Index
Learning Differentiated Curriculum Design in Higher Education
ISBN: 978-1-83867-117-4, eISBN: 978-1-83867-114-3
Publication date: 21 May 2019
This content is currently only available as a PDF
Citation
Moye, J.N. (2019), "Index", Learning Differentiated Curriculum Design in Higher Education, Emerald Publishing Limited, Leeds, pp. 249-273. https://doi.org/10.1108/978-1-83867-114-320191001
Publisher
:Emerald Publishing Limited
Copyright © John N. Moye, 2019
INDEX
Abari, K., 2
Abrahams, D., 27
Absolute
judgment, 14–15, 145–146, 157
truth or accuracy of theories, 5
Abstract conceptualization, 83
Academic
achievement, 24
program, 53–54
rigor, 5
Access/accessible/accessing/accessibility, 3–4, 12, 14, 22–23, 45, 170, 197, 198
Acculturate, 91, 112, 113, 114
Achievement, 35, 50, 51
Acquired learning measurement, 62
Activities, 2, 14, 35, 53, 55–56, 64–65, 117
Adapted/adapting/adaptation, 3–5, 14, 24–25, 46–47, 49–50, 75–76, 86, 167, 195, 199
Adopted/adoption, 47, 129, 196
Adults, 30
learners, 60, 85–86
Affective domain, 45–46, 47
Agarwal, 5, 7, 19, 105–108
Agile
approach, 200
curriculum learning module, 140–144
leadership, 77, 86–88, 91, 92, 93, 138
Agility, 50
Agility Shift, The (Meyer), 90
Agogino, A. L., 5
Ahmadabadi, M. N., 8–9
Airasian, P. W., 45
Al-Yateem, N., 122
Alan, B., 14–15, 42, 145–146, 157
Albesher, K., 61–62
Alfauzan, A. H., 12
Ali, L., 12, 13
Alibali, M. W., 66–67
Alibeyoglu, A., 124
Align/aligned/aligning/alignment, 2–3, 4–5, 9–10, 13, 42, 45, 47–48, 49, 77–78, 82, 83, 99, 117–122, 129, 136–137, 199
cognition-based curriculum, 135
curricular, 135, 145
curriculum, 13
of curriculum, 156
instructional, 167–168, 193–194
performance-based curriculum, 156
values-based curriculum, 167–168
Allen, S. N., 20
Amabile, T. M., 52, 67–68
Ambiguity, 33–34, 99
Analyzing phase, 52
Anderson, L. W., 45
Andragogy, 60, 61
Andreatta, B., 8
Andronache, D., 121–122, 123, 124–125
Anghelache, V., 25–27
Aranha, C. N., 14–15
Artificial intelligence framework, 115
Ashburn, E. A., 122–123
Assessing phase, 52
Assessments, 36–42, 53, 59, 85–86, 138–139, 146, 157, 169, 194–195, 199
Astin, 10
Asynchronous
learning technologies, 66
media, 63
Attendance, 56, 63, 68–69
Attitudes, 25–27, 45–46
Au, K. H., 28–31
Austin, K., 28–31
Austin, Z., 122, 124
Ausubel, D. P., 24
Authentic
contexts, 99–100
performance, 98–99
transformational leadership, 109
Awareness, 46
Azionya, C., 5
Bandura, A., 31
Banks-Wallace, J., 27
Baran, M., 59
Baraniuk, R. G., 12–13
Barnett, R., 10
Barnett, S. M., 58
Barrows, R., 122
Behavior-based curriculum
alignment, 145
coherence, 139–145
complexity, 145–146
consistency, 147–148
evaluating attributes of, 138–148
externally valid content, 139
integration, 147
interconnectedness, 145
outcomes demonstration, 146
sequence, 147
structure, 146–147
Behavioral model, 89–90
Behaviors, 79
Belliveau, J. W., 8
Bennis, W. G., 69, 70, 110
Benzel-Lindley, J., 43
Bergmann, U. M., 8–9
Bernstein, L. E., 6
“Best evidence” of performance expectations, 100, 108
Bhat, P. P., 60–61
Biedermann, P. W., 69, 70, 110
Bierer, B. A., 124
Biggart, A., 70–71
Binswanger, J., 66–67, 101
Bjork, E. L., 85–86
Black-Maier, A. C., 46
Block, P., 110
Bloom, B. S., 45, 117–121, 130–131, 167
affective domain taxonomy, 113, 160
cognitive domain taxonomy, 79, 131–135
model, 170
taxonomies, 45–46
theory, 137, 167–168
Blueprint, 2
curriculum, 168
template, 36
Bocoş, M., 121–122
Bohm, D., 47, 67, 71–72, 109, 110, 130, 160, 167
Bohm’s proprioception of thought principle, 160
Bottge, B. A., 11
Bounds, 148–149
Bracy, W., 122
Brain, W., 8–9, 60
Branch, R. C., 115–117
Bransford, J. D., 77
Britnell, J., 8
Brooman, S., 95
Brown, H., 20
Brown, J. S., 99–100
Brown, P. C., 19, 100–101, 117–121
Brown, T., 122
Brownie, S. M., 122
Bruner, J. S., 9
Bucklin, C. J., 122
Burchell, H., 95, 199
Burns, J. M., 111–112
theory, 111–112
Bushney, M. J., 131
Butler, A. C., 12–13, 15, 46, 61–62, 69, 99–100
Butler, K. A., 58–59
Callender, A. A., 22
Candela, L., 43
Carnero, S., 20–21
Carole, L., 129–130
Carpenter, S. K., 69
Carroll, J. M., 9, 105
learning model, 108
model of environmental design, 156, 159
theory, 105
Carter, L. W. II, 35, 54
Caruana, C. J., 122
Castillo, J., 122
Catalyze, 4–5, 62, 110
Categorize/category, 78, 118–120, 128
Causal, 1, 52
Ceci, S. J., 58
Chada, D. M., 14–15
Chamberlain, R. W., 19
Chan, M. S., 54
Chang, C. -H., 54
Chao, C., 124
Chatwani, N., 76
Cheng, C., 54
Cheung, S. F., 54
Chinn, W., 27
Chio, J. H., 54
Christian, J., 27
Christie, P., 5
Ciofalo, N., 35–36
Claus, N., 3
Coane, J. H., 85–86
Coate, K., 10
Coburn, C. E., 109
Cogent generic model, 32
Cognition, 50
Cognition-based curriculum, 78
alignment, 135
coherence, 131–135
complexity, 135–136
consistency, 137–138
evaluating attributes of, 130–138
externally valid content, 131
integration, 137
interconnectedness, 135
outcomes demonstration, 136
sequence, 137
structure, 136–137
Cognitive domain, 45–46, 79, 131–135
Coherent/coherence, 10, 12–13, 167
in behavior-based curriculum, 139–145
in cognition-based curriculum, 131–135
in competency-based curriculum, 193
instructional process, 195
learning system, 6
multiplistic instructional experience, 95
in performance-based curriculum, 156
series of aligned and interconnected learning events, 2–3
in values-based curriculum, 167
Colbert, A., 122
Collaborate/collaboratively/collaborations, 71, 109, 110, 114
Collaborative learning environment, 67–74
engagement, 71
experience, 71–74
policies, 68–71
quantum learning, 67–68
Collectivism, 32–33
Collectivist cultures, 32–33
Collectivistic cultural traditions, 32–33
Collins, A., 99–100
Combs, A. W., 53
Comfort, 52
with ambiguity, 33–34
level of culture, 33
Communication, 23, 58–59
“Community of learners”, 115–117
“Community of practice”, 99–100
Competence learning
competence of distributed leadership, 125–128
competency-based curriculum, 121–125
Competency-based curriculum, 90, 121–125
alignment, 193–194
coherence, 193
complexity, 194
consistency, 196
evaluating attributes of, 171–196
externally valid content, 172–192
integration, 195
outcomes demonstration, 194–195
sequence, 195–196
structure, 195
Competent/competence, 124, 171
Complex learning–values-based curriculum
transformational leadership, 109–111
Complex reorganization, 51–52
Complexity, 10, 14–16, 50, 77, 115, 171
in behavior-based curriculum, 145–146
in curriculum design, 135–136
Components, 3–4, 5, 9–10, 12, 48, 53, 75–76, 124–125, 127–128, 156, 171, 193, 196, 197–198
Comprehend/comprehension, 26–27, 36, 46
Comprehensive curriculum, 76
Conceptual framework, 21–24
Concrete experience, 83
Confidence, 51
Connect, 12
Consequences, 108
Consistency, 11, 18, 109, 122, 137–138, 147–148, 170
Consonant/consonance, 12–13, 199
Constituents, 78, 87, 89, 138, 146–147, 159–160, 171
Constrain/constrained/constraints, 4–5, 28–32, 53–54, 62, 65–67, 76, 87, 138, 159–160
Construct(ion), 2, 9, 16, 26–27, 72, 102, 124–125, 128, 169–170, 196
“Constructed learning” approach, 136
Constructivism, 9, 111
Constructivist theory of learning, 9, 136
Contents, 80
Contiguity Theory (Guthrie), 91–92
Continuum, 35
Conversation Theory, 115
Conversational instructional design theory, 117
Cooperative instructional environment, 105
Cooperative learning environment, 60–67
engagement, 64–65
experience, 65–67
policies, 61–64
Cooperatively/cooperation, 60, 99–100, 104
Coping, 51
Core technology of curriculum, 19–21
Correctness, 50
Cosgrove, P. B., 59
Cosgrove, T. J., 49–50
Cotterill, S., 50–51, 124
framework, 51
Cowan, J., 28–31
Craddock, D., 3–4
Crawford, H. J., 20
Crawford, R., 20–21
Creating, 51
Creative collaboration, 72
Creativity, 57, 64, 70
Criteria, 34, 55–56, 65, 136, 169
Cross, K. P., 85–86
model, 135
Cruikshank, K. A., 45
Cuban, L., 53–54
Culatta, R., 24–25
Cultural factors, 28–31
Culture, 32, 33, 34, 65, 159–160, 171
Currere
, 1–2
Curricula, 75–76, 129
components, 197–198
design process, 129–130
evaluating attributes of behavior-based curriculum, 138–148
evaluating attributes of cognition-based curriculum, 130–138
evaluating attributes of competency-based curriculum, 171–196
evaluating attributes of performance-based curriculum, 148–159
evaluating attributes of values-based curriculum, 159–171
Curricular
alignment, 135, 145
blueprint, 37–41
Curriculum, 1–3, 199
alignment, 13
coherence, 12–13
complexity, 14–16
core technology, 19–21
design attributes, 9–11
design system, 131
externally valid content, 11–12
interconnectedness, 14
learning delivery, 16–18
outcomes demonstration, 16
psychophysics of learning, 6–9
purpose and function of curriculum in learning, 3–6
systematic design, 19
Curriculum dimensions, 198–199
collaborative learning environment, 67–74
cooperative learning environment, 60–67
curricular blueprint sources, 73
differentiating learning engagement dimension, 45–48
differentiating learning environment dimension, 53–54
differentiating learning experience dimension, 48–49
differentiation, 44
formatting content, 45
individual learning environment, 54–59
performance-centered instruction, 50–51
sources and models, 74
thinking-centered instruction, 49–50
values-driven instruction, 51–52
Curry, L., 3
Customer service, 87
functions, 86–87
Daft, R. L., 20
Dahinten, V. S., 122–123
Dalley, K., 43
Dambrauskiene, D., 76
Daniel, K. L., 122–123, 194–195
Darling-Hammond, L., 28–31
Darwent, S., 95
Davey, T., 12
David, P., 129–130
DeLoach, S. B., 109–110
Depth of learning, 5, 135–136, 168–169, 194
Des Roziers, E. B., 8
Design
attributes of curriculum, 9–11
template, 36–42
Design approach to curricula
core technology of curriculum, 19–21
cultural considerations in design of learning environment, 28–36
curricular blueprint, 37–41
design template, 36–42
dimensions as design variables, 24
environmental theories, 30, 31
instructional taxonomies, 29
learning engagement as function of curriculum design, 24–25
learning environment as function of curriculum design, 25–27
learning experience as function of curriculum design, 25
learning taxonomies, 26–27, 28
practical power of conceptual framework, 21–24
systematic design of curriculum, 19
Developmental model, 49–50, 77, 195–196
Dialogue, 100–101, 105–108, 118–120, 167–168
Diamond, R., 10
Dick, W., 5–6
Dickerson, S. K., 129–130
Differentiate/differentiated/differentiation, 3–4, 17, 24, 44, 118–120, 123, 125, 172, 196, 197–198
leadership model, 95–98, 109
thinking, 49–50
Differentiated curriculum
designing instructional engagement for relativistic learning, 99–100
discipline, 76–78
instructional engagement design, 111–114
instructional engagement for goal-path leading, 79–82
instructional engagement for multiplistic learning, 88–91
instructional environment design, 115–121
instructional environment for dualistic learning, 83–86
instructional environment for multiplistic learning, 94–95
instructional environment for relativistic learning, 105–108
instructional experience design, 100–105, 114–115
instructional experience design for dualistic learning, 82–83
learning module, 78–79, 86–88, 109–111, 121–128
multiplistic instructional experience design, 91–94
relativistic learning–performance-based curriculum, 95–99
Dimensional/dimensions
design, 44
as design variables, 24
of learning theory, 89, 91–92
Dinç, E., 35–36
Dion, J. -S., 63, 117
Direct influence on learning, 85–86
Discipline, 76–78
Discrete psychophysical processes, 80
Disengagement, 15–16, 22–23
Dissonant, 197
Distributed leadership, 76, 77, 173–192, 196
competence, 125–128
Do Carmo Blanco, N., 6
Domains, 45–46, 47–48
Dragoo, A., 122
Drive, 31–32, 36–42, 53–54, 76, 117–121
Driver, 24, 112–113
Dualistically/dualistic/dualism, 49, 77, 78
dualistic learning–cognition-based curriculum, 78–79
goal-path leadership, 78
instructional design components of curriculum, 84–85
instructional experience design for, 82–83
learning, 83–86
paradigm, 86–87
relationship, 78
thinking model, 83–85
Duguid, S., 99–100
Dunlosky, J., 121
Duyck, W., 25–27
Dym, C. L., 5
Dynamic(s), 68, 70–71, 91, 92
instructional experience, 121
interaction, 123
process, 111
Dyrlund, A. K., 57, 64
“Educated guessing”, 87–88
Edwards, M., 8–9
Effectiveness, 10–11
Efficient/efficiently/efficiency, 5, 11, 18, 24, 123
Efron, C., 124
Ellaway, R. H., 20
Ellis, N. C., 90
Emerge, 62, 89, 148–149
Empathy, 112, 113
Emphasis, 19, 64
Emphasizes, 112–113
Endo, H., 28–31
Engagement, 58–59
collaborative learning environment, 71
cooperative learning environment, 64–65
individual learning environment, 58–59
Engelhart, M. D., 26–27
Engineer, 3–4, 12–13
Environmental/environment, 3, 7, 20–21
theories, 30, 31
Eris, O., 5
Erman, E., 8–9
“Error recognition and recover” phase, 108
Erwin, L., 31–32
Ethical
development, 77
thinking, 49–50, 111
Ethnicity, 59, 65
Evaluate/evaluated/evaluating/evaluation, 46, 56–57, 63, 69, 108
effective curricular design, 15–16
learning process, 42
participation in processes of learning, 63
phase, 52
Ewell, P. T., 10, 12
Experience
collaborative learning environment, 71–74
cooperative learning environment, 65–67
of individual learning environment, 59
Experiential Learning Model, 83, 94–95
Exploratory, 70–71
Externally valid content, 10, 11–12
Extrinsic
factors, 64
values, 57
Facilitation process, 110, 114
Facilitator, 67
Farrell, C. C., 109
Fatimah, S., 9
Feinberg, R., 57, 64
Feller, S., 67–68, 71
Femininity, 35–36
Ferren, A. S., 11–12
Fine, G. A., 110
Flaxman, E., 122–123
Fonteyne, L., 25–27, 31–32, 199
Fordyce, D., 28–31
Formatting content, 45
Frameworks, 9–10, 21–24, 26–27, 28, 72, 94, 124, 197
Fraser, C., 137
Frasincar, F., 20
Free sequence, 82–83
Freiberg, H. J., 94–95, 96–97
Frey, D. D., 5
Fruyt, F., 25–27
Frymier, A. B., 28–31
Fu, S., 200
Functional/function, 3–6, 24–27, 106–107, 173–192
level, 88–89
performance objectives, 104
Fundamental learning theories, 3–4
Furst, E. J., 26–27
Gadallah, M. H., 122
Gagne, R., 26–27
Galán-Muros, V., 12
Gallagher, J. J., 122
Gallos, J. V., 35–36
Galloway, C. M., 2, 23–24
Gardner, H. E., 2, 13, 67–68
Gather, 114
Geelan, D., 5
Gender, 27, 35
Genius, 110, 200
Gestalt theory, 101
Gick, M. L., 14
Gleick, J., 111
Global dimensions, 3
