Search

Responsive Curriculums

prerna_srigyan
Annotation of
In response to

  • The process of designing curriculum is quite useful as it details how different activities correspond to learning goals in science, mathematics, and technology. Fig. 3 describes the steps: selecting content through content specialists in the POAC team, making a curriculum outline, individual meetings with content specialists, and making the lesson plans. I really like the activities they designed, such as comparing different mask materials and how they protected against differently-sized viruses. They were also given time to research career pathways and present on epidemiology careers, a step that invites students to imagine career pathways. 

  • I realize the scope and audience of this paper is different, but I am so curious about how the Imhotep Academy created a setting that encouraged underrepresented students to participate and speak up, given that they cite evidence of how difficult that can be. How did they choose participants? 

  • Having read Freire’s Pedagogy of the Oppressed recently, I am thinking about his approach to curriculum design that is based on a feedback loop between would-be learners and would-be educators. The roles of learners and educators aren’t fixed. Content development is not done beforehand just by content specialists but in an iterative process with multiple feedback loops. Since very few research teams have the time or the resources to deploy Freire’s rigorous approach, I am not surprised that most curriculum development does not follow the route. And educators are working with former experiences anyway. So I am curious about how the authors’ previous experiences shaped their approach to curriculum design?

  • A context for this paper is the controversy on the proposed revisions to the California math curriculum that conservative media outlets argue “waters down” calculus–a cherry topping on the college admissions cake–to privilege data science in middle-school grades. Education researchers contend that apart from physics and engineering majors, not many colleges actually require calculus for admissions (many private institutions do), and that the relevance of advanced calculus for college preparation is overrated. 

  • National Commission on Excellence in Education ‘s 1983 report Nation At Risk: the need for a new STEM workforce specializing in computer science and technology 

  • National Council on Mathematics 2000 guidelines for preparing American students for college in Common Core Mathematics 

  • Stuck in the Shallow End: Virtual segregation; Inequality in learning computer science in American schools focusing on Black students 

pece_annotation_1476028194

wolmad
Annotation of
In response to

This study sought to establish the prevelance and corelation of intimate partner violance victimization in the six months before and after Hurricane Katrina. The studies conducted showed the following results:

The percentage of women reporting psychological victimization increased from 33.6% to 45.2 %.

The percentage of men reporting psychological victimization increased from 36.7% to 43.1%

Reports of physical victimization increased from 4.2% to 8.3% for women, but were unchanged for men.

The studies also showed that various socioeconomic standings from before the storm had significant impacts on how intimate partner violance increased after the storm.

pece_annotation_1476028448

wolmad
Annotation of
In response to

This article was published throught the National Institute of Public Health's Public Access database. The NIH makes all of the peer reviewed articles and studies that it funds available to the public on this platform "to advance science and improve public health." 

pece_annotation_1476028586

wolmad
Annotation of
In response to

The data for this study were collected as part of a larger, population-based, representative study of persons living in the 23 southernmost counties of Mississippi prior to Hurricane Katrina. This is not a new or inventive way of studying this issue, as a representitive study of a population is one of the classic ways social research is conducted.