Sentence examples for context of curriculum from inspiring English sources

The Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002) was used to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation.

This study provides potentially meaningful evidence for the current context of curriculum reformulation in Brazil, and policies for educating and training dental professionals.

In the context of curriculum development, this means that learning should be an engaging, constructive and active process that takes place in or is easily transferred to realistic practical situations [ 9].

Among other things, it shows the two most important elements that determine whether a student is academically eligible for the college to which he or she is applying: the level of rigor in the school's curriculum and the student's performance within the context of that curriculum.

Primary schools in Flanders are encouraged by the government to develop local ICT policy planning in a context of ICT curriculum reform.

Specifically, we aim to answer two important questions—(i) what and (ii) how schoolteachers could do when implementing serious gaming in the context of formal curriculum learning and teaching.

The purpose of this article is to portray simulation as an educational strategy in the context of a curriculum, to explore emerging theories from educational psychology, and to provide concrete examples of their application in simulation-based education.

They considered that teamwork is not just a type of work methodology in the classroom, but also a key skill within the context of the curriculum, given that it is essential in the training of education professionals, as demonstrated by its demand in the labour market (FG 3).

Collaborating with the three teachers and harnessing the pedagogic principles of scaffolding (Vygotsky, 1978) and debriefing (Crookall, 1992), we designed, enacted, analysed and redesigned specific teacher facilitation practices for implementing serious gaming in the context of formal curriculum learning teaching in different classroom settings.

In the context of formal curriculum learning and teaching, we (researchers) collaborated with the teachers (practitioners) to investigate (design, enact, analyse and redesign) what and how they should do in order to optimise their students' serious gaming process and advance the pedagogic effectiveness of serious gaming in different classroom settings.

An important conclusion from our review appears to be that instruments for authentic work-based assessment of single clinical encounters should not be evaluated outside the context of the curriculum or other assessment instruments.