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CBT curriculum development sequence: objectives, contents, ordering, duration, experiences, training, evaluation

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The article's CBT curriculum for primary teachers on brain-based learning management was developed following a curriculum-development sequence: "setting curriculum's objectives and learning objectives, specifying curriculum's contents, ordering contents and specifying duration, selecting experiences, ordering experiences, holding the training, specifying evaluation and evaluation methods." The article reports this sequence was consistent with Taba's (1972) curriculum development procedures.

Design Implications

Context

Requirements

  • The course and test must be inspected by experts and tried out with non-target teachers to find efficiency and the Confidence Interval of the test

Constraints

Target Learners

  • primary school teachers (Grade 4-6)

Learning Goals

  • competency in brain-based learning management

Claims

Examples

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Key Sources

  • Chaiwat Waree. (2017). An Increasing of Primary School Teachers' Competency in Brain-Based Learning. International Education Studies, 10(3). https://doi.org/10.5539/ies.v10n3p176
Page metadata
Field Value
type design
id cbt-curriculum-development-sequence
title CBT curriculum development sequence: objectives, contents, ordering, duration, experiences, training, evaluation
description The article's CBT curriculum for primary teachers on brain-based learning management was developed following a curriculum-development sequence: "setting curriculum's objectives and learning objectives, specifying curr...
status review
generated by process:settle-candidates on 2026-11-01
trust unverified — no one has confirmed this page's content
sources 1 — chaiwat-waree-2017

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