"curriculum design process" is a correct and commonly used phrase in written English.
It refers to the steps and methods used to plan and create a curriculum or educational program. It can be used in various contexts, such as in academic papers, educational materials, or discussions about education. Example: "The success of any educational program depends on a well-crafted curriculum design process, which involves analysis, planning, implementation, and evaluation."
Interview questions were reflective in nature and centered on the curriculum design process.
The following section describes how team Engineering to the Rescue made personalized decisions during the curriculum design process.
In particular, the paper illustrates the application of a curriculum design process.
As has been reported elsewhere (Koh, Chai, Wong, and Hong, 2015), the team latched on to the idea and incrementally developed it throughout the curriculum design process.
An assertion emerged that described how the team used "personalized stopping rules" (Goel and Pirolli, 1992) to navigate the curriculum design process.
To begin, the purpose of the study was not to simply uncover what TDTs discussed during the curriculum design process (see Table 3).
Strong whole-of-course curriculum design processes form the foundation of a quality system of undergraduate nursing education.
bThis focus on decision chains builds on prior work exploring faculty decision-making in regard to instructional technology use (Hora and Holden [2013]), faculty use of course syllabi while planning (Hora and Ferrare [2013]), and curriculum design processes (Hora [2014]).
The methodology of research focuses on a theoretical innovative approach on the ways the rational design model meets the challenges of the competence based curriculum (CBC) design process, the research presenting several contributions to the theoretical and practical development of the field.
The main goal of this High Scope Project centered on analyzing how the targeted vocational high-school teachers disenthralled themselves from the traditional settings to think and act anew during the inquiry curriculum design and implementation process.
However, because our perspective is informed by our student-centered teaching practices, using student responses as formative feedback to guide our curriculum design and research process is natural to us.
