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TITLE: Subtitle (example below)

CURRICULUM FOR MOBILE SOCIAL WORKERS TO BUILD


CULTURAL COMPETENCIES IN BRUSSELS: A Focus on Homeless
Encampments and Squatters’ Quarters

YOUR NAME (in caps)


If others, NAME(s)

CASE STUDIES in CURRICULUM DESIGN

Vrije Universiteit Brussel


Dr. Fred Mednick, Professor

OPTION: (Choose one, of course: Pre-Service Training for Teachers, In-Service


Professional Development, Social Service Professional Development, or Public Service
Professional Development

[Date]
TITLE OF PAPER (ALL CAPS). No need for subtitle

STYLE SHEET
This research paper is an academic treatment of your lens, as applied to the focus, and reflective of
your reading and engagement.
 20 pages maximum
 Times New Roman 11.5 for normal text, line spacing: 1.15
 Cite sources using APA style in the document and in a separate bibliography (not counted in
your 20-page total)
 Annotated bibliography of at least 8 substantial research articles (also not counted in your 20-
page total)

TABLE of CONTENTS: STYLE SHEET


The Table of Contents is based upon MS Word’s Heading 2 style; please use them because it makes
navigation a lot easier for the reader.
 If you want to change the title in the Table of Contents (below), it won’t work.
 If you change the title of a heading in the document itself, it will work.
 After you make changes to a heading, to see it in the Table of Contents…
o Go to the TOC, right-click or Ctl click on Table of Contents
o Choose Update Field, then
o Update Entire Table to refresh the Table of Contents.
 Points will be taken off for sloppy attention to detail.

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TITLE OF PAPER (ALL CAPS). No need for subtitle

Table of Contents

Abstract ........................................................................................................................................... 4
Purpose of the Project, Goal, Intended Impacts .............................................................................. 4
Audience and Context ..................................................................................................................... 5
Research Review on Curriculum Topic .......................................................................................... 5
Data Gathering, Activities, Surveys, and Inputs ............................................................................. 5
Progress to Benchmarks, Proposed Curriculum Model .................................................................. 6
Challenges: Expected, Uncovered, Forecasted ............................................................................... 7
Conclusions and Recommendations ............................................................................................... 7
Bibliography ................................................................................................................................... 8
Annotated Bibliography .................................................................................................................. 8
Optional Appendix: Survey Questions .......................................................................................... 9

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TITLE OF PAPER (ALL CAPS). No need for subtitle

Abstract
(250 words maximum)

An Abstract is the entire paper in a condensed form, written for those seeking to learn more. An
abstract summarizes, usually in one paragraph of 250 words or less, the major aspects of the entire
paper in a prescribed sequence that includes: 1) the overall purpose of the study and the research
problem(s) you investigated; 2) the basic design of the study; 3) major findings or trends found as a
result of your analysis; and, 4) a brief summary of your interpretations and conclusions.
The abstract allows you to elaborate upon each major aspect of the paper and helps readers decide
whether they want to read the rest of the paper. Therefore, enough key information [e.g., summary
results, observations, trends, etc.] must be included to make the abstract useful to someone who may
want to examine your work.
How do you know when you have enough information in your abstract? A simple rule-of-thumb is to
imagine that you are another researcher doing a similar study. Then ask yourself: if your abstract was
the only part of the paper you could access, would you be happy with the amount of information
presented there? Does it tell the whole story about your study? If the answer is "no" then the abstract
likely needs to be revised.

Key Words/Tags: (list them here)

Purpose of the Project, Goal, Intended Impacts


(3 pages)
TOC REFERENCE: Goals | Impacts, Benchmarks

Give the reader a sense of the issue and the challenge facing the organization or school. Emphasize
what they have identified as an issue. Perhaps teachers feel they need a booster shot in formative
assessment; or a pre-service program in teacher education seeks more cultural sensitivity or training
in assimilating refugees into the school systems; or a homeless shelter wants to orient volunteers; or a
government agency seeks to provide business skills to job-seekers.
Why this purpose? Why now? What are the intended goals and impacts (see Theory of Change) the
school, institution, or organization seeks. How are they to be measured? (This will come up in the
section below, “Data Gathering and Activities.” Provide evidence of the challenges and
opportunities they may or may not have acknowledged and whether or not you helped them shape the
process of arriving at the purpose of the project, and/or its goal and/or its impacts. Determine if
benchmarks have been established; if so, how benchmarks were determined.

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TITLE OF PAPER (ALL CAPS). No need for subtitle

Audience and Context


(1-2 pages)
TOC REFERENCE: Audiences and Context, Part 1

Identify the primary users and beneficiaries. Determine the degree to which there is active interest or
a hospitable attempt to accommodate you. Is the audience focused enough to measure? What is the
leadership structure? Define your role here.
Provide contextual information about the setting—its history, mission, track-record for taking on
curriculum revision or adaptation initiatives. Examine the forces at play in favor of—or as obstacles
to—success.

Research Review on Curriculum Topic


(3 pages)
TOC REFERENCE: Context, Part I1

Examine the independent research on the curriculum challenge itself (following from the examples
above, such as formative assessment, cultural sensitivity, assimilating refugees…related as closely as
you can to the context. If you are working on formative assessment with a high-school school in
Brussels, then examine the literature on formative assessment practices in Brussels at the high-school
level.

