new course (Co-Op Management Applications, or CMA) added to the curriculum at a higher-education level. Course effectiveness was assessed from all stakeholders' perspectives; students, sector representatives, school administration, and instructors. Data were collected through questionnaires and interview schedules and subjected to quantitative (descriptive) and qualitative (content) analysis. The findings show that a representative "needs assessment, facility analysis, and force field analysis" was not conducted during the course development and implementation. Further, the proper monitor of student assessment was not being conducted. It is apparent that a meaningful work experience was being imparted to the students. Early monitor and evaluation could have potentially assured that the students benefited and achieved the course intentions before going forward.
Open Access
A content analysis of Turkish national high school health education curriculum using the health education curriculum analysis tool (HECAT)*
(Ankara University, 2021-01-15) Serin, Volkan; Ateşkan, Armağan
Health education helps students to promote their mental, social and physical well-being. Health educators follow a specific curriculum for health promotion in the high schools of Turkey. This study compared Turkish national high school health education curriculum (HEC) which is delivered at grade 9 with the health education curriculum analysis tool (HECAT) used in the United States. Recommendations for possible new K-12 health education curriculum and for existing and further grade 9 curricula to improve was also given. Content analysis was used as a research method. In this research, an appraisal strength table was created which was adapted from HECAT in order to compare the curricula. Only 45 objectives in the national curriculum were found compatible with 1802 expectations of HECAT (correspondence rates: 6% for all grades and 7% for grades 9-12). Furthermore, the most represented level according to Bloom’s revised taxonomy cognitive domains was understanding, whereas applying was minimum represented level in HEC. The findings also indicate that health education delivery grades and contents should be expanded immediately in Turkey same as in the U.S. due to several reasons emerged recent years on health. Moreover, this research suggests to form Turkish national health education standards (TNHES) for K-12 education and draft TNHES were shared in this study.