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r focuses on the examination and the evaluation of curriculum applied on the professional education and specifically on the health care support sector. In order to understand the structure and the content of curriculum used in the above sector, it is necessary to refer primarily to the general characteristics of curriculum, the theories developed for curriculum used in various educational contexts as well as the skills required for the appropriate delivery of curriculum in a professional education environment. In accordance with a report published by the Cognitive Behaviour (2008) ‘a social education curriculum has a three-fold purpose: a) to assure that every student is on track through assessment and prevention, b) to assist the proper development through pedagogical study, and c) to remediate inappropriate learning’ (Cognitive Behaviour, 2008, online article). The improvement of educational standards in the health care sector would support the increase of quality of services provided to patients. Therefore, the curriculum used in the specific sector should be carefully reviewed and monitored making sure that all standards set are followed by educators. In the study of Burgess (2004) it is noticed that the curriculum used in the training of social work professionals is not appropriately developed but it rather ‘entails a level of complexity greater than that for many other disciplines’ (Burgess, 2004, 163). On the other hand, it seems that in Britain – like in most developed countries worldwide – the involvement of a person to the health care support is related with specific educational standards: specific qualifications – set by NHS – are required while training is usually provided after the acquisition of qualification – in case that workers in the specific sector need to be informed on the developments of science in the particular field.
The design and the development of curriculum in all educational contexts is based on specific criteria.
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‘Curriculum’ is the set of elements intended for achieving a particular stated or implied objective and ‘Evaluation’ is collecting data to reach any decision. There are several programs for ‘Curriculum Evaluation’, out of which one is the CIPP model, portrayed by Daniel L Stufflebeam.
A. Introduction: (Brief introduction of initiative, your school, District and community). Be sure to introduce your school and give a brief overview of its population (e.g., demographics, ethnic make-up, etc.). It should only take 2 or 3 sentences at most.
By definition mathematics is a science that uses numbers to define quantity, structure, space, and change. Thus, mathematics seeks to establish the truth about certain phenomenon using logical proofs and reasoning. The subject is also among the oldest subjects pin the world.
The assessment or evaluation of educational curriculum is often viewed to be a continuous process. The main function of curriculum evaluation is not fixed. It is constantly changing according to the varying demands and needs of the society. Thus, it is to be stated that any newly constructed curriculum should fulfill the needs and demands of every societal member by a greater level.
As a description of curriculum, it is difficult to find a better one than this of Marsh.
In recent years, with interest increasing in what is taught at different stages of education, curriculum has gained a place of importance in the education-connected regions.
Though, only a few variables are usually careful when management development programs are assess.
Though little information concerning evaluation of police management development training continue living, there is substantial information about the evaluation of education programs in general.
?Asking questions, asking the right questions, asking the right questions of the right people; secrets to the success of curriculum evaluation (Oliva, 2003). Evaluation is a continuous process through which data is gathered and analyzed with the purpose of improving a system.
(Glathom, p. 45)
This paper would argue in favor of the standards-based education in terms of efficiency and output. As the ensuing discussion would prove, this curriculum, albeit without its limitations, is still the best option
The school, district, and community which I have chosen for my case study are all impoverished areas. The main demographic of the population that lives within this area are urban-dwelling African-American children who are an underserved and at-risk population threatened with violence on a daily basis—which is the norm.
standards state that for the baccalaureate and degree programs to be accredited, they ought to have demonstrated some evidence for integrating all the competencies and essentials developed by the AACN for each educational level (Keating, 2011).
The development, implementation
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