Goal-path leading/leadership, 77, 78, 86–87, 130, 132–134
instructional engagement for, 79–82
Gokhale, A. A., 69, 109–110
Gold, N., 8
Goldstone, A., 27
Gowlett, C., 5
Graesser, A., 47–48
Grant, D., 20, 54
Gray, G., 25–27
Greenlaw, S. A., 109–110
Gregorc, A. F., 58–59
Gregory, P. A. M., 122, 124
Griskevicius, V., 54
Groove model, 116, 167
Groovehq, 112–113, 167
Gunarhadi, G., 9
Gustafson, D. H., 105–108, 123
Guthrie, E. R., 146–148
Guthrie’s theory, 92–94
Gutko, A. V., 122–123
Guzmán, K., 109–110
Gvion, L., 35–36
Haapanen, L., 115
Hallinger, P., 76–77
Hamilton, D., 1–2, 5, 77
Hamka, L., 8–9, 67–68
Hammick, M., 3–4
Hargreaves, A., 5
Hargrove, R. A., 67, 69–70, 71–72, 109–110
Hargrove’s, 67, 69–70, 74
creative collaboration process, 167–168
model, 170
Harris, A., 76, 100–101
Hart, D., 124, 169
Harter, S., 124
Harvey, M., 59
Hatala, J. -P., 122
Hautamäki, J., 193
Havaei, F., 122–123
Hayes, B., 35–36
Hayes, C., 2
Hazelton, N. J., 129–130
Hean, S., 3–4
Heath, S. B., 19–20
Heck, R., 76–77
Helenius, L., 115
Hendricks, K., 54
Henri, 122
Heylighen, F., 110–111
Hidden curriculum, 111
Hierarchical, 49–50, 137
Higher-order thinking, 111–112
Hill, W. H., 26–27
Hints, 8–9, 12–13
Hisey, L., 122
Hofstede, 32, 52
factors, 32
Hogenboom, F., 20
Holbert, N., 35
Hollander, E. P., 109
Holloway, S. R., 8–9, 123, 125
Holmström, C., 115
Holton, E. F., 30
Holyoak, K. J., 14
Housen, A., 90
Houser M. L., 28–31
Howard, J., 57, 77
Howes N. J., 105–108
Hubball H., 8, 11–12
Huotari, E., 115
Hussain, M. S., 61–62
“Ideal” curriculum, 198
Idema, J., 122
IJntema, W., 20
Ilan, K., 66–67
Imami-Morina, I., 35–36, 48–49, 53
Impediments, 197
Implementing phase, 52
Implicit concept, 2, 4–5
“Impulse of necessity”, 109
Individual/individual’s/individualistic/individualize/individualism, 32–33, 82–83
behavior and performance, 83–85
cultural traditions, 32–33
decision-making, 59
engagement, 58–59
experience, 59
learners, 55
learning, 70
learning environment, 54–59
policies, 55–57
professional responsibilities, 94
Individualists, 32–33
Indulgence, 33
Inglis, H. J., 8
Institutional
leadership, 76, 138
vision statement, 102
Instructional engagement, 75–76
component, 91–92
constructs extracting from institutional mission, 80
design, 111–114
designing for relativistic learning, 99–100
for goal-path leading, 79–82
for multiplistic learning, 88–91
process, 86
strategies, 82
transforming mission statement constructs, 81
Instructional environment, 75–76
design, 115–121
for dualistic learning, 83–86
for multiplistic learning, 94–95
for relativistic learning, 105–108
Instructional experience, 75–76
design, 100–105, 114–115
for dualistic learning, 82–83
Instructional systems design (ISD), 5–6
Instructional/instruction, 4, 11, 14, 25, 29
alignment, 167–168, 193–194
objectives, 45, 47–48, 75–76, 80, 82, 113–114
processes, 4
system performance, 200
taxonomies, 29, 45
Instructor, 59, 67, 69–70
Integration, 11, 17
Intellectual
and ethical development, 77
noise, 22
process, 79
Intelligence, 45, 68–69, 115
Interconnect/interconnected/interconnectedness, 2–3, 5, 10, 11, 14, 25, 49, 135, 136, 145, 149, 157, 168
Internalize/internalized/internalizing, 94, 96–97, 113
information, 167
Irish, R., 2, 8, 12–13
Isbell, L. M., 54
Ismajli, H., 35–36, 48–49, 53
Jacobsen, M. -E., 59, 70, 110
Jacoby, L. L., 85–86
Jaeggi, S. M., 198
Janacsek, K., 8
Janke, K. K., 88–89
Janzen, K. J., 8–9, 67–68
Jedynak, A., 6, 123, 124
Jensen, E., 5–6
Jensen, J. L., 7
Johnson, R. E., 54, 122
Jones, R., 59
Joseph, S., 9
Jozefowiez, J., 6
Jupri, A., 9
Jusar, I. R., 67
Juwah, C., 9
Kalish, C. W., 66–67
Karakolidis, A., 70–71
Katzner, L. I., 168
Kebriaei, H., 8–9, 46
Keddie, A., 5
Kelley, K. A., 88–89
Khine, M. S., 35–36
Kilicoglu, D., 76–77
Kimmel, R., 9
King, P. M., 57, 77
Kingdom, F. A., 123, 124
Knapp, M., 45
Knott, B., 122
Knowland, V. C. P., 198
Knowledge, 33, 79, 82–83, 105, 112, 130–131
cognitive domain, 45–46
institutional, 105
learners, 82
learning requirement, 82
in performance-based design, 98
of policies, 79
Knowles, M. S., 30, 60
Koedinger, K., 8, 198
Kolb’s instructional model, 137–138
Kolb’s theory, 83, 136–137
Kolehmainen, L., 115
Kop, Y., 124
Koskinen, L., 31–32
Kourtzi, Z., 27
Kovacs, Z. A., 8
Koyama, S., 8–9, 121–122, 125
Krathwohl, D. R., 26–27
Kress, G., 5–6
Kricos, P., 6
Kronk, R., 122
Kuai, S., 55
Kuba, S. E., 88–89
Kuh, G. D., 44
Kühn, R., 8–9
Kulikov, M. M., 122–123
Kummer, T. A., 85–86
Kupiainen, S., 193
Kusuma, E. D., 9, 67
Lal, S., 122
Lang, G., 199
Laptev, A. A., 122–123
Lave and Wenger’s theory of situated learning, 149
Lave’s theory, 157
“Leadership”, 76
model, 104
Learning, 20–21
delivery, 16–18
engagement, 3–4
environment, 4–6
experience, 4
module, 78–79, 86–88, 109–111, 121–128
path, 58
process, 75–76, 198
psychophysics, 6–9
purpose and function of curriculum in, 3–6
space, 43
taxonomies, 26–27, 28
theory, 111
Learning engagement, 44, 45, 198
differentiating, 45–48
as function of curriculum design, 24–25
Learning environment, 44, 199
cultural considerations in design, 28–36
differentiating, 53–54
as function of curriculum design, 25–27
individual, 54–59
policies, 53–54
Learning environment design, 28–36
collectivism, 32–33
femininity, 35–36
individualism, 32–33
indulgence, 33
long-term orientation, 34
masculinity, 35–36
power distance, 34
restraint, 33
short-term orientation, 34
uncertainty avoidance, 33–34
Learning experience, 44, 130–131, 198–199
differentiating, 48–49
as function of curriculum design, 25
Learning objectives, 47–48, 89–90, 113–114
column, 42
for curriculum, 5
Leber, R., 110
Lefèvre, F., 6
Leifer, L. J., 5
Leithwood, K., 193
Lengetti, E., 122
Length of module, 196
Leone, E. A., 122
Leydens, J. A., 12–13, 197
Li, H., 9, 200
Li, J., 8
Lin, S. -H., 54
Linda, W., 31–32
Linear, 79
Linguistics, 23
Linhares, A., 14–15, 42, 145–146
Little, J. L., 85–86
Liu, W., 8
Liukinevi, L., 76
Llamas, J. D., 54
Locus of control, 54
Lohr, K. D., 43, 53
Long-term orientation, 34
Lorraine Code, 35
Loy, I., 20–21
Lucena, J. C., 12–13, 197
Luning, P. A., 1
Lyon, D., 137
MacPhee, M., 122–123
Mager, R., 82, 84–85, 137–138
Mager’s model, 135
Maia, S., 6
Marcia, J. E., 26–27
Marienau, C., 53, 156
Marsh, C., 10
Marsh, E. J., 12–13, 46, 69
Marzano, R. J., 89, 93
Marzano’s dimensions of learning, 139–145
Marzano’s model, 89–90
Mascall, B., 193
Masculinity, 35–36
Masliani, S., 5, 8–9, 12–13, 14, 67
Mayer, R. E., 45
McCleary, L., 122
McDaniel, M. A., 19, 22, 85–86
McDermott, I., 12–13, 123
Mcguinness, C., 25–27
McLean, C., 109
McLean, H., 35
McPherson, K., 3–4
McTighe, J., 5–6
Measures/measuring/measurement, 62, 129–130, 146
assessing, 52
authentic, 5
individual contributions, 62
learning, 136
quantitative, 63–64
Mechanical behaviors, 79
Mehta, J., 5, 194
Meij, H., 9
Merrill M. D., 28
Metaphor, 1–2, 20
Metcalfe, J., 8, 11, 198
Meyer, M. H., 131
Meyer, P., 52, 88, 90, 139
Meyer’s agile leadership behaviors, 139
Meyer’s model, 91
of agile leadership behaviors, 147
Miller, G. A., 14–15, 42, 145–146, 157
Miller, P. C., 28–31
Mills, M., 5
Minimalism, 105
Mitchell, M., 110–111
Mitrakova, E. N., 122–123
Mittal, C., 54
Modeling phase, 52
Models, 24, 54
Module, 91–92, 94–95, 121–122, 125, 171, 194
Mollen, D., 35, 54
Monk, S., 5
Monràs, A., 67
Moreno, R., 15–16
Morgan, H., 35–36, 53
Morgan Consoli, M. L., 54
Moris, J., 20–21
Motivates, 64, 70–71, 93, 96–97
Motivation, 57, 64, 70–71
Motivators, 57, 64
Mulder, M., 1
Multidimensional learning process, 121
Multiple conceptual frameworks, 75–76
Multiple leadership models, 171
Multiplicity, 49
Multiplism, 77
Multiplistic behaviors, 87
Multiplistic instructional experience design, 91–94
Multiplistic learning
agile leadership, 86–88
instructional engagement for, 88–91
instructional environment for, 94–95, 96–97
model, 138
module, 90
multiplistic learning–behavior-based curriculum, 86–88
Multiplistic thinking, 86–87, 94–95
Multiplistically, 88
Muse, C., 109–110
Nasir, N., 28–31
Nathan, M. J., 121
Nation, K., 20
Nduna, N. J., 12
Neculau, B. C., 121–122
Nemeth, D., 8, 20–21
Nepal, 122
Neuijen, B., 32
Nguyen, K., 54
Nieman, D. G., 168
Nieto, S., 66–67
Nonlinear process, 111
Norica, F., 122
Norquist, R., 20
Northouse, P. G., 77
Nosofsky, R., 14–15, 42, 145–146
Nur, A. D., 8–9, 67–68
Nurturing, 110
O’Connor, J., 12–13, 123
O’Halloran, C., 4
Objects, 45–46, 82–83, 135–136
learning, 146–147, 156
Oechslin, M., 67, 101
Ohayv, D. D., 32
Oksiutycz, A., 5
“Onboarding” process, 78
Operationalized/operationalizes, 98, 156
Hargrove’s model, 115
instructional experience, 94
Optimize/optimized/optimal
deal curriculum, 198
instructional processes, 76–77
instructional system design, 49
interconnectedness, 168
learning, 27, 35–36, 75–76
manner, 68–69
order, 121
path, 2
Organizational/organization, 47, 167
culture, 32
curriculum engineers, 3
intellectual, 52
language, 23
leadership, 75–77, 87
strategies, 62
theory, 20
Organize, 130–131
Oswick, C., 20
“Outcome”, 138–139
demonstration, 10, 16
Owende, P., 27
Palis, L. A., 54
Parameters of learning, 1, 2–3
Parsing, learning objectives, 12–13, 45, 135–136, 145–146, 149
Participation, 57, 63–64, 69
Pashler, H., 8, 11, 198
Pask, G., 115–117
Pask’s conversation theory, 168, 170, 195–196
Pearce, J. C., 60
Pedraza, H., 109–110
Performance
performance-based model, 98
performance-centered instruction, 50–51
of situational leadership, 105–108
strategies, 51
Performance-based curriculum, evaluating attributes of, 148–159
alignment, 156
coherence, 156
complexity, 157
consistency, 159
externally valid content, 149–155
integration, 158
interconnectedness, 157
outcomes demonstration, 157
sequence, 158–159
structure, 158
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
Perry’s model, 77, 193–194
of intellectual and ethical development, 49–50
intellectual thinking, 171
Persistence, 19, 24
Phases
of Cross’s model, 86–87
of facilitation, 69–70
of learning, 14, 168
of situational learning, 100–101
Phenomena
receiving, 47
responds to, 47
Phenomenological nature of complex thinking, 170
Phenomenon
competence, 127–128
distributed leadership, 125
nonlinear, 5–6
participation, 69
self-forming, 20–21
Pike, R., 124
Pimor, A., 95
Pitsia, V., 70–71, 129–130
Plass, J. L., 15–16
“Plausible” strategy, 87
Plewa, C., 12
Policies, 53–54
collaborative learning environment, 68–71
cooperative learning environment, 61–64
individual learning environment, 55–57
Political
behaviors, 139–145
power, 110
Polner, B., 8
Polonyi, T., 2
Power distance, 34
Practical power of conceptual framework, 21–24
Practice, 82–83
Predispositions
cultural, 35
learners, 35
sociocultural predispositions of learners, 4–5, 53
of thinking, 167
Preferences, 33
Preparation, 51
Preparedness, 46
Presumptions, 21
Principles
of andragogy, 61
of Carroll’s model of environmental design, 91–92
of minimalism, 105
of multiplistic learning, 88
of parallel sciences, 124
Prins, N., 123, 124
Pritchard, A., 57
Problem-based learning, 5–6
Professional/profession, 12, 42, 45, 200
accountability of curriculum designer, 2
in leadership, 115–117
learning experience, 117–121
model, 139
professionally situated learning, 100
Proficiency, 51
Proprioception of thought, 109, 125–127, 130, 160, 167
Proscriptive approach, 58–59, 109
Protocols, 79
Psychological competence, 122–123, 124
Psychology
of competence, 172
of performance model, 98–99
of performing, 50–51
Psychomotor domain, 45–47
Psychophysically defining competence, 123
Psychophysically defining system of curriculum design, 43
Psychophysics of learning, 6–9
Puzzle-solving, 22
Pyc, M. A., 7
Quantum learning, 67–68
Qureshi, R., 61–62
Rahder, B., 35
Rahimi-Kian, A., 8–9
Rajashree, R., 60–61
Raley, N. D., 46
Ramirez, M., 31–32
Rank, 109, 110
Rasul, M. G., 122
Rawson, K. A., 121
Readiness (psychomotor domain), 46
Receiving (affective domain), 47, 113
Redesign process, 199
Refining phase of instructional process, 52
Reflectiveness, 91, 92
Reinforcement
activities, 53, 146–147, 158, 195
and assignment strategies, 83, 84–85, 117
column employs Cross’s model, 85–86
in instructional components for multiplistic learning, 96–97
in instructional design for relativistic learning, 106–107
in situated leadership learning module, 150–155
in transformational leadership learning module, 161–166
Relationships
between components of curriculum, 145, 156, 168
of instruction, 135
between phases, 145
in situated learning, 158
Relativism, 50, 77, 98
Relativistic curriculum, 104–105
Relativistic learning
designing instructional engagement for
instructional environment for, 105–108
module, 101–104, 106–107
relativistic learning–performance-based curriculum, 95–99
situational leadership, 99–100
Relativistic thinking, 98, 101–104, 148
Relativistically thinking, 100
Relevance, 11–12, 91, 92
Resilience, 91, 92
Resilient leaders, 92
Resourcefulness, 91, 92
Responsiveness, 91, 92
Restraint, 33
Restrepo, G., 63, 117
Rica, O., 122
Richard, H., 71–72
Riegeleuth, 29
Rieser, J., 77
Riley, G., 64
Riyadi, R., 9
Robert-Ribes, J., 6
Robinson, P., 7, 19, 122
Roger’s model of environmental design, 147–148
Rogers, experiential learning model of, 94–95
Rohrer, D., 8, 198
Rojas-Drummond, S., 109–110
Rondina, G., 9
Rosen, C. C., 54
Rossiter, R., 122
Rovenpor, D. R., 54
Rowse, G. L., 105–108
Rummel, A., 57, 64
Russell, K., 35
Safoutin, M. J., 9–10
Salam, A., 61–62
Sanders, G., 32
Sanders, K., 66–67, 124
Sangers, J., 20
Sari, R., 67
Scandura, J. M., 31
Scheel, N. P., 115–117
Sciences, 124
Seitz, A., 8–9, 121–122, 125
Selander, S., 5–6
Self-forming process, 111
Self-initiated learning, 95
Sensemaking models, 116, 126–127
Sequence, 11
in behavior-based curriculum, 147
in cognition-based curriculum, 137
in competency-based curriculum, 195–196
in learning delivery, 17–18
in performance-based curriculum, 158–159
in values-based curriculum, 170
Service mindset (SM), 112–113, 160, 167, 168–169, 170
Shah, P., 198
Shared experience, 64–65
Sharp, J. H., 199
Shavelson, R. J., 123
Sherwood, R., 77
Shiffrin, R., 14–15, 42, 145–146, 157
Short-term orientation, 34
Shoup, R., 44
Simoens, H., 90
Singh, M. K., 129–130
Singh, N., 129–130
Single curriculum, 172
Situated learning, 98
experience, 100–101
