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Purpose: The purpose of this study is to explore the conceptual awareness of accounting teachers in their teaching learning process based on SOLO Taxonomy curriculum approach in secondary level schools. Further, the study explored the relationship between the curriculum development inputs and the SOLO based curriculum development process. The curriculum development inputs are teacher effectiveness, school community, school environment and technology availability. Method: Data was collected through questionnaires survey administration of accounting teachers in secondary level school in Sri Lanka. The respondent was selected on the basis of their subject and their experience. The data obtained from the teachers was input into the program Statistical Package for Social Sciences software package. Multiple Regression Analysis was applied to examine the relationship between Dependent variable and Independent variable to interpret the among curriculum development inputs and SOLO based curriculum development process. On the other hand, the study was analyzed moderating effect of individual factors between the relationship curriculum development inputs and SOLO based curriculum development process. Findings: The result indicates that the teacher’s attitudes and availability of SOLO based curriculum materials will exert the most influence upon the teaching leaning process in the secondary level schools. The results further incited that the moderating effect of age, teaching experience and experience in curriculum development process to the relationship between curriculum development inputs to the SOLO based curriculum development process. According to the analysis the gender does not moderate the relationship curriculum development inputs and the SOLO based curriculum development process. Value: The study will be applicable for curriculum development process to accounting curriculum and improve the performance of student competency level not only students who learnt accountancy but also throughout all other students in secondary level schools. The study assists curriculum policy makers in the field of curriculum development process in general education system to understand the issues related to outcome based curriculum development process in current era. Hence, findings of this study could be used to guide them in enhancing curriculum reforms and implementing new curriculum approach to enhance and overcome the current issues. The findings of this study will inform curriculum policy makers and educationists who wish to apply new curriculum approach on how they can develop SOLO based curriculum for the current education system. Thus, the findings of this study contribute to the area of curriculum development that was beneficial to arrive at the proper decision making in constructing our own curriculum. The guidelines of this study will fulfill the requirement of the secondary school curriculum development program.
Purpose: The purpose of this study is to explore the conceptual awareness of curriculum policy makers on curriculum development process based on SOLO Taxonomy curriculum approach in secondary level schools. Further, the study explored the relationship between the curriculum development inputs and the SOLO based curriculum development process. The curriculum development inputs are teacher effectiveness, school community, school environment and technology availability. Method: Data was collected through questionnaires survey administration of curriculum developers in relation to the curriculum of secondary level schools in Sri Lanka. The respondents were selected on the basis of their subject which they are involving and their experience. The obtained data was analysed through SPSS software package. Regression Analysis was applied to examine the relationship between Dependent variable and Independent variable to interpret the among curriculum development inputs and SOLO based curriculum development process. On the other hand, the study was analyzed moderating effect of individual factors between the relationship curriculum development inputs and SOLO based curriculum development process. Findings: The results indicate that the curriculum policy makers attitudes and availability of SOLO based curriculum materials will exert the most influence upon the teaching leaning process in the secondary level schools. The results further incited that the moderating effect of level of education to the relationship between curriculum development inputs to the SOLO based curriculum development process. According to the analysis the job category does not moderate the relationship between curriculum development inputs and the SOLO based curriculum development process. Value: The study will be applicable for curriculum development process to accounting subject and improve the performance of student competency level not only students who are learning accountancy but also all other students in secondary level schools. The study assists curriculum policy makers in the field of curriculum development process in general education system to understand the issues related to outcome based curriculum development process in current era. Hence, findings of this study could be used to guide them in enhancing curriculum reforms and implementing new curriculum approach to enhance and overcome the current issues. The findings of this study will inform curriculum policy makers and educationists who wish to apply new curriculum approach on how they can develop SOLO based curriculum for the current education system. Thus, the findings of this study contribute to the area of curriculum development that was beneficial to arrive at the proper decision making in constructing our own curriculum. The guidelines of this study will fulfill the requirement of the secondary school curriculum development program.
Purpose: Outcome based curriculum one of the fastest implementing curriculum approach in the field of curriculum development process all over the world today. The purpose of this study is to examine the factors affect the intention to use SOLO taxonomy in the development of outcome based curriculum model in the secondary level school education. Method: This study applied SOLO Taxonomy model and input-process-outcome model to develop the conceptual framework for the study. Data is collected through questionnaires filled Accounting teachers in secondary schools, Accounting lecturers, academic staff of Ministry of Education and senior lecturers worked in curriculum development workshops in National Institute in Education (NIE) in Sri Lanka. Findings: It is found that there is a positive, strong and significant relationship between curriculum development inputs and outcome based curriculum development decision making process. Furthermore, there is a moderating effect of age, teaching experience and experience in curriculum development process on the relationship between curriculum development inputs and outcome based curriculum development decision making process. Value: The study addresses the need for curriculum decision making process. The study contributes to the curriculum policy making process. Findings of the study provide necessary guidance for curriculum policy makers and the policy makers in the general education field. Moreover, findings of this study contribute to the area of curriculum development that was beneficial to arrive at the proper decision making in constructing our own curriculum. Finally, the guidelines of this study will fulfill the requirement of the secondary school curriculum development program.
Descriptive analysis of the studies using the curriculum as a descriptive and published at the Curriculum Inquiry journal is conducted in this study. Results revealed that literature review is the preferred method, document analysis is the preferred data collection tool, purposeful sampling is the preferred sampling method, qualitative research is the most used research, and elementary education is the most investigated level in the studies. Future research should concentrate on other respective journals to reach the broad understanding of the studies conducted in the Curriculum and Instruction.
Curriculum is so wide when it is viewed from the realm of education. Curriculum is various based on the location, culture, social, needs, and implementation. It is the arrangement of what countries and or institutions need to manage the education system grounded on institution's goal and objectives. Actually, the philosophy of the curriculum tends to define achievement as the goal and it is more relevant to efforts as the objectives. Therefore, some definitions arise to be the description of the curriculum itself and they are not mistaken as long as the definition is not restrain from the fact that curriculum is a provisional set of achievement. According to Nichols, Shidaker, Johnson, & Singer (2006) that Curriculum is an area of education that is characterized by a lack of agreement about its definition and nature. According to Wortham (2006) that Curriculum is a planned set of course that is presented to teachers to arrange teaching and learning in certain level of ages.
2017 •
The curriculum comprises all the opportunities for learning offered by the school: the formal and informal; the extended curriculum; learning and teaching styles; relationships; the general quality of life established in the learning community as a whole. Before students even enter a classroom, the instructor needs to design curriculum to complete the foundational work of education: curriculum development. This is often done in collaboration with numerous other educational professionals, including other teachers, administrators, and researchers. The curriculum is the skeleton that holds up the lessons in the classroom; it is the map by which students navigate their educational travels. The teaching curriculum outlines the materials, the benchmarks, overall classroom management and the assessments used each and every day in the classroom, and as such, needs to be developed in a highly-structured way using educational philosophy.
2014 •
The digital generation, the development of digital economy, globalization, the restriction, the development of the branches of national economy are significant factors for a sustainable development of education to become one of the most significant issues of the development of society. Education in school practice takes place in a dramatically new informative environment (social nets, digitalization, plenitude} and for the future, which cannot be clearly characterized and described. One of the objectives of the curriculum development is the assurance of the teaching / learning in classrooms of all levels. It all is influenced both by the new technologies coming into our national economy and also in school practice, and by the changes of the perception and the way of thinking of the young generation. From this point of you there is a great necessity revise curriculum using new approaches, new principles in developing educational leadership in the classrooms. The research of prospecti...
2009 •
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