Conducted based on the idea that there are similarities between "action research" and "curriculum development" processes, in this study, the aim was to develop a model that practitioners can use to understand and improve the practical curriculum. To this end, first, the phenomena of "curriculum", "curriculum…

The flipped classroom method, particularly when used with digital video, has recently attracted many supporters within the education field. Now more than ever, language arts educators can benefit tremendously from incorporating flipped classroom techniques into their curriculum. "Applying the Flipped Classroom Model to English Language Arts…

Procurement in the corporate world is increasingly complex, multi-faceted and interdisciplinary. This paper explores existing knowledge specifications relating to procurement management competencies and proposes a new procurement management competency framework (PMCF) and a competency-based postgraduate programme for postgraduate students in…

The purpose of this document is to highlight "what works" based on the curriculum development and research work of the Center for Gifted Education during the past 20 years. Areas of study include curriculum development, instruction, assessment, and professional development. Through the use of the Integrated Curriculum Model as a template for …

One approach to curriculum revision for disabled students involves five steps: determining curriculum aims, determining curriculum goals, assessing program and resources, developing the curriculum, and implementing and evaluating the curriculum. (CL)

Presents a practical model for planning and implementing a field trip as an integral part of the science curriculum. Reviews the literature related to the role of field trips in the learning process; describes the model; and provides an example implementing the learning cycle method. (Contains 17 references.) (MDH)

Describes the development and testing of an environmental education curriculum model. The model, successfully used with secondary students (ages 14-16), is structured around a set of five key questions which are amplified to fit the topic and circumstances in which they are applied. (Author/JN)

The cumulative learning effect is explained to help overcome lack of coordination and scheduling difficulties in programing for the gifted. An example is recounted of the model's application in an interdisciplinary series on experiencing history. (CL)

Curriculum development should be a comprehensive process requiring a broad-based view of the educational system and its place within society, thus necessitating the use of a systematic curriculum development model. Such a model is provided here. Three references are provided. (DCS)

Presents one approach to developing a technology-based curriculum for the elementary school. Three models are examined which help establish a curriculum structure: (1) curriculum content structure; (2) five dimensions of the study of technology; and (3) curriculum webbing/sunburst technique. (CT)

An electronic portfolio is a collection of selected documents that illustrate an individual's competencies, skills, and accomplishments in a consolidated technological format. Like the traditional portfolio, counselors can use an electronic portfolio to document their professional skills and progress for supervisors, record their professional…

The author discusses his opposition to gifted curriculum developed largely by teachers and suggests that real problems should be the focus of gifted programing. Two curriculum models are described according to four variables: the roles of students, knowledge, creativity, and teachers. (CL)

A detailed explanation of a strategy for teaching any critical thinking skill is presented. The skill of distinguishing between statements of fact and opinion is used to illustrate the steps necessary to plan for teaching critical thinking. (RM)

Provides a model for developing a course in student leadership at the secondary level. Includes a sample outline for a Basic Leadership Course and a sample outline for an Advanced Leadership Course. (MD)