framework of, 158–159
professionally, 100, 102
theory, 99–100, 149
Situation
leadership process, 98
of learning, 100–101, 156
performance, 104
performance-based model in, 148
situation-specific solutions for institutional conditions, 100
strategic plan providing, 98
Situational leadership, 77, 95–100
curriculum, 148, 150–155
institutional vision statement, 102
strategic objective transformation into learning objectives, 103–104
vision statement transformation into leadership objectives, 102
Skills, 112
in agile execution, 47
curriculum goals to building, 88
leadership, 172
learning products, 44, 45
psychomotor domain, 45–46
service, 113
situational leadership, 100–101
thinking, 88–89
Skrandies, W., 6, 123, 124
Slavinsky, J. P., 12–13
Smith, N. G., 35, 54
Snehal, B., 66–67
Sociocultural
factors, 25–27
predispositions of learners, 53
theories, 27
Spectrum, 45–46, 53
Stakeholders, 67, 130–131, 200
Stamatescu, I. -O., 8–9
Sternberg, R. J., 49–50, 111
Stevens, S. S., 6, 124
Stimuli/stimulus, 6, 7, 20–21
external, 6
intellectual, 19–20
to learning process, 7, 19–20
Stoian, A. D., 28–31, 35–36, 53
Strategic objectives, 104
Strauss, T., 193
Structure of learning delivery, 11, 16–17
Students
learning for, 54
services, 86–87
supports services, 87
work evaluation, 56–57
Success
group of learners, 64–65
learning, 2
performance of institutional functions, 138
performance-based curriculum, 159
society, 13
Sudirman, M., 9, 67–68
Sulayman, H. I., 51
Suvorova, O. V., 122–123
Swanson, R. A., 30
Sweet, B. V., 88–89
Sweller, J., 14–16, 24, 42, 67–68, 136, 145–146, 157, 194
Synchronous
learning technologies, 66
media, 63
Synergistic learning experience, 8–9, 16
Synergy, 5, 11, 16, 90, 123
creating by Perry’s model, 193
instructional, 14
of leadership model, 128
learning, 5
Synthesizing, 2–3, 46, 83
phases of facilitation, 70
template, 52
Systematic curriculum design, 2, 3, 5, 9, 17, 19–20, 109–110, 131, 198–199
learning in, 20–21, 24–25
learning space, 43
Systematic/system
curriculum development, 15
design of curriculum, 19, 197
human perceptual, 8–9, 14–15
instructional, 14, 61–62, 82
instructional taxonomies, 45
quantum, 9
theory, 199
Tarchouna, N., 12
Tasdan, M., 124
Taxonomy/taxonomies
affective domain, 113, 116, 160
cognitive domain, 79, 80, 130–135
instructional, 17–18, 29, 45, 195–196
learning, 17, 26–27, 45–46
Taylor, K., 53, 156
Teodorescu, A., 20
Themane, M. J., 9–10
Thinking-centered instruction, 49–50
Thomas, H., 3
Thomas, M. S. C., 198
Torreblanca, O., 109–110
Transformational leadership, 77, 109–114
authentic, 109
curriculum, 116, 159–160
instructional plan for development, 118–120
learning module, 161–166
Transforming/transformation, 110
institutional, 160
learning, 200
of strategic objective into learning objectives, 103–104
of vision statement into leadership objectives, 102
Tsushima, Y., 123, 124
Ulla, M. B., 20, 21
Uncertainty avoidance culture, 33–34
Unintended consequences process, 108
Unit column, 42
Unstructured learning experiences, 23–24
Vagle, M. D., 5–6, 11–12
Vaina, L. M., 8
Vainikainen, M. -P., 193
Valeski, T., 122
Values
complex reorganization, 51–52
of institution, 109
of transformational leadership, 112–113
values-driven instruction, 51–52
Values-based curriculum, evaluating attributes of, 159–171
alignment, 167–168
coherence, 167
complexity, 168–169
consistency, 170–171
externally valid content, 167
integration, 170
interconnectedness, 168
outcomes demonstration, 169
sequence, 170
structure, 169–170
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
van Boekel, M. S., 1
van Gog T., 14, 24, 67–68, 136
van Woerkom, M., 66–67, 124
Visualization, 51, 82
of curriculum alignment, 36, 194–195
Vye, N., 77
Wahlheim, C. N., 85–86
Wainwright, D., 122
Waldrop, M. M., 110–111
Walker, T. B., 9
Wang, M., 9
Watanabe, T., 123, 124
Wenger, E., 99–100, 105–108, 158
Wenger’s theory, 149
Wergin, J. F., 3
Wertheimer, M., 158
Gestalt theory, 29, 101
instructional experience, 106–107, 118–120
instructional model, 156, 157
Wiener attribution theory, 28
Wiggins, G. P., 5–6, 69, 85–86
Willamo, R., 115
Williams, J., 35
Willingham, D. T., 6, 8, 12–13, 121
Willis, G., 10
Wininger, S. R., 57, 64
Winitkun, D., 20, 21
Winter, A., 67
Women, 35–36
Wonnacott, E., 20
Woodard, S. M., 85–86
Wulanditya, P., 67–68
Xu, W., 8
Yengin, I., 67–68, 71
Yetkiner, Z. E., 8
Yilmaz, E., 193
Young, A. G., 66–67
Youngblood, M. S., 20
Zeffiro, T. A., 8
Zerihun, Z., 129–130
Zhang, L. -F., 49–50
Zhao, J., 9
Zhao, Y., 8–9, 20–21
Zhou, X., 9
Zirk-Sadowski, J. M., 6, 123, 124
Abari, K.
, 2
Abrahams, D.
, 27
Absolute
judgment
, 14–15, 145–146, 157
truth or accuracy of theories
, 5
Abstract conceptualization
, 83
Academic
achievement
, 24
program
, 53–54
rigor
, 5
Access/accessible/accessing/accessibility
, 3–4, 12, 14, 22–23, 45, 170, 197, 198
Acculturate
, 91, 112, 113, 114
Achievement
, 35, 50, 51
Acquired learning measurement
, 62
Activities
, 2, 14, 35, 53, 55–56, 64–65, 117
Adapted/adapting/adaptation
, 3–5, 14, 24–25, 46–47, 49–50, 75–76, 86, 167, 195, 199
Adopted/adoption
, 47, 129, 196
Adults
, 30
learners
, 60, 85–86
Affective domain
, 45–46, 47
Agarwal
, 5, 7, 19, 105–108
Agile
approach
, 200
curriculum learning module
, 140–144
leadership
, 77, 86–88, 91, 92, 93, 138
Agility
, 50
Agility Shift, The (Meyer)
, 90
Agogino, A. L.
, 5
Ahmadabadi, M. N.
, 8–9
Airasian, P. W.
, 45
Al-Yateem, N.
, 122
Alan, B.
, 14–15, 42, 145–146, 157
Albesher, K.
, 61–62
Alfauzan, A. H.
, 12
Ali, L.
, 12, 13
Alibali, M. W.
, 66–67
Alibeyoglu, A.
, 124
Align/aligned/aligning/alignment
, 2–3, 4–5, 9–10, 13, 42, 45, 47–48, 49, 77–78, 82, 83, 99, 117–122, 129, 136–137, 199
cognition-based curriculum
, 135
curricular
, 135, 145
curriculum
, 13
of curriculum
, 156
instructional
, 167–168, 193–194
performance-based curriculum
, 156
values-based curriculum
, 167–168
Allen, S. N.
, 20
Amabile, T. M.
, 52, 67–68
Ambiguity
, 33–34, 99
Analyzing phase
, 52
Anderson, L. W.
, 45
Andragogy
, 60, 61
Andreatta, B.
, 8
Andronache, D.
, 121–122, 123, 124–125
Anghelache, V.
, 25–27
Aranha, C. N.
, 14–15
Artificial intelligence framework
, 115
Ashburn, E. A.
, 122–123
Assessing phase
, 52
Assessments
, 36–42, 53, 59, 85–86, 138–139, 146, 157, 169, 194–195, 199
Astin
, 10
Asynchronous
learning technologies
, 66
media
, 63
Attendance
, 56, 63, 68–69
Attitudes
, 25–27, 45–46
Au, K. H.
, 28–31
Austin, K.
, 28–31
Austin, Z.
, 122, 124
Ausubel, D. P.
, 24
Authentic
contexts
, 99–100
performance
, 98–99
transformational leadership
, 109
Awareness
, 46
Azionya, C.
, 5
Bandura, A.
, 31
Banks-Wallace, J.
, 27
Baran, M.
, 59
Baraniuk, R. G.
, 12–13
Barnett, R.
, 10
Barnett, S. M.
, 58
Barrows, R.
, 122
Behavior-based curriculum
alignment
, 145
coherence
, 139–145
complexity
, 145–146
consistency
, 147–148
evaluating attributes of
, 138–148
externally valid content
, 139
integration
, 147
interconnectedness
, 145
outcomes demonstration
, 146
sequence
, 147
structure
, 146–147
Behavioral model
, 89–90
Behaviors
, 79
Belliveau, J. W.
, 8
Bennis, W. G.
, 69, 70, 110
Benzel-Lindley, J.
, 43
Bergmann, U. M.
, 8–9
Bernstein, L. E.
, 6
“Best evidence” of performance expectations
, 100, 108
Bhat, P. P.
, 60–61
Biedermann, P. W.
, 69, 70, 110
Bierer, B. A.
, 124
Biggart, A.
, 70–71
Binswanger, J.
, 66–67, 101
Bjork, E. L.
, 85–86
Black-Maier, A. C.
, 46
Block, P.
, 110
Bloom, B. S.
, 45, 117–121, 130–131, 167
affective domain taxonomy
, 113, 160
cognitive domain taxonomy
, 79, 131–135
model
, 170
taxonomies
, 45–46
theory
, 137, 167–168
Blueprint
, 2
curriculum
, 168
template
, 36
Bocoş, M.
, 121–122
Bohm, D.
, 47, 67, 71–72, 109, 110, 130, 160, 167
Bohm’s proprioception of thought principle
, 160
Bottge, B. A.
, 11
Bounds
, 148–149
Bracy, W.
, 122
Brain, W.
, 8–9, 60
Branch, R. C.
, 115–117
Bransford, J. D.
, 77
Britnell, J.
, 8
Brooman, S.
, 95
Brown, H.
, 20
Brown, J. S.
, 99–100
Brown, P. C.
, 19, 100–101, 117–121
Brown, T.
, 122
Brownie, S. M.
, 122
Bruner, J. S.
, 9
Bucklin, C. J.
, 122
Burchell, H.
, 95, 199
Burns, J. M.
, 111–112
theory
, 111–112
Bushney, M. J.
, 131
Butler, A. C.
, 12–13, 15, 46, 61–62, 69, 99–100
Butler, K. A.
, 58–59
Callender, A. A., 22
Candela, L., 43
Carnero, S., 20–21
Carole, L., 129–130
Carpenter, S. K., 69
Carroll, J. M., 9, 105
learning model, 108
model of environmental design, 156, 159
theory, 105
Carter, L. W. II, 35, 54
Caruana, C. J., 122
Castillo, J., 122
Catalyze, 4–5, 62, 110
Categorize/category, 78, 118–120, 128
Causal, 1, 52
Ceci, S. J., 58
Chada, D. M., 14–15
Chamberlain, R. W., 19
Chan, M. S., 54
Chang, C. -H., 54
Chao, C., 124
Chatwani, N., 76
Cheng, C., 54
Cheung, S. F., 54
Chinn, W., 27
Chio, J. H., 54
Christian, J., 27
Christie, P., 5
Ciofalo, N., 35–36
Claus, N., 3
Coane, J. H., 85–86
Coate, K., 10
Coburn, C. E., 109
Cogent generic model, 32
Cognition, 50
Cognition-based curriculum, 78
alignment, 135
coherence, 131–135
complexity, 135–136
consistency, 137–138
evaluating attributes of, 130–138
externally valid content, 131
integration, 137
interconnectedness, 135
outcomes demonstration, 136
sequence, 137
structure, 136–137
Cognitive domain, 45–46, 79, 131–135
Coherent/coherence, 10, 12–13, 167
in behavior-based curriculum, 139–145
in cognition-based curriculum, 131–135
in competency-based curriculum, 193
instructional process, 195
learning system, 6
multiplistic instructional experience, 95
in performance-based curriculum, 156
series of aligned and interconnected learning events, 2–3
in values-based curriculum, 167
Colbert, A., 122
Collaborate/collaboratively/collaborations, 71, 109, 110, 114
Collaborative learning environment, 67–74
engagement, 71
experience, 71–74
policies, 68–71
quantum learning, 67–68
Collectivism, 32–33
Collectivist cultures, 32–33
Collectivistic cultural traditions, 32–33
Collins, A., 99–100
Combs, A. W., 53
Comfort, 52
with ambiguity, 33–34
level of culture, 33
Communication, 23, 58–59
“Community of learners”, 115–117
“Community of practice”, 99–100
Competence learning
competence of distributed leadership, 125–128
competency-based curriculum, 121–125
Competency-based curriculum, 90, 121–125
alignment, 193–194
coherence, 193
complexity, 194
consistency, 196
evaluating attributes of, 171–196
externally valid content, 172–192
integration, 195
outcomes demonstration, 194–195
sequence, 195–196
structure, 195
Competent/competence, 124, 171
Complex learning–values-based curriculum
transformational leadership, 109–111
Complex reorganization, 51–52
Complexity, 10, 14–16, 50, 77, 115, 171
in behavior-based curriculum, 145–146
in curriculum design, 135–136
Components, 3–4, 5, 9–10, 12, 48, 53, 75–76, 124–125, 127–128, 156, 171, 193, 196, 197–198
Comprehend/comprehension, 26–27, 36, 46
Comprehensive curriculum, 76
Conceptual framework, 21–24
Concrete experience, 83
Confidence, 51
Connect, 12
Consequences, 108
Consistency, 11, 18, 109, 122, 137–138, 147–148, 170
Consonant/consonance, 12–13, 199
Constituents, 78, 87, 89, 138, 146–147, 159–160, 171
Constrain/constrained/constraints, 4–5, 28–32, 53–54, 62, 65–67, 76, 87, 138, 159–160
Construct(ion), 2, 9, 16, 26–27, 72, 102, 124–125, 128, 169–170, 196
“Constructed learning” approach, 136
Constructivism, 9, 111
Constructivist theory of learning, 9, 136
Contents, 80
Contiguity Theory (Guthrie), 91–92
Continuum, 35
Conversation Theory, 115
Conversational instructional design theory, 117
Cooperative instructional environment, 105
Cooperative learning environment, 60–67
engagement, 64–65
experience, 65–67
policies, 61–64
Cooperatively/cooperation, 60, 99–100, 104
Coping, 51
Core technology of curriculum, 19–21
Correctness, 50
Cosgrove, P. B., 59
Cosgrove, T. J., 49–50
Cotterill, S., 50–51, 124
framework, 51
Cowan, J., 28–31
Craddock, D., 3–4
Crawford, H. J., 20
Crawford, R., 20–21
Creating, 51
Creative collaboration, 72
Creativity, 57, 64, 70
Criteria, 34, 55–56, 65, 136, 169
Cross, K. P., 85–86
model, 135
Cruikshank, K. A., 45
Cuban, L., 53–54
Culatta, R., 24–25
Cultural factors, 28–31
Culture, 32, 33, 34, 65, 159–160, 171
Currere
, 1–2
Curricula, 75–76, 129
components, 197–198
design process, 129–130
evaluating attributes of behavior-based curriculum, 138–148
evaluating attributes of cognition-based curriculum, 130–138
evaluating attributes of competency-based curriculum, 171–196
evaluating attributes of performance-based curriculum, 148–159
evaluating attributes of values-based curriculum, 159–171
Curricular
alignment, 135, 145
blueprint, 37–41
Curriculum, 1–3, 199
alignment, 13
coherence, 12–13
complexity, 14–16
core technology, 19–21
design attributes, 9–11
design system, 131
externally valid content, 11–12
interconnectedness, 14
learning delivery, 16–18
outcomes demonstration, 16
psychophysics of learning, 6–9
purpose and function of curriculum in learning, 3–6
systematic design, 19
Curriculum dimensions, 198–199
collaborative learning environment, 67–74
cooperative learning environment, 60–67
curricular blueprint sources, 73
differentiating learning engagement dimension, 45–48
differentiating learning environment dimension, 53–54
differentiating learning experience dimension, 48–49
differentiation, 44
formatting content, 45
individual learning environment, 54–59
performance-centered instruction, 50–51
sources and models, 74
thinking-centered instruction, 49–50
values-driven instruction, 51–52
Curry, L., 3
Customer service, 87
functions, 86–87
Daft, R. L., 20
Dahinten, V. S., 122–123
Dalley, K., 43
Dambrauskiene, D., 76
Daniel, K. L., 122–123, 194–195
Darling-Hammond, L., 28–31
Darwent, S., 95
Davey, T., 12
David, P., 129–130
DeLoach, S. B., 109–110
Depth of learning, 5, 135–136, 168–169, 194
Des Roziers, E. B., 8
Design
attributes of curriculum, 9–11
template, 36–42
Design approach to curricula
core technology of curriculum, 19–21
cultural considerations in design of learning environment, 28–36
curricular blueprint, 37–41
design template, 36–42
dimensions as design variables, 24
environmental theories, 30, 31
instructional taxonomies, 29
learning engagement as function of curriculum design, 24–25
learning environment as function of curriculum design, 25–27
