Characteristic for these approaches to early childhood education like the High/Scope Perry Preschool Project (Schweinhart et al. 2005) or the Abecedarian Program (Campbell and Ramey 1994)—is that they focused on a small sample of only about one hundred at-risk children and were based on intense, high quality curricula that included elements of parental support.
Nevertheless, they practically ensure that new things, new materials, new content will only have a very marginal space within the curriculum.7 Noting this pernicious (and conservative) aspect is not meant to criticize the genuine ambition to shape high quality curricula.
Developing high-quality, research-based curricula that address all three dimensions of each standard will require a significant effort to interpret the standards, develop new instructional activities and support for teachers, and field-test and revise the materials.
The mission of the WETP is to support the development of a network of nonprofit organizations that are committed to protecting workers and their communities by creating and delivering high-quality, peer-reviewed safety and health curricula to train hazardous waste workers and emergency responders.
For example, businesses can partner with local universities to create high quality STEM curricula.
There are few high-quality instruments for evaluating the effectiveness of Evidence-Based Practice (EBP) curricula with objective outcomes measures.
These teachers were charged with creating high-quality learning environments in large part through the use of instructional routines, curricula, and lesson plans that matched a set of national program performance standards.
BPS ensures the quality of its prekindergarten program through high-quality teachers, professional development delivered through individualized coaching sessions, and evidence-based curricula for early language and literacy and mathematics.
Shaneyfelt et al. [ 6] reviewed the available EBP teaching instruments methods and identified high-quality instruments for evaluating the EBP competence of individual trainees, determining the effectiveness of EBP curricula, and assessing EBP behaviours with objective outcome measures.
The authors identified high-quality instruments for evaluating the EBP competence of individual trainees and for determining the effectiveness of EBP curricula.
This lack of high-quality comparative studies with meaningful outcome measures allows no definitive conclusion regarding the general effectiveness of undergraduate curricula [ 4, 5].
