Student Information System

Chapter II

2.1 Related Literature

INTRODUCTION First chapter deals with the conceptual frame work of the present research problem and primary matters regarding the research. It had the statement of the problem, terms defined, objectives of the study, hypothesis, importance of the study and the scope of the study. But, for any specific research to occupy the place in the development of a discipline, the researcher must thoroughly familiar with both previous theory and research. To assure this familiarity a review of the research literature is done. It allows the researcher to know the amount of work done in the concerned area. The clarity of the problem is possible with the thorough understanding of the knowledge generation in the area of research. It provides the source for hypothesis. It avoids the replication. It suggests the method, procedure, sources of data and statistical technique appropriate to the solution of the problem. The review of the related literature provides some insight regarding strong points and limitation of the previous studies. It enables them to improve their own investigation and to arrive at the proper perspective of the study. The review of related literature studied by the researcher is divided in following categories. Study of the related literature in Science. Study of the related literature in general subject and educational technology. Study conducted in abroad in the area related to present study. The studies have been analyzed by keeping objectives, methodology and findings of the study to draw the conclusion to strengthen the rationale of the present research.

http://shodhganga.inflibnet.ac.in/bitstream/10603/2517/9/09_chapter%202.pdf

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Student Information System

2.1.1 Foreign Literature

John Franklin Bobbitts The Curriculum published in 1918 mentions curriculum as an idea that has its roots in the Latin word race-course. He also explained The Curriculum as the course of deeds and experiences through which children grow up into adults and get going for success in the society. A curriculum is more than putting together a set of academically required subjects. It must consider all aspects of the student life, the learning needs of students, the time available for the sessions and the teachers idea, capability and workload. Now that we know the constitution of a curriculum, let us study its importance in the lines that follow. In elementary school, the curriculum is primarily drawn by the educational boards or some central society. They study the needs of the kids and all other feasibilities before selecting courses and drafting a curriculum. Here, the students have least choice in their subjects and study based on a universal curriculum, which works on all sections of the students psyche and aid in the total development of the student. No area is left untouched. Hence, the curriculum aids in the proper development, while the child comes to terms with his or her own inclination. Therefore, at primary school levels, the curriculum aims at providing a structured platform, which gives every child an equal opportunity to excel. At high school levels, teenagers can take their own liberty in choosing their path. Though complete autonomy does not rest with a student, a level of choice is very evident. This helps in the development of the teenager, with added importance of being given the field of his own choice. At this stage, the development is more focused and rampant, enhanced through a proper curriculum. Without an effective curriculum, a student would not be able to understand or meet the challenges of the society.

http://lifestyle.iloveindia.com/lounge/importance-of-curriculum-10893.html

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Student Information System Clementina Acedo For the purposes of this Resource Pack, curriculum can be defined as the organisation of learning sequences with a view to producing specific, intended learning outcomes; and curriculum development is a set of practices aimed at introducing planned changes in search of better achievements. The resources contained in this pack seek to develop conceptual understandings about curriculum development and an appreciation of the nature, philosophy and principles of curriculum change as a dynamic and on-going process. It could be useful in producing a paradigm shift in approaching the various dimensions of curriculum change in a way that highlights their inter-relatedness. Resources included herein are elaborated to various degrees in the Conceptual modules through the consideration of selected discussion papers and are illustrated in the various case studies. Through a series of activities divided in concrete tasks, included in the Training manual, the curriculum professionals will be able to understand contemporary curriculum change processes, taking into consideration: Concepts of quality and relevance in education and their implications for curriculum change. Curriculum change as a complex and dynamic process involving a range of stakeholders in the development of a series of products. The implications of emerging trends in curriculum change for: policy making; curriculum design, including the structure of curriculum frameworks and subject syllabuses; time and space allocation; education system governance and management, including resource management; textbook development; assessment and evaluation; teacher training and professional development.

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Student Information System Arthur N. Applebee

Applebee provides a scholarly appraisal of the literature curriculum at the middle school and secondary levels, based on a series of field studies examining literature instruction in public and private schools. He explains that the selections chosen for study in American secondary schools are neither as inappropriate as many critics suggest nor as well-chosen as the profession might want them to be. Applebee concludes that a reexamination of literature curriculum and instruction is necessary to provide teachers with a unifying framework that will better inform their decisions about what and how they teach.

https://secure.ncte.org/store/literature-in-the-secondary-school

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2.2 Related Studies

INTRODUCTION The rapid growth in the creation and dissemination of digital objects by authors, publishers, corporations, governments, and even librarians, archivists, and museum curators, has emphasized the speed and ease of short-term dissemination with little regard for the long-term preservation of digital information. However, digital information is fragile in ways that differ from traditional technologies, such as paper or microfilm. It is more easily corrupted or altered without recognition. Digital storage media have shorter life spans, and digital information requires access technologies that are changing at an ever-increasing pace. Some types of information, such as multimedia, are so closely linked to the software and hardware technologies that they cannot be used outside these proprietary environments [1998]. Because of the speed of technological advances, the time frame in which we must consider archiving becomes much shorter. While there are traditions of stewardship and best practices that have become institutionalized in the print environment, many of these traditions are inadequate, inappropriate or not well known among the stakeholders in the digital environment. Originators are able to bypass the traditional publishing, dissemination, and announcement processes that are part of the traditional path from creation to archiving and preservation. Groups and individuals who did not previously consider themselves to be archivists are now being drawn into the role, either because of the infrastructure and intellectual property issues involved or because user groups are demanding it. Librarians and archivists who traditionally managed the life cycle of print information from creation to long-term preservation and archiving must now look to information managers from the computer-science tradition to support the development of a system of stewardship in the new digital environment. There is a need to identify new best practices that satisfy the requirements and are practical for the various stakeholder groups involved.