learning experience as function of curriculum design, 25
learning taxonomies, 26–27, 28
practical power of conceptual framework, 21–24
systematic design of curriculum, 19
Developmental model, 49–50, 77, 195–196
Dialogue, 100–101, 105–108, 118–120, 167–168
Diamond, R., 10
Dick, W., 5–6
Dickerson, S. K., 129–130
Differentiate/differentiated/differentiation, 3–4, 17, 24, 44, 118–120, 123, 125, 172, 196, 197–198
leadership model, 95–98, 109
thinking, 49–50
Differentiated curriculum
designing instructional engagement for relativistic learning, 99–100
discipline, 76–78
instructional engagement design, 111–114
instructional engagement for goal-path leading, 79–82
instructional engagement for multiplistic learning, 88–91
instructional environment design, 115–121
instructional environment for dualistic learning, 83–86
instructional environment for multiplistic learning, 94–95
instructional environment for relativistic learning, 105–108
instructional experience design, 100–105, 114–115
instructional experience design for dualistic learning, 82–83
learning module, 78–79, 86–88, 109–111, 121–128
multiplistic instructional experience design, 91–94
relativistic learning–performance-based curriculum, 95–99
Dimensional/dimensions
design, 44
as design variables, 24
of learning theory, 89, 91–92
Dinç, E., 35–36
Dion, J. -S., 63, 117
Direct influence on learning, 85–86
Discipline, 76–78
Discrete psychophysical processes, 80
Disengagement, 15–16, 22–23
Dissonant, 197
Distributed leadership, 76, 77, 173–192, 196
competence, 125–128
Do Carmo Blanco, N., 6
Domains, 45–46, 47–48
Dragoo, A., 122
Drive, 31–32, 36–42, 53–54, 76, 117–121
Driver, 24, 112–113
Dualistically/dualistic/dualism, 49, 77, 78
dualistic learning–cognition-based curriculum, 78–79
goal-path leadership, 78
instructional design components of curriculum, 84–85
instructional experience design for, 82–83
learning, 83–86
paradigm, 86–87
relationship, 78
thinking model, 83–85
Duguid, S., 99–100
Dunlosky, J., 121
Duyck, W., 25–27
Dym, C. L., 5
Dynamic(s), 68, 70–71, 91, 92
instructional experience, 121
interaction, 123
process, 111
Dyrlund, A. K., 57, 64
“Educated guessing”, 87–88
Edwards, M., 8–9
Effectiveness, 10–11
Efficient/efficiently/efficiency, 5, 11, 18, 24, 123
Efron, C., 124
Ellaway, R. H., 20
Ellis, N. C., 90
Emerge, 62, 89, 148–149
Empathy, 112, 113
Emphasis, 19, 64
Emphasizes, 112–113
Endo, H., 28–31
Engagement, 58–59
collaborative learning environment, 71
cooperative learning environment, 64–65
individual learning environment, 58–59
Engelhart, M. D., 26–27
Engineer, 3–4, 12–13
Environmental/environment, 3, 7, 20–21
theories, 30, 31
Eris, O., 5
Erman, E., 8–9
“Error recognition and recover” phase, 108
Erwin, L., 31–32
Ethical
development, 77
thinking, 49–50, 111
Ethnicity, 59, 65
Evaluate/evaluated/evaluating/evaluation, 46, 56–57, 63, 69, 108
effective curricular design, 15–16
learning process, 42
participation in processes of learning, 63
phase, 52
Ewell, P. T., 10, 12
Experience
collaborative learning environment, 71–74
cooperative learning environment, 65–67
of individual learning environment, 59
Experiential Learning Model, 83, 94–95
Exploratory, 70–71
Externally valid content, 10, 11–12
Extrinsic
factors, 64
values, 57
Facilitation process, 110, 114
Facilitator, 67
Farrell, C. C., 109
Fatimah, S., 9
Feinberg, R., 57, 64
Feller, S., 67–68, 71
Femininity, 35–36
Ferren, A. S., 11–12
Fine, G. A., 110
Flaxman, E., 122–123
Fonteyne, L., 25–27, 31–32, 199
Fordyce, D., 28–31
Formatting content, 45
Frameworks, 9–10, 21–24, 26–27, 28, 72, 94, 124, 197
Fraser, C., 137
Frasincar, F., 20
Free sequence, 82–83
Freiberg, H. J., 94–95, 96–97
Frey, D. D., 5
Fruyt, F., 25–27
Frymier, A. B., 28–31
Fu, S., 200
Functional/function, 3–6, 24–27, 106–107, 173–192
level, 88–89
performance objectives, 104
Fundamental learning theories, 3–4
Furst, E. J., 26–27
Gadallah, M. H., 122
Gagne, R., 26–27
Galán-Muros, V., 12
Gallagher, J. J., 122
Gallos, J. V., 35–36
Galloway, C. M., 2, 23–24
Gardner, H. E., 2, 13, 67–68
Gather, 114
Geelan, D., 5
Gender, 27, 35
Genius, 110, 200
Gestalt theory, 101
Gick, M. L., 14
Gleick, J., 111
Global dimensions, 3
Goal-path leading/leadership, 77, 78, 86–87, 130, 132–134
instructional engagement for, 79–82
Gokhale, A. A., 69, 109–110
Gold, N., 8
Goldstone, A., 27
Gowlett, C., 5
Graesser, A., 47–48
Grant, D., 20, 54
Gray, G., 25–27
Greenlaw, S. A., 109–110
Gregorc, A. F., 58–59
Gregory, P. A. M., 122, 124
Griskevicius, V., 54
Groove model, 116, 167
Groovehq, 112–113, 167
Gunarhadi, G., 9
Gustafson, D. H., 105–108, 123
Guthrie, E. R., 146–148
Guthrie’s theory, 92–94
Gutko, A. V., 122–123
Guzmán, K., 109–110
Gvion, L., 35–36
Haapanen, L., 115
Hallinger, P., 76–77
Hamilton, D., 1–2, 5, 77
Hamka, L., 8–9, 67–68
Hammick, M., 3–4
Hargreaves, A., 5
Hargrove, R. A., 67, 69–70, 71–72, 109–110
Hargrove’s, 67, 69–70, 74
creative collaboration process, 167–168
model, 170
Harris, A., 76, 100–101
Hart, D., 124, 169
Harter, S., 124
Harvey, M., 59
Hatala, J. -P., 122
Hautamäki, J., 193
Havaei, F., 122–123
Hayes, B., 35–36
Hayes, C., 2
Hazelton, N. J., 129–130
Hean, S., 3–4
Heath, S. B., 19–20
Heck, R., 76–77
Helenius, L., 115
Hendricks, K., 54
Henri, 122
Heylighen, F., 110–111
Hidden curriculum, 111
Hierarchical, 49–50, 137
Higher-order thinking, 111–112
Hill, W. H., 26–27
Hints, 8–9, 12–13
Hisey, L., 122
Hofstede, 32, 52
factors, 32
Hogenboom, F., 20
Holbert, N., 35
Hollander, E. P., 109
Holloway, S. R., 8–9, 123, 125
Holmström, C., 115
Holton, E. F., 30
Holyoak, K. J., 14
Housen, A., 90
Houser M. L., 28–31
Howard, J., 57, 77
Howes N. J., 105–108
Hubball H., 8, 11–12
Huotari, E., 115
Hussain, M. S., 61–62
“Ideal” curriculum, 198
Idema, J., 122
IJntema, W., 20
Ilan, K., 66–67
Imami-Morina, I., 35–36, 48–49, 53
Impediments, 197
Implementing phase, 52
Implicit concept, 2, 4–5
“Impulse of necessity”, 109
Individual/individual’s/individualistic/individualize/individualism, 32–33, 82–83
behavior and performance, 83–85
cultural traditions, 32–33
decision-making, 59
engagement, 58–59
experience, 59
learners, 55
learning, 70
learning environment, 54–59
policies, 55–57
professional responsibilities, 94
Individualists, 32–33
Indulgence, 33
Inglis, H. J., 8
Institutional
leadership, 76, 138
vision statement, 102
Instructional engagement, 75–76
component, 91–92
constructs extracting from institutional mission, 80
design, 111–114
designing for relativistic learning, 99–100
for goal-path leading, 79–82
for multiplistic learning, 88–91
process, 86
strategies, 82
transforming mission statement constructs, 81
Instructional environment, 75–76
design, 115–121
for dualistic learning, 83–86
for multiplistic learning, 94–95
for relativistic learning, 105–108
Instructional experience, 75–76
design, 100–105, 114–115
for dualistic learning, 82–83
Instructional systems design (ISD), 5–6
Instructional/instruction, 4, 11, 14, 25, 29
alignment, 167–168, 193–194
objectives, 45, 47–48, 75–76, 80, 82, 113–114
processes, 4
system performance, 200
taxonomies, 29, 45
Instructor, 59, 67, 69–70
Integration, 11, 17
Intellectual
and ethical development, 77
noise, 22
process, 79
Intelligence, 45, 68–69, 115
Interconnect/interconnected/interconnectedness, 2–3, 5, 10, 11, 14, 25, 49, 135, 136, 145, 149, 157, 168
Internalize/internalized/internalizing, 94, 96–97, 113
information, 167
Irish, R., 2, 8, 12–13
Isbell, L. M., 54
Ismajli, H., 35–36, 48–49, 53
Jacobsen, M. -E., 59, 70, 110
Jacoby, L. L., 85–86
Jaeggi, S. M., 198
Janacsek, K., 8
Janke, K. K., 88–89
Janzen, K. J., 8–9, 67–68
Jedynak, A., 6, 123, 124
Jensen, E., 5–6
Jensen, J. L., 7
Johnson, R. E., 54, 122
Jones, R., 59
Joseph, S., 9
Jozefowiez, J., 6
Jupri, A., 9
Jusar, I. R., 67
Juwah, C., 9
Kalish, C. W., 66–67
Karakolidis, A., 70–71
Katzner, L. I., 168
Kebriaei, H., 8–9, 46
Keddie, A., 5
Kelley, K. A., 88–89
Khine, M. S., 35–36
Kilicoglu, D., 76–77
Kimmel, R., 9
King, P. M., 57, 77
Kingdom, F. A., 123, 124
Knapp, M., 45
Knott, B., 122
Knowland, V. C. P., 198
Knowledge, 33, 79, 82–83, 105, 112, 130–131
cognitive domain, 45–46
institutional, 105
learners, 82
learning requirement, 82
in performance-based design, 98
of policies, 79
Knowles, M. S., 30, 60
Koedinger, K., 8, 198
Kolb’s instructional model, 137–138
Kolb’s theory, 83, 136–137
Kolehmainen, L., 115
Kop, Y., 124
Koskinen, L., 31–32
Kourtzi, Z., 27
Kovacs, Z. A., 8
Koyama, S., 8–9, 121–122, 125
Krathwohl, D. R., 26–27
Kress, G., 5–6
Kricos, P., 6
Kronk, R., 122
Kuai, S., 55
Kuba, S. E., 88–89
Kuh, G. D., 44
Kühn, R., 8–9
Kulikov, M. M., 122–123
Kummer, T. A., 85–86
Kupiainen, S., 193
Kusuma, E. D., 9, 67
Lal, S., 122
Lang, G., 199
Laptev, A. A., 122–123
Lave and Wenger’s theory of situated learning, 149
Lave’s theory, 157
“Leadership”, 76
model, 104
Learning, 20–21
delivery, 16–18
engagement, 3–4
environment, 4–6
experience, 4
module, 78–79, 86–88, 109–111, 121–128
path, 58
process, 75–76, 198
psychophysics, 6–9
purpose and function of curriculum in, 3–6
space, 43
taxonomies, 26–27, 28
theory, 111
Learning engagement, 44, 45, 198
differentiating, 45–48
as function of curriculum design, 24–25
Learning environment, 44, 199
cultural considerations in design, 28–36
differentiating, 53–54
as function of curriculum design, 25–27
individual, 54–59
policies, 53–54
Learning environment design, 28–36
collectivism, 32–33
femininity, 35–36
individualism, 32–33
indulgence, 33
long-term orientation, 34
masculinity, 35–36
power distance, 34
restraint, 33
short-term orientation, 34
uncertainty avoidance, 33–34
Learning experience, 44, 130–131, 198–199
differentiating, 48–49
as function of curriculum design, 25
Learning objectives, 47–48, 89–90, 113–114
column, 42
for curriculum, 5
Leber, R., 110
Lefèvre, F., 6
Leifer, L. J., 5
Leithwood, K., 193
Lengetti, E., 122
Length of module, 196
Leone, E. A., 122
Leydens, J. A., 12–13, 197
Li, H., 9, 200
Li, J., 8
Lin, S. -H., 54
Linda, W., 31–32
Linear, 79
Linguistics, 23
Linhares, A., 14–15, 42, 145–146
Little, J. L., 85–86
Liu, W., 8
Liukinevi, L., 76
Llamas, J. D., 54
Locus of control, 54
Lohr, K. D., 43, 53
Long-term orientation, 34
Lorraine Code, 35
Loy, I., 20–21
Lucena, J. C., 12–13, 197
Luning, P. A., 1
Lyon, D., 137
MacPhee, M., 122–123
Mager, R., 82, 84–85, 137–138
Mager’s model, 135
Maia, S., 6
Marcia, J. E., 26–27
Marienau, C., 53, 156
Marsh, C., 10
Marsh, E. J., 12–13, 46, 69
Marzano, R. J., 89, 93
Marzano’s dimensions of learning, 139–145
Marzano’s model, 89–90
Mascall, B., 193
Masculinity, 35–36
Masliani, S., 5, 8–9, 12–13, 14, 67
Mayer, R. E., 45
McCleary, L., 122
McDaniel, M. A., 19, 22, 85–86
McDermott, I., 12–13, 123
Mcguinness, C., 25–27
McLean, C., 109
McLean, H., 35
McPherson, K., 3–4
McTighe, J., 5–6
Measures/measuring/measurement, 62, 129–130, 146
assessing, 52
authentic, 5
individual contributions, 62
learning, 136
quantitative, 63–64
Mechanical behaviors, 79
Mehta, J., 5, 194
Meij, H., 9
Merrill M. D., 28
Metaphor, 1–2, 20
Metcalfe, J., 8, 11, 198
Meyer, M. H., 131
Meyer, P., 52, 88, 90, 139
Meyer’s agile leadership behaviors, 139
Meyer’s model, 91
of agile leadership behaviors, 147
Miller, G. A., 14–15, 42, 145–146, 157
Miller, P. C., 28–31
Mills, M., 5
Minimalism, 105
Mitchell, M., 110–111
Mitrakova, E. N., 122–123
Mittal, C., 54
Modeling phase, 52
Models, 24, 54
Module, 91–92, 94–95, 121–122, 125, 171, 194
Mollen, D., 35, 54
Monk, S., 5
Monràs, A., 67
Moreno, R., 15–16
Morgan, H., 35–36, 53
Morgan Consoli, M. L., 54
Moris, J., 20–21
Motivates, 64, 70–71, 93, 96–97
Motivation, 57, 64, 70–71
Motivators, 57, 64
Mulder, M., 1
Multidimensional learning process, 121
Multiple conceptual frameworks, 75–76
Multiple leadership models, 171
Multiplicity, 49
Multiplism, 77
Multiplistic behaviors, 87
Multiplistic instructional experience design, 91–94
Multiplistic learning
agile leadership, 86–88
instructional engagement for, 88–91
instructional environment for, 94–95, 96–97
model, 138
module, 90
multiplistic learning–behavior-based curriculum, 86–88
Multiplistic thinking, 86–87, 94–95
Multiplistically, 88
Muse, C., 109–110
Nasir, N., 28–31
Nathan, M. J., 121
Nation, K., 20
Nduna, N. J., 12
Neculau, B. C., 121–122
Nemeth, D., 8, 20–21
Nepal, 122
Neuijen, B., 32
Nguyen, K., 54
Nieman, D. G., 168
Nieto, S., 66–67
Nonlinear process, 111
Norica, F., 122
Norquist, R., 20
Northouse, P. G., 77
Nosofsky, R., 14–15, 42, 145–146
Nur, A. D., 8–9, 67–68
Nurturing, 110
O’Connor, J., 12–13, 123
O’Halloran, C., 4
Objects, 45–46, 82–83, 135–136
learning, 146–147, 156
Oechslin, M., 67, 101
Ohayv, D. D., 32
Oksiutycz, A., 5
“Onboarding” process, 78
Operationalized/operationalizes, 98, 156
Hargrove’s model, 115
instructional experience, 94
Optimize/optimized/optimal
deal curriculum, 198
instructional processes, 76–77
instructional system design, 49
interconnectedness, 168
learning, 27, 35–36, 75–76
manner, 68–69
order, 121
path, 2
Organizational/organization, 47, 167
culture, 32
curriculum engineers, 3
intellectual, 52
language, 23
leadership, 75–77, 87
strategies, 62
theory, 20
Organize, 130–131
Oswick, C., 20
“Outcome”, 138–139
demonstration, 10, 16
Owende, P., 27
Palis, L. A., 54
Parameters of learning, 1, 2–3
Parsing, learning objectives, 12–13, 45, 135–136, 145–146, 149
Participation, 57, 63–64, 69
Pashler, H., 8, 11, 198
Pask, G., 115–117
Pask’s conversation theory, 168, 170, 195–196
Pearce, J. C., 60
Pedraza, H., 109–110
Performance
performance-based model, 98
performance-centered instruction, 50–51
of situational leadership, 105–108
strategies, 51
Performance-based curriculum, evaluating attributes of, 148–159
alignment, 156
coherence, 156
complexity, 157
consistency, 159
externally valid content, 149–155
integration, 158
interconnectedness, 157
outcomes demonstration, 157
sequence, 158–159
structure, 158
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
Perry’s model, 77, 193–194
of intellectual and ethical development, 49–50
intellectual thinking, 171
Persistence, 19, 24
Phases
of Cross’s model, 86–87
of facilitation, 69–70
of learning, 14, 168
of situational learning, 100–101
Phenomena
receiving, 47
responds to, 47
