Syllabus of the courses in botany and zoology. Sept., 1883-June, 1884.

At head of title: Washington High School

Information literacy for the humanities researcher: A syllabus based on information habits research

This paper reviews the existing literature on the information behavior of researchers in the humanities, in order to develop a set of learning objectives which can be used in the planning of information literacy training programs for this group of library users.

About Ontology Application to the Description of Syllabus

Publication describes the experience in application of ontology technique to structuring of educational materials. Several topics of physics were formalized by means of Protégé software tool. Some principal problems in building of knowledge structure were found, so the discussion may interest not only ontology users, but also the developers of ontology tools.

[El evangelio y el syllabus]

Este documento fue publicado por partes en el “El foro” periódico del Colegio de Abogados de Costa Rica y lo reprodujo integro “La voz de Centro-América” semanal de San Salvador. Los pensamientos que contienen aunque en diferente forma fueron presentados por el autor ante el Colegio de Abogados de Lima el día de su incorporación por el consejo del señor Dr. Don Francisco de Paula Vigil. El documento fue consagrado como una pequeña muestra de gratitud y respecto por haber sido elegido miembro honorario de la Facultad de Filosofía, Humanidades y Bellas Artes de la Universidad Nacional de Chile.

Evaluaci?n y mejoramiento del Syllabus de ingl?s del grado primero de primaria de un colegio monoling?e privado de Cali [recurso electr?nico]

Esta investigaci?n consiste en la evaluaci?n del programa de ingl?s del grado primero de primaria del colegio Mixto San Vicente de la Ciudad de Cali y su redise?o con base en los principios del enfoque de aprendizaje a trav?s de tareas (Task-Based Learning). El desarrollo de este estudio se inscribe bajo los principios metodol?gicos de la investigaci?n cualitativa en educaci?n, en tanto que busc? optimizar la calidad de un plan de estudios. En este sentido, su realizaci?n implic? el uso de diferentes t?cnicas etnogr?ficas de recolecci?n de datos, tales como: entrevistas, charlas, an?lisis de documentos, observaciones de pr?cticas de ense?anza y pruebas piloto, para llegar a la propuesta de un plan de estudios mejorado y la construcci?n de algunas conclusiones y sugerencias para provecho de la instituci?n. Se trat? de un trabajo de pedagog?a aplicada, ya que se cont? con la presencia de los investigadores en el campo.

Increasing relevance and interest : teaching environmental and planning law to built environment students

A new approach was taken to delivering a challenging "stewarship of land" unit to over 350 predominantly first year built environment students stewardship. The new approach involved incorporating environmental and planning law into the syllabus, exposing students to a wide range of statutes, selecting legal cases according to a et of criteria and revisiting the material using different modes of delivery and teaching resources. To evaluate the effectiveness of the new approach, the students were surveyed to elicit their learning experience and preferences. The survey found that most students perceived learning about environmental and planning law, including legal cases, worthwhile.----- Areas identified by the surcey for improvement included the perception by some students that: environmenatl and planning law is irrelevant to their discipline and future caree; studying law is dull and sometimes daunting; and the prescribed reading could be omitted.----- To address student perceptions, it is proposed to reorder the topics commencing with local, charismatic topics, while explanding international content and cases, to enlarge and enhance the repertoire of video clips to include sites of legal cawses and development projects, and to reformat the online weekly quizzes to promote reading of primary material.----- Overall, the approach to teaching environmental and planning law to built environment students, including the criteria for selecting legal cases, described in this paper, was found to be effective.

Equity and quality in the early years of schooling

For most of the latter part of the twentieth century, the issues of quality and equity have been part of the agenda of compulsory schooling in Australia. However it is only more recently that the two have been brought together, which has drawn attention to the quest to create high quality and high equity schooling. The outcomes of this union have been the focus of analyses undertaken using data from the OECD Programme for International Student Assessment (PISA), which show that several features of Nordic secondary schools have produced high quality and high equity schooling. This article concentrates on the early years of school and considers the role of curriculum and syllabus documents in creating high quality and high equity in the early years, including the non-compulsory prior-to-school year. It draws on recent research in education generally to identify issues of significance that are instructive in the quest to produce high quality and high equity schooling in the early years. These issues include equity of access, syllabus design and curriculum, and transition to school; but before they are considered, I discuss the context of moves to create high quality and high equity schooling.

Attitudes and interests towards biotechnology: The mismatch between students and teachers

Increasing the scientific literacy of Australians has become an educational priority in recent times. The ‘Science State – Smart State’ initiative of the Queensland Government involves an action plan for improving science education that includes a Science for Life action. A desired outcome is for an increased understanding of the natural world so that responsible decisions concerning our future wellbeing can be made in an age of science and technology. Biotechnology is a technology that is having profound impact on our lives. This paper describes how 15-16 year old students and biology teachers revealed a mismatch in both attitudes and interests towards biotechnology between the students and teachers. The findings are of interest as the teachers are writing biotechnology into their work programs in response to new syllabus documents. The teacher’s areas of interest did not match those of the students, possibly resulting in a curriculum the teachers want to teach, but the students do not want to learn.

Graduate Attribute Mapping With the Extended CDIO Framework

The CDIO (Conceive-Design-Implement-Operate) Initiative has been globally recognised as an enabler for engineering education reform. With the CDIO process, the CDIO Standards and the CDIO Syllabus, many scholarly contributions have been made around cultural change, curriculum reform and learning environments. In the Australasian region, reform is gaining significant momentum within the engineering education community, the profession, and higher education institutions. This paper presents the CDIO Syllabus cast into the Australian context by mapping it to the Engineers Australia Graduate Attributes, the Washington Accord Graduate Attributes and the Queensland University of Technology Graduate Capabilities. Furthermore, in recognition that many secondary schools and technical training institutions offer introductory engineering technology subjects, this paper presents an extended self-rating framework suited for recognising developing levels of proficiency at a preparatory level. A demonstrator mapping tool has been created to demonstrate the application of this extended graduate attribute mapping framework as a precursor to an integrated curriculum information model.

Leading learning within a PLC : implementing new mathematics content

This paper does two things. Firstly, it examines the literature that coalesces around theoretical models of teacher professional development (PD) within a professional learning community (PLC). Secondly, these models are used to analyse support provided to two year 3 teachers, while implementing the draft Queensland mathematics syllabus. The findings from this study suggest that the development of this small PLC extended the teachers’ Zone of Enactment which in turn led to teacher action and reflection. This was demonstrated by the teachers leading their own learning as well as that of their students.

Implementing change within a school science department: progressive and dissonant voices

The purpose of this study was to describe the teaching and leadership experiences of a science teacher who, as head of department, was preparing to introduce changes in the science department of an independent school in response to the requirements of the new junior science syllabus in Queensland, Australia. This teacher consented to classroom observations and interviews with the researchers where his beliefs about teaching practice and change were explored. Other science teachers at the school also were interviewed about their reactions to the planned changes. Interpretive analysis of the data provides an account of the complex interactions, negotiations, compromises, concessions, and trade-offs faced by the teacher during a period of education reform. Perceived barriers existing within the school that impeded proposed change are identified