Data Gathering, Activities, Surveys, and Inputs


(4-6 pages)
TOC REFERENCE: Activities, Inputs

 This is where you discuss how you gathered data, such as surveys, interviews, document
review, observations, participation in training sessions. Compare the background on the
curriculum challenge you explored in the research (see “Background on the Curriculum
Challenge”) and what you see here. Add to “Appendix: Surveys and Interviews” a summary
of questions from your surveys and interviews, as well as your process for OBJECTIVELY
drawing conclusions from what data and insights you gathered directly from the site.
 As far as activities are concerned, describe what you have done, what they have done,
what you did together…to advance the plan toward the intended goals and impacts, along
with what you discovered or observed along the way. Provide evidence of progress.
What emerges from this? Have the goals and impact targets changed? Is there a need to
change course? Are there feedback loops in place?

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TITLE OF PAPER (ALL CAPS). No need for subtitle

 As for surveys, describe the subject of the survey and think through: “What do I want to
know?” and “What do I need to know?” Ask: “Who should I ask?” and describe who was
surveyed, relevant demographic data
o Assess what your target audience expects to gain from the survey. In this case, it
might be the development of a model based upon perception, so your survey
might focus on beneficiaries, rather than actual trainers. This is a delicate choice.
Sometimes researchers conduct similar surveys from the perspective of both.
o As for the types of surveys, you can consult your earlier courses, but make certain
to follow a consistent guide and explain it here. Here’s some help:
https://explorable.com/selecting-the-survey-method
o As for reporting the results of the survey, be very specific – what you asked, what
you learned, what conclusions you drew from data collected, and how you can
justify the conclusions you drew
 Regarding inputs, these are mostly about assets: existing expertise, resources,
partnerships, policies, funding, time, space, incentives/motivations.

Progress to Benchmarks, Proposed Curriculum Model


(1-2 pages)
Goals and Impacts, Audiences, Context, Activities, Inputs, and Benchmarks

 Progress Toward Benchmarks: We are all very well aware that time is short. Nevertheless,
please provide a progress report on how far the school, agency, or institution has moved
toward its goals. It does not matter if they have moved a meter or a kilometer. If the project
is mostly in your hands, what has been your progress? Remember, a TOC is one thing—an
organizational process.
 Proposed Curriculum Model: A curriculum model is something entirely different. In this
course, we have studied both. This is also not a pure curriculum design course, but a “case
study” in the complexities and considerations in how organizations grapple with curriculum
innovation. Once again, we all recognize that time is short, and we have agreed that you
cannot be expected to complete the curriculum development project within the confines of a
semester (nor should we), even if we started to write it on day one. Nevertheless, you can
suggest a model that might work in this context, and why.
We have introduced several models in the course. There are hundreds more. Speculate about
why and how you would use a certain model to build curriculum to address community
needs. If there are other curriculum models (perhaps suggested by the agency, school, or
other entity), describe them here and why or why not they reflect the philosophy and values
of the agency, school, or other entity.

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TITLE OF PAPER (ALL CAPS). No need for subtitle

Challenges: Expected, Uncovered, Forecasted


(3-5 pages)
TOC REFERENCE: Context, Part II, Activities, and Inputs

Stuff happens. That’s just the nature of work in the field of education. To the best of your ability
(given a limited time frame), identify what challenges you see, obstacles you notice, or deficits to
address before the entity can create a successful project. Sometimes challenges are expected all
along—an employee’s union may complain about excessive work hours; enthusiasm may wane
because teachers and community/government agencies are often tyrannized by the urgent. What
challenges did you or they expect? What new ones arose? What challenges do you and the entity see
ahead? What challenges does the entity not yet see or accept? What’s missing or standing in the
way of success?
Compare theory with reality. Compare the new reality with an emerging theory of change. This is
all the more reason that a Theory of Change is necessary so that you can develop a discipline toward
academic research and provide somewhat of a leave-behind for the setting on which you are
focusing.

Conclusions and Recommendations


(2-3 pages)

 What you learned from the agency, school, or other entity?


 When you look at the research and the context you are working in, what conclusions can
you draw (to date)? What evidence do you have for your conclusion(s)?
 What remains to be done in order for this agency’s curriculum project to take root and
show impacts?
 What challenges and opportunities in developing this further for greater implementation,
sustainability, or scale
 Finally, what might be a theory of change for this place? The curriculum they wish to
create?

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TITLE OF PAPER (ALL CAPS). No need for subtitle

Bibliography
 Separate page, not included in page count
 Include all sources footnoted and consulted in the document
 APA style format

Annotated Bibliography
 Separate page, not included in page count
 See more on Annotated Bibliographies: https://owl.english.purdue.edu/owl/resource/614/01/
 Include how the work has enhanced your understanding of your chosen option (see below)

Source Annotation # of pages


In this book of nonfiction based on the journalist's experiential
research, Ehrenreich attempts to ascertain whether it is currently
possible for an individual to live on a minimum-wage in
America. Taking jobs as a waitress, a maid in a cleaning
service, and a Walmart sales employee, the author summarizes
and reflects on her work, her relationships with fellow workers,
and her financial struggles in each situation.
An experienced journalist, Ehrenreich is aware of the
Ehrenreich, B. limitations of her experiment and the ethical implications of her
(2001). Nickel and dimed: experiential research tactics and reflects on these issues in the
On (not) getting by in text. The author is forthcoming about her methods and 32
America. New York: Henry supplements her experiences with scholarly research on her
Holt and Company. places of employment, the economy, and the rising cost of
living in America. Ehrenreich’s project is timely, descriptive,
and well-researched.
Ehrenreich’s work informed my [include here: your approach to
the focus, an emerging theory of change; your curriculum
model; the curriculum itself; feedback systems and
stakeholdership] by doing X, Y, Z and re-evaluating XYZ…

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TITLE OF PAPER (ALL CAPS). No need for subtitle

Optional Appendix: Survey Questions


(Separate page, not included in page count)

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