Phenomenological nature of complex thinking, 170
Phenomenon
competence, 127–128
distributed leadership, 125
nonlinear, 5–6
participation, 69
self-forming, 20–21
Pike, R., 124
Pimor, A., 95
Pitsia, V., 70–71, 129–130
Plass, J. L., 15–16
“Plausible” strategy, 87
Plewa, C., 12
Policies, 53–54
collaborative learning environment, 68–71
cooperative learning environment, 61–64
individual learning environment, 55–57
Political
behaviors, 139–145
power, 110
Polner, B., 8
Polonyi, T., 2
Power distance, 34
Practical power of conceptual framework, 21–24
Practice, 82–83
Predispositions
cultural, 35
learners, 35
sociocultural predispositions of learners, 4–5, 53
of thinking, 167
Preferences, 33
Preparation, 51
Preparedness, 46
Presumptions, 21
Principles
of andragogy, 61
of Carroll’s model of environmental design, 91–92
of minimalism, 105
of multiplistic learning, 88
of parallel sciences, 124
Prins, N., 123, 124
Pritchard, A., 57
Problem-based learning, 5–6
Professional/profession, 12, 42, 45, 200
accountability of curriculum designer, 2
in leadership, 115–117
learning experience, 117–121
model, 139
professionally situated learning, 100
Proficiency, 51
Proprioception of thought, 109, 125–127, 130, 160, 167
Proscriptive approach, 58–59, 109
Protocols, 79
Psychological competence, 122–123, 124
Psychology
of competence, 172
of performance model, 98–99
of performing, 50–51
Psychomotor domain, 45–47
Psychophysically defining competence, 123
Psychophysically defining system of curriculum design, 43
Psychophysics of learning, 6–9
Puzzle-solving, 22
Pyc, M. A., 7
Quantum learning, 67–68
Qureshi, R., 61–62
Rahder, B., 35
Rahimi-Kian, A., 8–9
Rajashree, R., 60–61
Raley, N. D., 46
Ramirez, M., 31–32
Rank, 109, 110
Rasul, M. G., 122
Rawson, K. A., 121
Readiness (psychomotor domain), 46
Receiving (affective domain), 47, 113
Redesign process, 199
Refining phase of instructional process, 52
Reflectiveness, 91, 92
Reinforcement
activities, 53, 146–147, 158, 195
and assignment strategies, 83, 84–85, 117
column employs Cross’s model, 85–86
in instructional components for multiplistic learning, 96–97
in instructional design for relativistic learning, 106–107
in situated leadership learning module, 150–155
in transformational leadership learning module, 161–166
Relationships
between components of curriculum, 145, 156, 168
of instruction, 135
between phases, 145
in situated learning, 158
Relativism, 50, 77, 98
Relativistic curriculum, 104–105
Relativistic learning
designing instructional engagement for
instructional environment for, 105–108
module, 101–104, 106–107
relativistic learning–performance-based curriculum, 95–99
situational leadership, 99–100
Relativistic thinking, 98, 101–104, 148
Relativistically thinking, 100
Relevance, 11–12, 91, 92
Resilience, 91, 92
Resilient leaders, 92
Resourcefulness, 91, 92
Responsiveness, 91, 92
Restraint, 33
Restrepo, G., 63, 117
Rica, O., 122
Richard, H., 71–72
Riegeleuth, 29
Rieser, J., 77
Riley, G., 64
Riyadi, R., 9
Robert-Ribes, J., 6
Robinson, P., 7, 19, 122
Roger’s model of environmental design, 147–148
Rogers, experiential learning model of, 94–95
Rohrer, D., 8, 198
Rojas-Drummond, S., 109–110
Rondina, G., 9
Rosen, C. C., 54
Rossiter, R., 122
Rovenpor, D. R., 54
Rowse, G. L., 105–108
Rummel, A., 57, 64
Russell, K., 35
Safoutin, M. J., 9–10
Salam, A., 61–62
Sanders, G., 32
Sanders, K., 66–67, 124
Sangers, J., 20
Sari, R., 67
Scandura, J. M., 31
Scheel, N. P., 115–117
Sciences, 124
Seitz, A., 8–9, 121–122, 125
Selander, S., 5–6
Self-forming process, 111
Self-initiated learning, 95
Sensemaking models, 116, 126–127
Sequence, 11
in behavior-based curriculum, 147
in cognition-based curriculum, 137
in competency-based curriculum, 195–196
in learning delivery, 17–18
in performance-based curriculum, 158–159
in values-based curriculum, 170
Service mindset (SM), 112–113, 160, 167, 168–169, 170
Shah, P., 198
Shared experience, 64–65
Sharp, J. H., 199
Shavelson, R. J., 123
Sherwood, R., 77
Shiffrin, R., 14–15, 42, 145–146, 157
Short-term orientation, 34
Shoup, R., 44
Simoens, H., 90
Singh, M. K., 129–130
Singh, N., 129–130
Single curriculum, 172
Situated learning, 98
experience, 100–101
framework of, 158–159
professionally, 100, 102
theory, 99–100, 149
Situation
leadership process, 98
of learning, 100–101, 156
performance, 104
performance-based model in, 148
situation-specific solutions for institutional conditions, 100
strategic plan providing, 98
Situational leadership, 77, 95–100
curriculum, 148, 150–155
institutional vision statement, 102
strategic objective transformation into learning objectives, 103–104
vision statement transformation into leadership objectives, 102
Skills, 112
in agile execution, 47
curriculum goals to building, 88
leadership, 172
learning products, 44, 45
psychomotor domain, 45–46
service, 113
situational leadership, 100–101
thinking, 88–89
Skrandies, W., 6, 123, 124
Slavinsky, J. P., 12–13
Smith, N. G., 35, 54
Snehal, B., 66–67
Sociocultural
factors, 25–27
predispositions of learners, 53
theories, 27
Spectrum, 45–46, 53
Stakeholders, 67, 130–131, 200
Stamatescu, I. -O., 8–9
Sternberg, R. J., 49–50, 111
Stevens, S. S., 6, 124
Stimuli/stimulus, 6, 7, 20–21
external, 6
intellectual, 19–20
to learning process, 7, 19–20
Stoian, A. D., 28–31, 35–36, 53
Strategic objectives, 104
Strauss, T., 193
Structure of learning delivery, 11, 16–17
Students
learning for, 54
services, 86–87
supports services, 87
work evaluation, 56–57
Success
group of learners, 64–65
learning, 2
performance of institutional functions, 138
performance-based curriculum, 159
society, 13
Sudirman, M., 9, 67–68
Sulayman, H. I., 51
Suvorova, O. V., 122–123
Swanson, R. A., 30
Sweet, B. V., 88–89
Sweller, J., 14–16, 24, 42, 67–68, 136, 145–146, 157, 194
Synchronous
learning technologies, 66
media, 63
Synergistic learning experience, 8–9, 16
Synergy, 5, 11, 16, 90, 123
creating by Perry’s model, 193
instructional, 14
of leadership model, 128
learning, 5
Synthesizing, 2–3, 46, 83
phases of facilitation, 70
template, 52
Systematic curriculum design, 2, 3, 5, 9, 17, 19–20, 109–110, 131, 198–199
learning in, 20–21, 24–25
learning space, 43
Systematic/system
curriculum development, 15
design of curriculum, 19, 197
human perceptual, 8–9, 14–15
instructional, 14, 61–62, 82
instructional taxonomies, 45
quantum, 9
theory, 199
Tarchouna, N., 12
Tasdan, M., 124
Taxonomy/taxonomies
affective domain, 113, 116, 160
cognitive domain, 79, 80, 130–135
instructional, 17–18, 29, 45, 195–196
learning, 17, 26–27, 45–46
Taylor, K., 53, 156
Teodorescu, A., 20
Themane, M. J., 9–10
Thinking-centered instruction, 49–50
Thomas, H., 3
Thomas, M. S. C., 198
Torreblanca, O., 109–110
Transformational leadership, 77, 109–114
authentic, 109
curriculum, 116, 159–160
instructional plan for development, 118–120
learning module, 161–166
Transforming/transformation, 110
institutional, 160
learning, 200
of strategic objective into learning objectives, 103–104
of vision statement into leadership objectives, 102
Tsushima, Y., 123, 124
Ulla, M. B., 20, 21
Uncertainty avoidance culture, 33–34
Unintended consequences process, 108
Unit column, 42
Unstructured learning experiences, 23–24
Vagle, M. D., 5–6, 11–12
Vaina, L. M., 8
Vainikainen, M. -P., 193
Valeski, T., 122
Values
complex reorganization, 51–52
of institution, 109
of transformational leadership, 112–113
values-driven instruction, 51–52
Values-based curriculum, evaluating attributes of, 159–171
alignment, 167–168
coherence, 167
complexity, 168–169
consistency, 170–171
externally valid content, 167
integration, 170
interconnectedness, 168
outcomes demonstration, 169
sequence, 170
structure, 169–170
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
van Boekel, M. S., 1
van Gog T., 14, 24, 67–68, 136
van Woerkom, M., 66–67, 124
Visualization, 51, 82
of curriculum alignment, 36, 194–195
Vye, N., 77
Wahlheim, C. N., 85–86
Wainwright, D., 122
Waldrop, M. M., 110–111
Walker, T. B., 9
Wang, M., 9
Watanabe, T., 123, 124
Wenger, E., 99–100, 105–108, 158
Wenger’s theory, 149
Wergin, J. F., 3
Wertheimer, M., 158
Gestalt theory, 29, 101
instructional experience, 106–107, 118–120
instructional model, 156, 157
Wiener attribution theory, 28
Wiggins, G. P., 5–6, 69, 85–86
Willamo, R., 115
Williams, J., 35
Willingham, D. T., 6, 8, 12–13, 121
Willis, G., 10
Wininger, S. R., 57, 64
Winitkun, D., 20, 21
Winter, A., 67
Women, 35–36
Wonnacott, E., 20
Woodard, S. M., 85–86
Wulanditya, P., 67–68
Xu, W., 8
Yengin, I., 67–68, 71
Yetkiner, Z. E., 8
Yilmaz, E., 193
Young, A. G., 66–67
Youngblood, M. S., 20
Zeffiro, T. A., 8
Zerihun, Z., 129–130
Zhang, L. -F., 49–50
Zhao, J., 9
Zhao, Y., 8–9, 20–21
Zhou, X., 9
Zirk-Sadowski, J. M., 6, 123, 124
Callender, A. A.
, 22
Candela, L.
, 43
Carnero, S.
, 20–21
Carole, L.
, 129–130
Carpenter, S. K.
, 69
Carroll, J. M.
, 9, 105
learning model
, 108
model of environmental design
, 156, 159
theory
, 105
Carter, L. W. II
, 35, 54
Caruana, C. J.
, 122
Castillo, J.
, 122
Catalyze
, 4–5, 62, 110
Categorize/category
, 78, 118–120, 128
Causal
, 1, 52
Ceci, S. J.
, 58
Chada, D. M.
, 14–15
Chamberlain, R. W.
, 19
Chan, M. S.
, 54
Chang, C. -H.
, 54
Chao, C.
, 124
Chatwani, N.
, 76
Cheng, C.
, 54
Cheung, S. F.
, 54
Chinn, W.
, 27
Chio, J. H.
, 54
Christian, J.
, 27
Christie, P.
, 5
Ciofalo, N.
, 35–36
Claus, N.
, 3
Coane, J. H.
, 85–86
Coate, K.
, 10
Coburn, C. E.
, 109
Cogent generic model
, 32
Cognition
, 50
Cognition-based curriculum
, 78
alignment
, 135
coherence
, 131–135
complexity
, 135–136
consistency
, 137–138
evaluating attributes of
, 130–138
externally valid content
, 131
integration
, 137
interconnectedness
, 135
outcomes demonstration
, 136
sequence
, 137
structure
, 136–137
Cognitive domain
, 45–46, 79, 131–135
Coherent/coherence
, 10, 12–13, 167
in behavior-based curriculum
, 139–145
in cognition-based curriculum
, 131–135
in competency-based curriculum
, 193
instructional process
, 195
learning system
, 6
multiplistic instructional experience
, 95
in performance-based curriculum
, 156
series of aligned and interconnected learning events
, 2–3
in values-based curriculum
, 167
Colbert, A.
, 122
Collaborate/collaboratively/collaborations
, 71, 109, 110, 114
Collaborative learning environment
, 67–74
engagement
, 71
experience
, 71–74
policies
, 68–71
quantum learning
, 67–68
Collectivism
, 32–33
Collectivist cultures
, 32–33
Collectivistic cultural traditions
, 32–33
Collins, A.
, 99–100
Combs, A. W.
, 53
Comfort
, 52
with ambiguity
, 33–34
level of culture
, 33
Communication
, 23, 58–59
“Community of learners”
, 115–117
“Community of practice”
, 99–100
Competence learning
competence of distributed leadership
, 125–128
competency-based curriculum
, 121–125
Competency-based curriculum
, 90, 121–125
alignment
, 193–194
coherence
, 193
complexity
, 194
consistency
, 196
evaluating attributes of
, 171–196
externally valid content
, 172–192
integration
, 195
outcomes demonstration
, 194–195
sequence
, 195–196
structure
, 195
Competent/competence
, 124, 171
Complex learning–values-based curriculum
transformational leadership
, 109–111
Complex reorganization
, 51–52
Complexity
, 10, 14–16, 50, 77, 115, 171
in behavior-based curriculum
, 145–146
in curriculum design
, 135–136
Components
, 3–4, 5, 9–10, 12, 48, 53, 75–76, 124–125, 127–128, 156, 171, 193, 196, 197–198
Comprehend/comprehension
, 26–27, 36, 46
Comprehensive curriculum
, 76
Conceptual framework
, 21–24
Concrete experience
, 83
Confidence
, 51
Connect
, 12
Consequences
, 108
Consistency
, 11, 18, 109, 122, 137–138, 147–148, 170
Consonant/consonance
, 12–13, 199
Constituents
, 78, 87, 89, 138, 146–147, 159–160, 171
Constrain/constrained/constraints
, 4–5, 28–32, 53–54, 62, 65–67, 76, 87, 138, 159–160
Construct(ion)
, 2, 9, 16, 26–27, 72, 102, 124–125, 128, 169–170, 196
“Constructed learning” approach
, 136
Constructivism
, 9, 111
Constructivist theory of learning
, 9, 136
Contents
, 80
Contiguity Theory (Guthrie)
, 91–92
Continuum
, 35
Conversation Theory
, 115
Conversational instructional design theory
, 117
Cooperative instructional environment
, 105
Cooperative learning environment
, 60–67
engagement
, 64–65
experience
, 65–67
policies
, 61–64
Cooperatively/cooperation
, 60, 99–100, 104
Coping
, 51
Core technology of curriculum
, 19–21
Correctness
, 50
Cosgrove, P. B.
, 59
Cosgrove, T. J.
, 49–50
Cotterill, S.
, 50–51, 124
framework
, 51
Cowan, J.
, 28–31
Craddock, D.
, 3–4
Crawford, H. J.
, 20
Crawford, R.
, 20–21
Creating
, 51
Creative collaboration
, 72
Creativity
, 57, 64, 70
Criteria
, 34, 55–56, 65, 136, 169
Cross, K. P.
, 85–86
model
, 135
Cruikshank, K. A.
, 45
Cuban, L.
, 53–54
Culatta, R.
, 24–25
Cultural factors
, 28–31
Culture
, 32, 33, 34, 65, 159–160, 171
Currere
, 1–2
Curricula
, 75–76, 129
components
, 197–198
design process
, 129–130
evaluating attributes of behavior-based curriculum
, 138–148
evaluating attributes of cognition-based curriculum
, 130–138
evaluating attributes of competency-based curriculum
, 171–196
evaluating attributes of performance-based curriculum
, 148–159
evaluating attributes of values-based curriculum
, 159–171
Curricular
alignment
, 135, 145
blueprint
, 37–41
Curriculum
, 1–3, 199
alignment
, 13
coherence
, 12–13
complexity
, 14–16
core technology
, 19–21
design attributes
, 9–11
design system
, 131
externally valid content
, 11–12
interconnectedness
, 14
learning delivery
, 16–18
outcomes demonstration
, 16
psychophysics of learning
, 6–9
purpose and function of curriculum in learning
, 3–6
systematic design
, 19
Curriculum dimensions
, 198–199
collaborative learning environment
, 67–74
cooperative learning environment
, 60–67
curricular blueprint sources
, 73
differentiating learning engagement dimension
, 45–48
differentiating learning environment dimension
, 53–54
differentiating learning experience dimension
, 48–49
differentiation
, 44
formatting content
, 45
individual learning environment
, 54–59
performance-centered instruction
, 50–51
sources and models
, 74
thinking-centered instruction
, 49–50
values-driven instruction
, 51–52
Curry, L.
