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Jordan D. Troisi; Michael S. Palmer; Mary C. Wright; Lori A. Hostetler; Carol A. Hurney – Routledge, Taylor & Francis Group, 2025
Drawing on the authors' extensive experience and robust survey data, this critical resource unpacks the inner workings of one of the most powerful mechanisms for improving teaching and learning in higher education: the course design institute (CDI). CDIs are intensive, often multi-day facilitated experiences where instructors design or redesign a…
Descriptors: Curriculum Design, Institutes (Training Programs), Instructional Design, Equal Education
Peer reviewed Peer reviewed
Crawford-Lange, Linda M. – Foreign Language Annals, 1981
Describes philosophy of Paulo Freire as foundation for an existential/humanistic curriculum and explores practical and theoretical implications of this curriculum for second language teaching. Expands curriculum design principles into sample second language curriculum design principles. (Author/BK)
Descriptors: Curriculum Design, Educational Philosophy, Educational Principles, Humanistic Education
Murphy, Sandra; Underwood, Terry – 2000
This book provides some real-world examples of portfolios that have been used for programmatic purposes. It then draws upon those examples to create a framework for thinking about educational systems and the roles that portfolios might play in them. Following the preface, the book contains 10 chapters. The first chapter provides definitions for…
Descriptors: Curriculum Design, Educational Change, Educational Policy, Educational Principles
Maker, C. June – 1988
A framework for curriculum design and a set of guidelines for curriculum development in gifted education are presented. The major dimensions guiding curriculum development for gifted students are: content, process, product, and learning environment. Curriculum content should be developed in such a way that it becomes more abstract, complex,…
Descriptors: Course Content, Curriculum Design, Curriculum Development, Economics Education
Peer reviewed Peer reviewed
Katz, Lilian G. – Montessori Life, 1998
Suggests that educators must address: (1) What should be learned? (2) When should it be learned? (3) How would it best be learned? and (4) How can we tell how well we have answered the first three? Addresses the first three questions by offering principles of practice for early childhood educators, ranging from curriculum to learning disposition…
Descriptors: Curriculum Design, Curriculum Development, Early Childhood Education, Educational Principles
Gunn, Barbara K.; And Others – 1995
This research synthesis is organized around identification of instructional priorities for emergent literacy and existing evidence regarding curriculum design for those instructional priorities. First, areas of emerging evidence are identified and two major ideas are extracted: (1) children need to develop knowledge of and facility with multiple…
Descriptors: Beginning Reading, Child Development, Cultural Differences, Curriculum Design
Stevenson, Nancy Hargis – 2001
This handbook is designed to help curriculum managers at Oregon's community colleges understand the State Board of Education criteria and processes that support the continued expansion and improvement of instruction. It outlines approval requirements and procedures for Oregon community college associate degrees, certificates of completion,…
Descriptors: Academic Standards, Certification, Community Colleges, Curriculum Design
California Curriculum Alliance, Red Bluff. – 1983
This report provides documents, categorized under five different sections, to be used as guidelines for curriculum development. The first section, "Model Board Policy for Comprehensive Planning," outlines responsibilities of local education boards in curriculum development and provides examples to consider for policy development. The second…
Descriptors: Course Content, Curriculum Design, Curriculum Development, Curriculum Evaluation
Hawkins, Mary Louise; Graham, M. Dolores – 1994
Curriculum is not a naturally occurring substance but is created, and has a framework that outlines its nature. Many professionals, such as architects, use frameworks or designs in order to define the nature of what they will create. This monograph asserts that curriculum architecture should be debated, changed, and created to take form from the…
Descriptors: Change Strategies, Cognitive Style, Curriculum Design, Curriculum Development
Lummis, Ben – Center for Collaborative Education, 2001
The educational needs of middle school students are truly unique. In no other period of PreK-12 education can one find such a wide range of physical, social, and cognitive development among students. For students, the middle school years can be a time of both great vulnerability and great responsiveness to change. These years are highly formative…
Descriptors: Adolescent Development, Curriculum Development, Middle Schools, Educational Principles
Mississippi Department of Education, 2004
The primary purpose of the 2004 Mississippi Business and Technology Framework is to promote business and economic literacy, both successful domestic and international functioning, diverse practice of interpersonal, teamwork, and leadership skills, technology as a tool for managing information, and lifelong learning skills that foster flexible…
Descriptors: Curriculum Development, Elementary Secondary Education, Technology Education, Business Education
North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services. – 1985
This statewide revised Standard Course of Study, mandated by North Carolina's Elementary and Secondary School Reform Act of 1984, provides a detailed, integrated curriculum plan for all subjects at all grade levels. An initial section provides an introduction ("Notes") to the users of the "North Carolina Competency-Based…
Descriptors: Articulation (Education), Behavioral Objectives, Cognitive Processes, Competency Based Education