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A curriculum may also refer to a defined and prescribed course of studies, which students must fulfill in order to pass a certain level of education. For example, an elementary school might discuss how its curricula is designed to improve national testing scores or help students learn fundamental skills.
Learning standards. Learning standards (also called academic standards, content standards and curricula) are elements of declarative, procedural, schematic, and strategic knowledge that, as a body, define the specific content of an educational program. Standards are usually composed of statements that express what a student knows, can do, or is ...
Educational research. Curriculum theory ( CT) is an academic discipline devoted to examining and shaping educational curricula. There are many interpretations of CT, being as narrow as the dynamics of the learning process of one child in a classroom to the lifelong learning path an individual takes. CT can be approached from the educational ...
The SBE ( standards-based education) reform [2] movement calls for clear, measurable standards for all school students. Rather than norm-referenced rankings, [3] a standards-based system measures each student against the concrete standard. Curriculum, assessments, and professional development are aligned to the standards.
Course (education) In higher education, a course is a unit of teaching that typically lasts one academic term, is led by one or more instructors ( teachers or professors ), and has a fixed roster of students. A course usually covers an individual subject. Courses generally have a fixed program of sessions every week during the term, called ...
In terms of curriculum there was and still is a high level of attention paid to time honored academic knowledge. Current status. In the present, [when?] it varies enormously from culture to culture, but still tends to be characterized by a much higher level of coercion than alternative education. Traditional schooling in Britain and its ...
Academic acceleration is moving students through an educational program at a rate faster or at an age younger than is typical. Students who would benefit from acceleration do not necessarily need to be identified as gifted in a particular subject. Acceleration places them ahead of where they would be in the regular school curriculum.
This curriculum has "non-academic functions and effects" In Moral Education Durkheim wrote: In fact, there is a whole system of rules in the school that predetermine the child's conduct. He must come to class regularly; he must arrive at a specified time and with an appropriate bearing and attitude.