, 3
Customer service
, 87
functions
, 86–87
Daft, R. L.
, 20
Dahinten, V. S.
, 122–123
Dalley, K.
, 43
Dambrauskiene, D.
, 76
Daniel, K. L.
, 122–123, 194–195
Darling-Hammond, L.
, 28–31
Darwent, S.
, 95
Davey, T.
, 12
David, P.
, 129–130
DeLoach, S. B.
, 109–110
Depth of learning
, 5, 135–136, 168–169, 194
Des Roziers, E. B.
, 8
Design
attributes of curriculum
, 9–11
template
, 36–42
Design approach to curricula
core technology of curriculum
, 19–21
cultural considerations in design of learning environment
, 28–36
curricular blueprint
, 37–41
design template
, 36–42
dimensions as design variables
, 24
environmental theories
, 30, 31
instructional taxonomies
, 29
learning engagement as function of curriculum design
, 24–25
learning environment as function of curriculum design
, 25–27
learning experience as function of curriculum design
, 25
learning taxonomies
, 26–27, 28
practical power of conceptual framework
, 21–24
systematic design of curriculum
, 19
Developmental model
, 49–50, 77, 195–196
Dialogue
, 100–101, 105–108, 118–120, 167–168
Diamond, R.
, 10
Dick, W.
, 5–6
Dickerson, S. K.
, 129–130
Differentiate/differentiated/differentiation
, 3–4, 17, 24, 44, 118–120, 123, 125, 172, 196, 197–198
leadership model
, 95–98, 109
thinking
, 49–50
Differentiated curriculum
designing instructional engagement for relativistic learning
, 99–100
discipline
, 76–78
instructional engagement design
, 111–114
instructional engagement for goal-path leading
, 79–82
instructional engagement for multiplistic learning
, 88–91
instructional environment design
, 115–121
instructional environment for dualistic learning
, 83–86
instructional environment for multiplistic learning
, 94–95
instructional environment for relativistic learning
, 105–108
instructional experience design
, 100–105, 114–115
instructional experience design for dualistic learning
, 82–83
learning module
, 78–79, 86–88, 109–111, 121–128
multiplistic instructional experience design
, 91–94
relativistic learning–performance-based curriculum
, 95–99
Dimensional/dimensions
design
, 44
as design variables
, 24
of learning theory
, 89, 91–92
Dinç, E.
, 35–36
Dion, J. -S.
, 63, 117
Direct influence on learning
, 85–86
Discipline
, 76–78
Discrete psychophysical processes
, 80
Disengagement
, 15–16, 22–23
Dissonant
, 197
Distributed leadership
, 76, 77, 173–192, 196
competence
, 125–128
Do Carmo Blanco, N.
, 6
Domains
, 45–46, 47–48
Dragoo, A.
, 122
Drive
, 31–32, 36–42, 53–54, 76, 117–121
Driver
, 24, 112–113
Dualistically/dualistic/dualism
, 49, 77, 78
dualistic learning–cognition-based curriculum
, 78–79
goal-path leadership
, 78
instructional design components of curriculum
, 84–85
instructional experience design for
, 82–83
learning
, 83–86
paradigm
, 86–87
relationship
, 78
thinking model
, 83–85
Duguid, S.
, 99–100
Dunlosky, J.
, 121
Duyck, W.
, 25–27
Dym, C. L.
, 5
Dynamic(s)
, 68, 70–71, 91, 92
instructional experience
, 121
interaction
, 123
process
, 111
Dyrlund, A. K.
, 57, 64
“Educated guessing”, 87–88
Edwards, M., 8–9
Effectiveness, 10–11
Efficient/efficiently/efficiency, 5, 11, 18, 24, 123
Efron, C., 124
Ellaway, R. H., 20
Ellis, N. C., 90
Emerge, 62, 89, 148–149
Empathy, 112, 113
Emphasis, 19, 64
Emphasizes, 112–113
Endo, H., 28–31
Engagement, 58–59
collaborative learning environment, 71
cooperative learning environment, 64–65
individual learning environment, 58–59
Engelhart, M. D., 26–27
Engineer, 3–4, 12–13
Environmental/environment, 3, 7, 20–21
theories, 30, 31
Eris, O., 5
Erman, E., 8–9
“Error recognition and recover” phase, 108
Erwin, L., 31–32
Ethical
development, 77
thinking, 49–50, 111
Ethnicity, 59, 65
Evaluate/evaluated/evaluating/evaluation, 46, 56–57, 63, 69, 108
effective curricular design, 15–16
learning process, 42
participation in processes of learning, 63
phase, 52
Ewell, P. T., 10, 12
Experience
collaborative learning environment, 71–74
cooperative learning environment, 65–67
of individual learning environment, 59
Experiential Learning Model, 83, 94–95
Exploratory, 70–71
Externally valid content, 10, 11–12
Extrinsic
factors, 64
values, 57
Facilitation process, 110, 114
Facilitator, 67
Farrell, C. C., 109
Fatimah, S., 9
Feinberg, R., 57, 64
Feller, S., 67–68, 71
Femininity, 35–36
Ferren, A. S., 11–12
Fine, G. A., 110
Flaxman, E., 122–123
Fonteyne, L., 25–27, 31–32, 199
Fordyce, D., 28–31
Formatting content, 45
Frameworks, 9–10, 21–24, 26–27, 28, 72, 94, 124, 197
Fraser, C., 137
Frasincar, F., 20
Free sequence, 82–83
Freiberg, H. J., 94–95, 96–97
Frey, D. D., 5
Fruyt, F., 25–27
Frymier, A. B., 28–31
Fu, S., 200
Functional/function, 3–6, 24–27, 106–107, 173–192
level, 88–89
performance objectives, 104
Fundamental learning theories, 3–4
Furst, E. J., 26–27
Gadallah, M. H., 122
Gagne, R., 26–27
Galán-Muros, V., 12
Gallagher, J. J., 122
Gallos, J. V., 35–36
Galloway, C. M., 2, 23–24
Gardner, H. E., 2, 13, 67–68
Gather, 114
Geelan, D., 5
Gender, 27, 35
Genius, 110, 200
Gestalt theory, 101
Gick, M. L., 14
Gleick, J., 111
Global dimensions, 3
Goal-path leading/leadership, 77, 78, 86–87, 130, 132–134
instructional engagement for, 79–82
Gokhale, A. A., 69, 109–110
Gold, N., 8
Goldstone, A., 27
Gowlett, C., 5
Graesser, A., 47–48
Grant, D., 20, 54
Gray, G., 25–27
Greenlaw, S. A., 109–110
Gregorc, A. F., 58–59
Gregory, P. A. M., 122, 124
Griskevicius, V., 54
Groove model, 116, 167
Groovehq, 112–113, 167
Gunarhadi, G., 9
Gustafson, D. H., 105–108, 123
Guthrie, E. R., 146–148
Guthrie’s theory, 92–94
Gutko, A. V., 122–123
Guzmán, K., 109–110
Gvion, L., 35–36
Haapanen, L., 115
Hallinger, P., 76–77
Hamilton, D., 1–2, 5, 77
Hamka, L., 8–9, 67–68
Hammick, M., 3–4
Hargreaves, A., 5
Hargrove, R. A., 67, 69–70, 71–72, 109–110
Hargrove’s, 67, 69–70, 74
creative collaboration process, 167–168
model, 170
Harris, A., 76, 100–101
Hart, D., 124, 169
Harter, S., 124
Harvey, M., 59
Hatala, J. -P., 122
Hautamäki, J., 193
Havaei, F., 122–123
Hayes, B., 35–36
Hayes, C., 2
Hazelton, N. J., 129–130
Hean, S., 3–4
Heath, S. B., 19–20
Heck, R., 76–77
Helenius, L., 115
Hendricks, K., 54
Henri, 122
Heylighen, F., 110–111
Hidden curriculum, 111
Hierarchical, 49–50, 137
Higher-order thinking, 111–112
Hill, W. H., 26–27
Hints, 8–9, 12–13
Hisey, L., 122
Hofstede, 32, 52
factors, 32
Hogenboom, F., 20
Holbert, N., 35
Hollander, E. P., 109
Holloway, S. R., 8–9, 123, 125
Holmström, C., 115
Holton, E. F., 30
Holyoak, K. J., 14
Housen, A., 90
Houser M. L., 28–31
Howard, J., 57, 77
Howes N. J., 105–108
Hubball H., 8, 11–12
Huotari, E., 115
Hussain, M. S., 61–62
“Ideal” curriculum, 198
Idema, J., 122
IJntema, W., 20
Ilan, K., 66–67
Imami-Morina, I., 35–36, 48–49, 53
Impediments, 197
Implementing phase, 52
Implicit concept, 2, 4–5
“Impulse of necessity”, 109
Individual/individual’s/individualistic/individualize/individualism, 32–33, 82–83
behavior and performance, 83–85
cultural traditions, 32–33
decision-making, 59
engagement, 58–59
experience, 59
learners, 55
learning, 70
learning environment, 54–59
policies, 55–57
professional responsibilities, 94
Individualists, 32–33
Indulgence, 33
Inglis, H. J., 8
Institutional
leadership, 76, 138
vision statement, 102
Instructional engagement, 75–76
component, 91–92
constructs extracting from institutional mission, 80
design, 111–114
designing for relativistic learning, 99–100
for goal-path leading, 79–82
for multiplistic learning, 88–91
process, 86
strategies, 82
transforming mission statement constructs, 81
Instructional environment, 75–76
design, 115–121
for dualistic learning, 83–86
for multiplistic learning, 94–95
for relativistic learning, 105–108
Instructional experience, 75–76
design, 100–105, 114–115
for dualistic learning, 82–83
Instructional systems design (ISD), 5–6
Instructional/instruction, 4, 11, 14, 25, 29
alignment, 167–168, 193–194
objectives, 45, 47–48, 75–76, 80, 82, 113–114
processes, 4
system performance, 200
taxonomies, 29, 45
Instructor, 59, 67, 69–70
Integration, 11, 17
Intellectual
and ethical development, 77
noise, 22
process, 79
Intelligence, 45, 68–69, 115
Interconnect/interconnected/interconnectedness, 2–3, 5, 10, 11, 14, 25, 49, 135, 136, 145, 149, 157, 168
Internalize/internalized/internalizing, 94, 96–97, 113
information, 167
Irish, R., 2, 8, 12–13
Isbell, L. M., 54
Ismajli, H., 35–36, 48–49, 53
Jacobsen, M. -E., 59, 70, 110
Jacoby, L. L., 85–86
Jaeggi, S. M., 198
Janacsek, K., 8
Janke, K. K., 88–89
Janzen, K. J., 8–9, 67–68
Jedynak, A., 6, 123, 124
Jensen, E., 5–6
Jensen, J. L., 7
Johnson, R. E., 54, 122
Jones, R., 59
Joseph, S., 9
Jozefowiez, J., 6
Jupri, A., 9
Jusar, I. R., 67
Juwah, C., 9
Kalish, C. W., 66–67
Karakolidis, A., 70–71
Katzner, L. I., 168
Kebriaei, H., 8–9, 46
Keddie, A., 5
Kelley, K. A., 88–89
Khine, M. S., 35–36
Kilicoglu, D., 76–77
Kimmel, R., 9
King, P. M., 57, 77
Kingdom, F. A., 123, 124
Knapp, M., 45
Knott, B., 122
Knowland, V. C. P., 198
Knowledge, 33, 79, 82–83, 105, 112, 130–131
cognitive domain, 45–46
institutional, 105
learners, 82
learning requirement, 82
in performance-based design, 98
of policies, 79
Knowles, M. S., 30, 60
Koedinger, K., 8, 198
Kolb’s instructional model, 137–138
Kolb’s theory, 83, 136–137
Kolehmainen, L., 115
Kop, Y., 124
Koskinen, L., 31–32
Kourtzi, Z., 27
Kovacs, Z. A., 8
Koyama, S., 8–9, 121–122, 125
Krathwohl, D. R., 26–27
Kress, G., 5–6
Kricos, P., 6
Kronk, R., 122
Kuai, S., 55
Kuba, S. E., 88–89
Kuh, G. D., 44
Kühn, R., 8–9
Kulikov, M. M., 122–123
Kummer, T. A., 85–86
Kupiainen, S., 193
Kusuma, E. D., 9, 67
Lal, S., 122
Lang, G., 199
Laptev, A. A., 122–123
Lave and Wenger’s theory of situated learning, 149
Lave’s theory, 157
“Leadership”, 76
model, 104
Learning, 20–21
delivery, 16–18
engagement, 3–4
environment, 4–6
experience, 4
module, 78–79, 86–88, 109–111, 121–128
path, 58
process, 75–76, 198
psychophysics, 6–9
purpose and function of curriculum in, 3–6
space, 43
taxonomies, 26–27, 28
theory, 111
Learning engagement, 44, 45, 198
differentiating, 45–48
as function of curriculum design, 24–25
Learning environment, 44, 199
cultural considerations in design, 28–36
differentiating, 53–54
as function of curriculum design, 25–27
individual, 54–59
policies, 53–54
Learning environment design, 28–36
collectivism, 32–33
femininity, 35–36
individualism, 32–33
indulgence, 33
long-term orientation, 34
masculinity, 35–36
power distance, 34
restraint, 33
short-term orientation, 34
uncertainty avoidance, 33–34
Learning experience, 44, 130–131, 198–199
differentiating, 48–49
as function of curriculum design, 25
Learning objectives, 47–48, 89–90, 113–114
column, 42
for curriculum, 5
Leber, R., 110
Lefèvre, F., 6
Leifer, L. J., 5
Leithwood, K., 193
Lengetti, E., 122
Length of module, 196
Leone, E. A., 122
Leydens, J. A., 12–13, 197
Li, H., 9, 200
Li, J., 8
Lin, S. -H., 54
Linda, W., 31–32
Linear, 79
Linguistics, 23
Linhares, A., 14–15, 42, 145–146
Little, J. L., 85–86
Liu, W., 8
Liukinevi, L., 76
Llamas, J. D., 54
Locus of control, 54
Lohr, K. D., 43, 53
Long-term orientation, 34
Lorraine Code, 35
Loy, I., 20–21
Lucena, J. C., 12–13, 197
Luning, P. A., 1
Lyon, D., 137
MacPhee, M., 122–123
Mager, R., 82, 84–85, 137–138
Mager’s model, 135
Maia, S., 6
Marcia, J. E., 26–27
Marienau, C., 53, 156
Marsh, C., 10
Marsh, E. J., 12–13, 46, 69
Marzano, R. J., 89, 93
Marzano’s dimensions of learning, 139–145
Marzano’s model, 89–90
Mascall, B., 193
Masculinity, 35–36
Masliani, S., 5, 8–9, 12–13, 14, 67
Mayer, R. E., 45
McCleary, L., 122
McDaniel, M. A., 19, 22, 85–86
McDermott, I., 12–13, 123
Mcguinness, C., 25–27
McLean, C., 109
McLean, H., 35
McPherson, K., 3–4
McTighe, J., 5–6
Measures/measuring/measurement, 62, 129–130, 146
assessing, 52
authentic, 5
individual contributions, 62
learning, 136
quantitative, 63–64
Mechanical behaviors, 79
Mehta, J., 5, 194
Meij, H., 9
Merrill M. D., 28
Metaphor, 1–2, 20
Metcalfe, J., 8, 11, 198
Meyer, M. H., 131
Meyer, P., 52, 88, 90, 139
Meyer’s agile leadership behaviors, 139
Meyer’s model, 91
of agile leadership behaviors, 147
Miller, G. A., 14–15, 42, 145–146, 157
Miller, P. C., 28–31
Mills, M., 5
Minimalism, 105
Mitchell, M., 110–111
Mitrakova, E. N., 122–123
Mittal, C., 54
Modeling phase, 52
Models, 24, 54
Module, 91–92, 94–95, 121–122, 125, 171, 194
Mollen, D., 35, 54
Monk, S., 5
Monràs, A., 67
Moreno, R., 15–16
Morgan, H., 35–36, 53
Morgan Consoli, M. L., 54
Moris, J., 20–21
Motivates, 64, 70–71, 93, 96–97
Motivation, 57, 64, 70–71
Motivators, 57, 64
Mulder, M., 1
Multidimensional learning process, 121
Multiple conceptual frameworks, 75–76
Multiple leadership models, 171
Multiplicity, 49
Multiplism, 77
Multiplistic behaviors, 87
Multiplistic instructional experience design, 91–94
Multiplistic learning
agile leadership, 86–88
instructional engagement for, 88–91