http://researchkorner.blogspot.com/2013/05/thesis-chapter-2-review-of-related.html

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2.2.1 Related Studies

Northern Alberta Institute of Technology Curriculum development and faculty support encompasses work related to curriculum design, program planning and validation, instructional best practices, the integration of technology into teaching, classroom management, assessment, and instructor mentoring. Teaching and learning specialists within DTADs Curriculum Development and Faculty Support Team work to support a culture of quality teaching and learning throughh promoting technological and educational innovation. We also provide NAIT faculty with proactive and responsive support in a variety of areas that affect excellence in teaching and learning. NAITs pursuit of instructional excellence is foundational to our commitment to student success. http://www.nait.ca/59035.htm National University of Singapore Singapore Studies aims to strengthen a students understanding of the economy, geography, history, politics, and society of Singapore. The modules are designed to expose students to different perspectives on the critical issues confronting Singapore, and a deep appreciation of the conditions affecting decision-making in a Singapore operating within a regional and global context. All students (except those from the Faculties of Dentistry and Law, and the School of Medicine) are required to read and pass one Singapore Studies module within the period of their candidature. Students from Dentistry, Law, and Medicine may still take a Singapore Studies module for enrichment purposes. These provide specialized education in a subject and include both essential and elective modules. Whereas the former are concerned with the core knowledge and abilities expected of a graduate majoring in the discipline, the latter combine the flexibility of choice with further specialisation within the discipline. Major requirements may include relevant modules from other Departments. http://www.nus.edu.sg/registrar/edu/UG/curriculum.html

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Student Information System Tokyo University The undergraduate curriculum is divided into five major subject categories: language, area, special, general, and free subjects, and subjects for the teaching profession. Each category is subdivided into major language subjects, basic area subjects, and others according to the content of the classes.TU uses the performance of students in required subjects, including major language subjects, to decide whether to allow them to advance from the first to second year and from the second to third year. Students need to pay attention because non-module major students advance to upper levels under a different system from that for module major students. In order to advance from the first to second year, non-module major students are required to earn twelve credits from major language subjects in the first year. In order to advance from the second to third year, they need to earn eight credits or more from basic area subjects in the second year in addition to twelve credits from major language subjects. Furthermore, in order to decide on the course of study to take, students have to earn four credits or more from basic special subjects required for their desired course of study. For module major students, on the other hand, there is no requirement for advancing to an upper level in terms of major language subjects. Two of the requirements for non-module major students, however, also apply to module major students. One is that they need to earn eight credits or more from basic area subjects in order to advance from the second to third year. The other is that in order to decide on the course of study to take, they have to earn four credits or more from basic special subjects required for their desired course of study. Both non-module and module major students can advance from the third to fourth year irrespective of whether they have earned credits. Some subjects, however, such as lectures and seminars by teachers responsible for guiding students in writing a graduation thesis or conducting graduation research, are designated as ones that should be studied in the third year in order to write a graduation thesis or conduct graduation research in the fourth year.

http://www.tufs.ac.jp/english/education/ug/curriculum.html Grace Montessori School of Novaliches (Curriculum Management System) Page 2- 7

Student Information System

2.2.2 Local Studies

Polytechnic University of the Philippines Curriculum and Materials Development The teaching materials used in the PUP OU are predominantly printed. These are modules, supplementary instructional materials (containing updated information), course guides, guide questions, textbooks, handouts, and others. The traditional PUP curriculum is also used in the school. This indicates that the PUP OU degree is comparable with those delivered in the regular classroom-based education. More importantly, this also means that the PUP OU curriculum is a product of the collective efforts and academic expertise of 2,000-strong educators in the main campus and has passed the established curriculum development process. Its materials development is also anchored on the initiative of the main PUP. The university is currently busy working on its module writing program which started in 2007. To jumpstart the program, it is the PUP OU which has taken a lead role in providing module writing seminars in different colleges as well as providing assistance through publications of module writing guidelines and format. In incorporating ICT in its system, the PUP OU coordinates with PUP ICT Office in transforming printed materials into various multi-media formats. The initial program to be offered via the online mode is the Post Baccalaureate Diploma in Information Technology. It has put on line its own website, where basic information not only about PUP OU, but also the field of open and distance learning is given. It has a download center and will soon feature e-mail, chat rooms and Moodle.

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2.3 Synthesis and significance of the study

The literature and studies reviewed both foreign and local provided the input and background wherein the present study is to be conducted. There are significance similarities on the curriculum management system in foreign literature and studies, same problems are being experienced. This study is intended to analyze, review the relative causes of the study since this is the most appropriate method in determining the status of present and in finding out what is expected and what happened in the past.

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