instructional environment for, 94–95, 96–97
model, 138
module, 90
multiplistic learning–behavior-based curriculum, 86–88
Multiplistic thinking, 86–87, 94–95
Multiplistically, 88
Muse, C., 109–110
Nasir, N., 28–31
Nathan, M. J., 121
Nation, K., 20
Nduna, N. J., 12
Neculau, B. C., 121–122
Nemeth, D., 8, 20–21
Nepal, 122
Neuijen, B., 32
Nguyen, K., 54
Nieman, D. G., 168
Nieto, S., 66–67
Nonlinear process, 111
Norica, F., 122
Norquist, R., 20
Northouse, P. G., 77
Nosofsky, R., 14–15, 42, 145–146
Nur, A. D., 8–9, 67–68
Nurturing, 110
O’Connor, J., 12–13, 123
O’Halloran, C., 4
Objects, 45–46, 82–83, 135–136
learning, 146–147, 156
Oechslin, M., 67, 101
Ohayv, D. D., 32
Oksiutycz, A., 5
“Onboarding” process, 78
Operationalized/operationalizes, 98, 156
Hargrove’s model, 115
instructional experience, 94
Optimize/optimized/optimal
deal curriculum, 198
instructional processes, 76–77
instructional system design, 49
interconnectedness, 168
learning, 27, 35–36, 75–76
manner, 68–69
order, 121
path, 2
Organizational/organization, 47, 167
culture, 32
curriculum engineers, 3
intellectual, 52
language, 23
leadership, 75–77, 87
strategies, 62
theory, 20
Organize, 130–131
Oswick, C., 20
“Outcome”, 138–139
demonstration, 10, 16
Owende, P., 27
Palis, L. A., 54
Parameters of learning, 1, 2–3
Parsing, learning objectives, 12–13, 45, 135–136, 145–146, 149
Participation, 57, 63–64, 69
Pashler, H., 8, 11, 198
Pask, G., 115–117
Pask’s conversation theory, 168, 170, 195–196
Pearce, J. C., 60
Pedraza, H., 109–110
Performance
performance-based model, 98
performance-centered instruction, 50–51
of situational leadership, 105–108
strategies, 51
Performance-based curriculum, evaluating attributes of, 148–159
alignment, 156
coherence, 156
complexity, 157
consistency, 159
externally valid content, 149–155
integration, 158
interconnectedness, 157
outcomes demonstration, 157
sequence, 158–159
structure, 158
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
Perry’s model, 77, 193–194
of intellectual and ethical development, 49–50
intellectual thinking, 171
Persistence, 19, 24
Phases
of Cross’s model, 86–87
of facilitation, 69–70
of learning, 14, 168
of situational learning, 100–101
Phenomena
receiving, 47
responds to, 47
Phenomenological nature of complex thinking, 170
Phenomenon
competence, 127–128
distributed leadership, 125
nonlinear, 5–6
participation, 69
self-forming, 20–21
Pike, R., 124
Pimor, A., 95
Pitsia, V., 70–71, 129–130
Plass, J. L., 15–16
“Plausible” strategy, 87
Plewa, C., 12
Policies, 53–54
collaborative learning environment, 68–71
cooperative learning environment, 61–64
individual learning environment, 55–57
Political
behaviors, 139–145
power, 110
Polner, B., 8
Polonyi, T., 2
Power distance, 34
Practical power of conceptual framework, 21–24
Practice, 82–83
Predispositions
cultural, 35
learners, 35
sociocultural predispositions of learners, 4–5, 53
of thinking, 167
Preferences, 33
Preparation, 51
Preparedness, 46
Presumptions, 21
Principles
of andragogy, 61
of Carroll’s model of environmental design, 91–92
of minimalism, 105
of multiplistic learning, 88
of parallel sciences, 124
Prins, N., 123, 124
Pritchard, A., 57
Problem-based learning, 5–6
Professional/profession, 12, 42, 45, 200
accountability of curriculum designer, 2
in leadership, 115–117
learning experience, 117–121
model, 139
professionally situated learning, 100
Proficiency, 51
Proprioception of thought, 109, 125–127, 130, 160, 167
Proscriptive approach, 58–59, 109
Protocols, 79
Psychological competence, 122–123, 124
Psychology
of competence, 172
of performance model, 98–99
of performing, 50–51
Psychomotor domain, 45–47
Psychophysically defining competence, 123
Psychophysically defining system of curriculum design, 43
Psychophysics of learning, 6–9
Puzzle-solving, 22
Pyc, M. A., 7
Quantum learning, 67–68
Qureshi, R., 61–62
Rahder, B., 35
Rahimi-Kian, A., 8–9
Rajashree, R., 60–61
Raley, N. D., 46
Ramirez, M., 31–32
Rank, 109, 110
Rasul, M. G., 122
Rawson, K. A., 121
Readiness (psychomotor domain), 46
Receiving (affective domain), 47, 113
Redesign process, 199
Refining phase of instructional process, 52
Reflectiveness, 91, 92
Reinforcement
activities, 53, 146–147, 158, 195
and assignment strategies, 83, 84–85, 117
column employs Cross’s model, 85–86
in instructional components for multiplistic learning, 96–97
in instructional design for relativistic learning, 106–107
in situated leadership learning module, 150–155
in transformational leadership learning module, 161–166
Relationships
between components of curriculum, 145, 156, 168
of instruction, 135
between phases, 145
in situated learning, 158
Relativism, 50, 77, 98
Relativistic curriculum, 104–105
Relativistic learning
designing instructional engagement for
instructional environment for, 105–108
module, 101–104, 106–107
relativistic learning–performance-based curriculum, 95–99
situational leadership, 99–100
Relativistic thinking, 98, 101–104, 148
Relativistically thinking, 100
Relevance, 11–12, 91, 92
Resilience, 91, 92
Resilient leaders, 92
Resourcefulness, 91, 92
Responsiveness, 91, 92
Restraint, 33
Restrepo, G., 63, 117
Rica, O., 122
Richard, H., 71–72
Riegeleuth, 29
Rieser, J., 77
Riley, G., 64
Riyadi, R., 9
Robert-Ribes, J., 6
Robinson, P., 7, 19, 122
Roger’s model of environmental design, 147–148
Rogers, experiential learning model of, 94–95
Rohrer, D., 8, 198
Rojas-Drummond, S., 109–110
Rondina, G., 9
Rosen, C. C., 54
Rossiter, R., 122
Rovenpor, D. R., 54
Rowse, G. L., 105–108
Rummel, A., 57, 64
Russell, K., 35
Safoutin, M. J., 9–10
Salam, A., 61–62
Sanders, G., 32
Sanders, K., 66–67, 124
Sangers, J., 20
Sari, R., 67
Scandura, J. M., 31
Scheel, N. P., 115–117
Sciences, 124
Seitz, A., 8–9, 121–122, 125
Selander, S., 5–6
Self-forming process, 111
Self-initiated learning, 95
Sensemaking models, 116, 126–127
Sequence, 11
in behavior-based curriculum, 147
in cognition-based curriculum, 137
in competency-based curriculum, 195–196
in learning delivery, 17–18
in performance-based curriculum, 158–159
in values-based curriculum, 170
Service mindset (SM), 112–113, 160, 167, 168–169, 170
Shah, P., 198
Shared experience, 64–65
Sharp, J. H., 199
Shavelson, R. J., 123
Sherwood, R., 77
Shiffrin, R., 14–15, 42, 145–146, 157
Short-term orientation, 34
Shoup, R., 44
Simoens, H., 90
Singh, M. K., 129–130
Singh, N., 129–130
Single curriculum, 172
Situated learning, 98
experience, 100–101
framework of, 158–159
professionally, 100, 102
theory, 99–100, 149
Situation
leadership process, 98
of learning, 100–101, 156
performance, 104
performance-based model in, 148
situation-specific solutions for institutional conditions, 100
strategic plan providing, 98
Situational leadership, 77, 95–100
curriculum, 148, 150–155
institutional vision statement, 102
strategic objective transformation into learning objectives, 103–104
vision statement transformation into leadership objectives, 102
Skills, 112
in agile execution, 47
curriculum goals to building, 88
leadership, 172
learning products, 44, 45
psychomotor domain, 45–46
service, 113
situational leadership, 100–101
thinking, 88–89
Skrandies, W., 6, 123, 124
Slavinsky, J. P., 12–13
Smith, N. G., 35, 54
Snehal, B., 66–67
Sociocultural
factors, 25–27
predispositions of learners, 53
theories, 27
Spectrum, 45–46, 53
Stakeholders, 67, 130–131, 200
Stamatescu, I. -O., 8–9
Sternberg, R. J., 49–50, 111
Stevens, S. S., 6, 124
Stimuli/stimulus, 6, 7, 20–21
external, 6
intellectual, 19–20
to learning process, 7, 19–20
Stoian, A. D., 28–31, 35–36, 53
Strategic objectives, 104
Strauss, T., 193
Structure of learning delivery, 11, 16–17
Students
learning for, 54
services, 86–87
supports services, 87
work evaluation, 56–57
Success
group of learners, 64–65
learning, 2
performance of institutional functions, 138
performance-based curriculum, 159
society, 13
Sudirman, M., 9, 67–68
Sulayman, H. I., 51
Suvorova, O. V., 122–123
Swanson, R. A., 30
Sweet, B. V., 88–89
Sweller, J., 14–16, 24, 42, 67–68, 136, 145–146, 157, 194
Synchronous
learning technologies, 66
media, 63
Synergistic learning experience, 8–9, 16
Synergy, 5, 11, 16, 90, 123
creating by Perry’s model, 193
instructional, 14
of leadership model, 128
learning, 5
Synthesizing, 2–3, 46, 83
phases of facilitation, 70
template, 52
Systematic curriculum design, 2, 3, 5, 9, 17, 19–20, 109–110, 131, 198–199
learning in, 20–21, 24–25
learning space, 43
Systematic/system
curriculum development, 15
design of curriculum, 19, 197
human perceptual, 8–9, 14–15
instructional, 14, 61–62, 82
instructional taxonomies, 45
quantum, 9
theory, 199
Tarchouna, N., 12
Tasdan, M., 124
Taxonomy/taxonomies
affective domain, 113, 116, 160
cognitive domain, 79, 80, 130–135
instructional, 17–18, 29, 45, 195–196
learning, 17, 26–27, 45–46
Taylor, K., 53, 156
Teodorescu, A., 20
Themane, M. J., 9–10
Thinking-centered instruction, 49–50
Thomas, H., 3
Thomas, M. S. C., 198
Torreblanca, O., 109–110
Transformational leadership, 77, 109–114
authentic, 109
curriculum, 116, 159–160
instructional plan for development, 118–120
learning module, 161–166
Transforming/transformation, 110
institutional, 160
learning, 200
of strategic objective into learning objectives, 103–104
of vision statement into leadership objectives, 102
Tsushima, Y., 123, 124
Ulla, M. B., 20, 21
Uncertainty avoidance culture, 33–34
Unintended consequences process, 108
Unit column, 42
Unstructured learning experiences, 23–24
Vagle, M. D., 5–6, 11–12
Vaina, L. M., 8
Vainikainen, M. -P., 193
Valeski, T., 122
Values
complex reorganization, 51–52
of institution, 109
of transformational leadership, 112–113
values-driven instruction, 51–52
Values-based curriculum, evaluating attributes of, 159–171
alignment, 167–168
coherence, 167
complexity, 168–169
consistency, 170–171
externally valid content, 167
integration, 170
interconnectedness, 168
outcomes demonstration, 169
sequence, 170
structure, 169–170
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
van Boekel, M. S., 1
van Gog T., 14, 24, 67–68, 136
van Woerkom, M., 66–67, 124
Visualization, 51, 82
of curriculum alignment, 36, 194–195
Vye, N., 77
Wahlheim, C. N., 85–86
Wainwright, D., 122
Waldrop, M. M., 110–111
Walker, T. B., 9
Wang, M., 9
Watanabe, T., 123, 124
Wenger, E., 99–100, 105–108, 158
Wenger’s theory, 149
Wergin, J. F., 3
Wertheimer, M., 158
Gestalt theory, 29, 101
instructional experience, 106–107, 118–120
instructional model, 156, 157
Wiener attribution theory, 28
Wiggins, G. P., 5–6, 69, 85–86
Willamo, R., 115
Williams, J., 35
Willingham, D. T., 6, 8, 12–13, 121
Willis, G., 10
Wininger, S. R., 57, 64
Winitkun, D., 20, 21
Winter, A., 67
Women, 35–36
Wonnacott, E., 20
Woodard, S. M., 85–86
Wulanditya, P., 67–68
Xu, W., 8
Yengin, I., 67–68, 71
Yetkiner, Z. E., 8
Yilmaz, E., 193
Young, A. G., 66–67
Youngblood, M. S., 20
Zeffiro, T. A., 8
Zerihun, Z., 129–130
Zhang, L. -F., 49–50
Zhao, J., 9
Zhao, Y., 8–9, 20–21
Zhou, X., 9
Zirk-Sadowski, J. M., 6, 123, 124
“Educated guessing”
, 87–88
Edwards, M.
, 8–9
Effectiveness
, 10–11
Efficient/efficiently/efficiency
, 5, 11, 18, 24, 123
Efron, C.
, 124
Ellaway, R. H.
, 20
Ellis, N. C.
, 90
Emerge
, 62, 89, 148–149
Empathy
, 112, 113
Emphasis
, 19, 64
Emphasizes
, 112–113
Endo, H.
, 28–31
Engagement
, 58–59
collaborative learning environment
, 71
cooperative learning environment
, 64–65
individual learning environment
, 58–59
Engelhart, M. D.
, 26–27
Engineer
, 3–4, 12–13
Environmental/environment
, 3, 7, 20–21
theories
, 30, 31
Eris, O.
, 5
Erman, E.
, 8–9
“Error recognition and recover” phase
, 108
Erwin, L.
, 31–32
Ethical
development
, 77
thinking
, 49–50, 111
Ethnicity
, 59, 65
Evaluate/evaluated/evaluating/evaluation
, 46, 56–57, 63, 69, 108
effective curricular design
, 15–16
learning process
, 42
participation in processes of learning
, 63
phase
, 52
Ewell, P. T.
, 10, 12
Experience
collaborative learning environment
, 71–74
cooperative learning environment
, 65–67
of individual learning environment
, 59
Experiential Learning Model
, 83, 94–95
Exploratory
, 70–71
Externally valid content
, 10, 11–12
Extrinsic
factors
, 64
values
, 57
Facilitation process
, 110, 114
Facilitator
, 67
Farrell, C. C.
, 109
Fatimah, S.
, 9
Feinberg, R.
, 57, 64
Feller, S.
, 67–68, 71
Femininity
, 35–36
Ferren, A. S.
, 11–12
Fine, G. A.
, 110
Flaxman, E.
, 122–123
Fonteyne, L.
, 25–27, 31–32, 199
Fordyce, D.
, 28–31
Formatting content
, 45
Frameworks
, 9–10, 21–24, 26–27, 28, 72, 94, 124, 197
Fraser, C.
, 137
Frasincar, F.
, 20
Free sequence
, 82–83
Freiberg, H. J.
, 94–95, 96–97
Frey, D. D.
, 5
Fruyt, F.
, 25–27
Frymier, A. B.
, 28–31
Fu, S.
, 200
Functional/function
, 3–6, 24–27, 106–107, 173–192
level
, 88–89
performance objectives
, 104
Fundamental learning theories
, 3–4
Furst, E. J.
, 26–27
Gadallah, M. H., 122
Gagne, R., 26–27
Galán-Muros, V., 12
Gallagher, J. J., 122
Gallos, J. V., 35–36
Galloway, C. M., 2, 23–24
Gardner, H. E., 2, 13, 67–68
Gather, 114
Geelan, D., 5
Gender, 27, 35
Genius, 110, 200
Gestalt theory, 101
Gick, M. L., 14
Gleick, J., 111
Global dimensions, 3
Goal-path leading/leadership, 77, 78, 86–87, 130, 132–134
instructional engagement for, 79–82
Gokhale, A. A., 69, 109–110
Gold, N., 8
Goldstone, A., 27
Gowlett, C., 5
Graesser, A., 47–48
Grant, D., 20, 54
Gray, G., 25–27
Greenlaw, S. A., 109–110
Gregorc, A. F., 58–59
Gregory, P. A. M., 122, 124
Griskevicius, V., 54
Groove model, 116, 167
Groovehq, 112–113, 167
Gunarhadi, G., 9
Gustafson, D. H., 105–108, 123
Guthrie, E. R., 146–148
Guthrie’s theory, 92–94
Gutko, A. V., 122–123
Guzmán, K., 109–110
Gvion, L., 35–36
Haapanen, L., 115
Hallinger, P., 76–77
Hamilton, D., 1–2, 5, 77
Hamka, L., 8–9, 67–68
Hammick, M., 3–4
Hargreaves, A., 5
Hargrove, R. A., 67, 69–70, 71–72, 109–110
Hargrove’s, 67, 69–70, 74
creative collaboration process, 167–168
model, 170
Harris, A., 76, 100–101
Hart, D., 124, 169
Harter, S., 124
Harvey, M., 59
Hatala, J. -P., 122
Hautamäki, J., 193
Havaei, F., 122–123
Hayes, B., 35–36
Hayes, C., 2
Hazelton, N. J., 129–130
Hean, S., 3–4
Heath, S. B., 19–20
Heck, R., 76–77
Helenius, L., 115
Hendricks, K., 54
Henri, 122
Heylighen, F., 110–111
Hidden curriculum, 111
Hierarchical, 49–50, 137
Higher-order thinking, 111–112
Hill, W. H., 26–27
Hints, 8–9, 12–13
Hisey, L., 122
Hofstede, 32, 52
factors, 32
Hogenboom, F., 20
Holbert, N., 35
Hollander, E. P., 109
Holloway, S. R., 8–9, 123, 125
Holmström, C., 115
Holton, E. F., 30
Holyoak, K. J., 14
Housen, A., 90
Houser M. L., 28–31
Howard, J., 57, 77
Howes N. J., 105–108
Hubball H., 8, 11–12
Huotari, E., 115
Hussain, M. S., 61–62
“Ideal” curriculum, 198
Idema, J., 122
IJntema, W., 20
Ilan, K., 66–67
Imami-Morina, I., 35–36, 48–49, 53
Impediments, 197
Implementing phase, 52
Implicit concept, 2, 4–5
“Impulse of necessity”, 109
Individual/individual’s/individualistic/individualize/individualism, 32–33, 82–83
behavior and performance, 83–85
cultural traditions, 32–33
decision-making, 59
engagement, 58–59
experience, 59
learners, 55
learning, 70
learning environment, 54–59
policies, 55–57
professional responsibilities, 94
Individualists, 32–33
Indulgence, 33
Inglis, H. J., 8
Institutional
leadership, 76, 138
vision statement, 102
Instructional engagement, 75–76
component, 91–92
constructs extracting from institutional mission, 80
design, 111–114
designing for relativistic learning, 99–100
for goal-path leading, 79–82
for multiplistic learning, 88–91
process, 86
strategies, 82
transforming mission statement constructs, 81
Instructional environment, 75–76
design, 115–121
for dualistic learning, 83–86
for multiplistic learning, 94–95
for relativistic learning, 105–108
Instructional experience, 75–76
design, 100–105, 114–115
for dualistic learning, 82–83
Instructional systems design (ISD), 5–6
Instructional/instruction, 4, 11, 14, 25, 29
alignment, 167–168, 193–194
objectives, 45, 47–48, 75–76, 80, 82, 113–114
processes, 4
system performance, 200
taxonomies, 29, 45
Instructor, 59, 67, 69–70
Integration, 11, 17
Intellectual
and ethical development, 77
noise, 22
process, 79
Intelligence, 45, 68–69, 115
Interconnect/interconnected/interconnectedness, 2–3, 5, 10, 11, 14, 25, 49, 135, 136, 145, 149, 157, 168
Internalize/internalized/internalizing, 94, 96–97, 113
information, 167
Irish, R., 2, 8, 12–13
Isbell, L. M., 54
Ismajli, H., 35–36, 48–49, 53
Jacobsen, M. -E., 59, 70, 110
Jacoby, L. L., 85–86
Jaeggi, S. M., 198
Janacsek, K., 8
Janke, K. K., 88–89
Janzen, K. J., 8–9, 67–68
Jedynak, A., 6, 123, 124
Jensen, E., 5–6
Jensen, J. L., 7
Johnson, R. E., 54, 122
Jones, R., 59
Joseph, S., 9
Jozefowiez, J., 6
Jupri, A., 9
Jusar, I. R., 67
Juwah, C., 9
Kalish, C. W., 66–67
Karakolidis, A., 70–71
Katzner, L. I., 168
Kebriaei, H., 8–9, 46
Keddie, A., 5
Kelley, K. A., 88–89
Khine, M. S., 35–36
Kilicoglu, D., 76–77
Kimmel, R., 9
King, P. M., 57, 77
Kingdom, F. A., 123, 124
Knapp, M., 45
Knott, B., 122
Knowland, V. C. P., 198
Knowledge, 33, 79, 82–83, 105, 112, 130–131
cognitive domain, 45–46
institutional, 105
learners, 82
learning requirement, 82
in performance-based design, 98
of policies, 79
Knowles, M. S., 30, 60
Koedinger, K., 8, 198
Kolb’s instructional model, 137–138
Kolb’s theory, 83, 136–137
Kolehmainen, L., 115
Kop, Y., 124
Koskinen, L., 31–32
Kourtzi, Z., 27
Kovacs, Z. A., 8
Koyama, S., 8–9, 121–122, 125
Krathwohl, D. R., 26–27
Kress, G., 5–6
Kricos, P., 6
Kronk, R., 122
Kuai, S., 55
Kuba, S. E., 88–89
Kuh, G. D., 44
Kühn, R., 8–9
Kulikov, M. M., 122–123
Kummer, T. A., 85–86
Kupiainen, S., 193
Kusuma, E. D., 9, 67
Lal, S., 122
Lang, G., 199
Laptev, A. A., 122–123
Lave and Wenger’s theory of situated learning, 149
Lave’s theory, 157
“Leadership”, 76
model, 104
Learning, 20–21
delivery, 16–18
engagement, 3–4
environment, 4–6
experience, 4
module, 78–79, 86–88, 109–111, 121–128
path, 58
process, 75–76, 198
psychophysics, 6–9
purpose and function of curriculum in, 3–6
space, 43
taxonomies, 26–27, 28
theory, 111
Learning engagement, 44, 45, 198
differentiating, 45–48
as function of curriculum design, 24–25
Learning environment, 44, 199
cultural considerations in design, 28–36
differentiating, 53–54
as function of curriculum design, 25–27
individual, 54–59
policies, 53–54
Learning environment design, 28–36
collectivism, 32–33
femininity, 35–36
individualism, 32–33
indulgence, 33
long-term orientation, 34
masculinity, 35–36
power distance, 34
restraint, 33
short-term orientation, 34
uncertainty avoidance, 33–34
Learning experience, 44, 130–131, 198–199
differentiating, 48–49
as function of curriculum design, 25
Learning objectives, 47–48, 89–90, 113–114
column, 42
for curriculum, 5
Leber, R., 110
Lefèvre, F., 6
Leifer, L. J., 5
Leithwood, K., 193
Lengetti, E., 122
Length of module, 196
Leone, E. A., 122
Leydens, J. A., 12–13, 197
Li, H., 9, 200
Li, J., 8
Lin, S. -H., 54
Linda, W., 31–32
Linear, 79
Linguistics, 23
Linhares, A., 14–15, 42, 145–146
Little, J. L., 85–86
Liu, W., 8
Liukinevi, L., 76
Llamas, J. D., 54
Locus of control, 54
Lohr, K. D., 43, 53
Long-term orientation, 34
Lorraine Code, 35
Loy, I., 20–21
Lucena, J. C., 12–13, 197
Luning, P. A., 1
Lyon, D., 137
MacPhee, M., 122–123
Mager, R., 82, 84–85, 137–138
Mager’s model, 135
Maia, S., 6
Marcia, J. E., 26–27
Marienau, C., 53, 156
Marsh, C., 10
Marsh, E. J., 12–13, 46, 69
Marzano, R. J., 89, 93
Marzano’s dimensions of learning, 139–145
Marzano’s model, 89–90
Mascall, B., 193
Masculinity, 35–36
Masliani, S., 5, 8–9, 12–13, 14, 67
Mayer, R. E., 45
McCleary, L., 122
McDaniel, M. A., 19, 22, 85–86
McDermott, I., 12–13, 123
Mcguinness, C., 25–27
McLean, C., 109
McLean, H., 35
McPherson, K., 3–4
McTighe, J., 5–6
Measures/measuring/measurement, 62, 129–130, 146
assessing, 52
authentic, 5
individual contributions, 62
learning, 136
quantitative, 63–64
Mechanical behaviors, 79
Mehta, J., 5, 194
Meij, H., 9
Merrill M. D., 28
Metaphor, 1–2, 20
Metcalfe, J., 8, 11, 198
Meyer, M. H., 131
Meyer, P., 52, 88, 90, 139
Meyer’s agile leadership behaviors, 139
Meyer’s model, 91
of agile leadership behaviors, 147
Miller, G. A., 14–15, 42, 145–146, 157
Miller, P. C., 28–31
Mills, M., 5
Minimalism, 105
Mitchell, M., 110–111
Mitrakova, E. N., 122–123
Mittal, C., 54
Modeling phase, 52
Models, 24, 54
Module, 91–92, 94–95, 121–122, 125, 171, 194
Mollen, D., 35, 54
Monk, S., 5
Monràs, A., 67
Moreno, R., 15–16
Morgan, H., 35–36, 53
Morgan Consoli, M. L., 54
Moris, J., 20–21
Motivates, 64, 70–71, 93, 96–97
Motivation, 57, 64, 70–71
Motivators, 57, 64
Mulder, M., 1
Multidimensional learning process, 121
Multiple conceptual frameworks, 75–76
Multiple leadership models, 171
Multiplicity, 49
Multiplism, 77
Multiplistic behaviors, 87
Multiplistic instructional experience design, 91–94
Multiplistic learning
agile leadership, 86–88
instructional engagement for, 88–91
instructional environment for, 94–95, 96–97
model, 138
module, 90
multiplistic learning–behavior-based curriculum, 86–88
Multiplistic thinking, 86–87, 94–95
Multiplistically, 88
Muse, C., 109–110
Nasir, N., 28–31
Nathan, M. J., 121
Nation, K., 20
Nduna, N. J., 12
Neculau, B. C., 121–122
Nemeth, D., 8, 20–21
Nepal, 122
Neuijen, B., 32
Nguyen, K., 54
Nieman, D. G., 168
Nieto, S., 66–67
Nonlinear process, 111
Norica, F., 122
Norquist, R., 20
Northouse, P. G., 77
Nosofsky, R., 14–15, 42, 145–146
Nur, A. D., 8–9, 67–68
Nurturing, 110
O’Connor, J., 12–13, 123
O’Halloran, C., 4
Objects, 45–46, 82–83, 135–136
learning, 146–147, 156
Oechslin, M., 67, 101
Ohayv, D. D., 32
Oksiutycz, A., 5
“Onboarding” process, 78
Operationalized/operationalizes, 98, 156
Hargrove’s model, 115
instructional experience, 94
Optimize/optimized/optimal
deal curriculum, 198
instructional processes, 76–77
instructional system design, 49
interconnectedness, 168
learning, 27, 35–36, 75–76
manner, 68–69
order, 121
path, 2
Organizational/organization, 47, 167
culture, 32
curriculum engineers, 3
intellectual, 52
language, 23
leadership, 75–77, 87
strategies, 62
theory, 20
Organize, 130–131
Oswick, C., 20
“Outcome”, 138–139
demonstration, 10, 16
Owende, P., 27
Palis, L. A., 54
Parameters of learning, 1, 2–3
Parsing, learning objectives, 12–13, 45, 135–136, 145–146, 149
Participation, 57, 63–64, 69
Pashler, H., 8, 11, 198
Pask, G., 115–117
Pask’s conversation theory, 168, 170, 195–196
Pearce, J. C., 60
Pedraza, H., 109–110
Performance
performance-based model, 98
performance-centered instruction, 50–51
of situational leadership, 105–108
strategies, 51
Performance-based curriculum, evaluating attributes of, 148–159
alignment, 156
coherence, 156
complexity, 157
consistency, 159
externally valid content, 149–155
integration, 158
interconnectedness, 157
outcomes demonstration, 157
sequence, 158–159
structure, 158
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
Perry’s model, 77, 193–194
of intellectual and ethical development, 49–50
intellectual thinking, 171
Persistence, 19, 24
Phases
of Cross’s model, 86–87
of facilitation, 69–70
of learning, 14, 168
of situational learning, 100–101
Phenomena
receiving, 47
responds to, 47
Phenomenological nature of complex thinking, 170
Phenomenon
competence, 127–128
distributed leadership, 125
nonlinear, 5–6
participation, 69
self-forming, 20–21
Pike, R., 124
Pimor, A., 95
Pitsia, V., 70–71, 129–130
Plass, J. L., 15–16
“Plausible” strategy, 87
Plewa, C., 12
Policies, 53–54
collaborative learning environment, 68–71
cooperative learning environment, 61–64
individual learning environment, 55–57
Political
behaviors, 139–145
power, 110
Polner, B., 8
Polonyi, T., 2
Power distance, 34
Practical power of conceptual framework, 21–24
Practice, 82–83
Predispositions
cultural, 35
learners, 35
sociocultural predispositions of learners, 4–5, 53
of thinking, 167
Preferences, 33
Preparation, 51
Preparedness, 46
Presumptions, 21
Principles
of andragogy, 61
of Carroll’s model of environmental design, 91–92
of minimalism, 105
of multiplistic learning, 88
of parallel sciences, 124
Prins, N., 123, 124
Pritchard, A., 57
Problem-based learning, 5–6
Professional/profession, 12, 42, 45, 200
accountability of curriculum designer, 2
in leadership, 115–117
learning experience, 117–121
model, 139
professionally situated learning, 100
Proficiency, 51
Proprioception of thought, 109, 125–127, 130, 160, 167
Proscriptive approach, 58–59, 109
Protocols, 79
Psychological competence, 122–123, 124
Psychology
of competence, 172
of performance model, 98–99
of performing, 50–51
Psychomotor domain, 45–47
Psychophysically defining competence, 123
Psychophysically defining system of curriculum design, 43
Psychophysics of learning, 6–9
Puzzle-solving, 22
Pyc, M. A., 7
Quantum learning, 67–68
Qureshi, R., 61–62
Rahder, B., 35
Rahimi-Kian, A., 8–9
Rajashree, R., 60–61
Raley, N. D., 46
Ramirez, M., 31–32
Rank, 109, 110
Rasul, M. G., 122
Rawson, K. A., 121
Readiness (psychomotor domain), 46
Receiving (affective domain), 47, 113
Redesign process, 199
Refining phase of instructional process, 52
Reflectiveness, 91, 92
Reinforcement
activities, 53, 146–147, 158, 195
and assignment strategies, 83, 84–85, 117
column employs Cross’s model, 85–86
in instructional components for multiplistic learning, 96–97
in instructional design for relativistic learning, 106–107
in situated leadership learning module, 150–155
in transformational leadership learning module, 161–166
Relationships
between components of curriculum, 145, 156, 168
of instruction, 135
between phases, 145
in situated learning, 158
Relativism, 50, 77, 98
Relativistic curriculum, 104–105
Relativistic learning
designing instructional engagement for
instructional environment for, 105–108
module, 101–104, 106–107
relativistic learning–performance-based curriculum, 95–99
situational leadership, 99–100
Relativistic thinking, 98, 101–104, 148
Relativistically thinking, 100
Relevance, 11–12, 91, 92
Resilience, 91, 92
Resilient leaders, 92
Resourcefulness, 91, 92
Responsiveness, 91, 92
Restraint, 33
Restrepo, G., 63, 117
Rica, O., 122
Richard, H., 71–72
Riegeleuth, 29
Rieser, J., 77
Riley, G., 64
Riyadi, R., 9
Robert-Ribes, J., 6
Robinson, P., 7, 19, 122
Roger’s model of environmental design, 147–148
Rogers, experiential learning model of, 94–95
Rohrer, D., 8, 198
Rojas-Drummond, S., 109–110
Rondina, G., 9
Rosen, C. C., 54
Rossiter, R., 122
Rovenpor, D. R., 54
Rowse, G. L., 105–108
Rummel, A., 57, 64
Russell, K., 35
Safoutin, M. J., 9–10
Salam, A., 61–62
Sanders, G., 32
Sanders, K., 66–67, 124
Sangers, J., 20
Sari, R., 67
Scandura, J. M., 31
Scheel, N. P., 115–117
Sciences, 124
Seitz, A., 8–9, 121–122, 125
Selander, S., 5–6
Self-forming process, 111
Self-initiated learning, 95
Sensemaking models, 116, 126–127
Sequence, 11
in behavior-based curriculum, 147
in cognition-based curriculum, 137
in competency-based curriculum, 195–196
in learning delivery, 17–18
in performance-based curriculum, 158–159
in values-based curriculum, 170
Service mindset (SM), 112–113, 160, 167, 168–169, 170
Shah, P., 198
Shared experience, 64–65
Sharp, J. H., 199
Shavelson, R. J., 123
Sherwood, R., 77
Shiffrin, R., 14–15, 42, 145–146, 157
Short-term orientation, 34
Shoup, R., 44
Simoens, H., 90
Singh, M. K., 129–130
Singh, N., 129–130
Single curriculum, 172
Situated learning, 98
experience, 100–101
framework of, 158–159
professionally, 100, 102
theory, 99–100, 149
Situation
leadership process, 98
of learning, 100–101, 156
performance, 104
performance-based model in, 148
situation-specific solutions for institutional conditions, 100
strategic plan providing, 98
Situational leadership, 77, 95–100
curriculum, 148, 150–155
institutional vision statement, 102
strategic objective transformation into learning objectives, 103–104
vision statement transformation into leadership objectives, 102
Skills, 112
in agile execution, 47
curriculum goals to building, 88
leadership, 172
learning products, 44, 45
psychomotor domain, 45–46
service, 113
situational leadership, 100–101
thinking, 88–89
Skrandies, W., 6, 123, 124
Slavinsky, J. P., 12–13
Smith, N. G., 35, 54
Snehal, B., 66–67
Sociocultural
factors, 25–27
predispositions of learners, 53
theories, 27
Spectrum, 45–46, 53
Stakeholders, 67, 130–131, 200
Stamatescu, I. -O., 8–9
Sternberg, R. J., 49–50, 111
Stevens, S. S., 6, 124
Stimuli/stimulus, 6, 7, 20–21
external, 6
intellectual, 19–20
to learning process, 7, 19–20
Stoian, A. D., 28–31, 35–36, 53
Strategic objectives, 104
Strauss, T., 193
Structure of learning delivery, 11, 16–17
Students
learning for, 54
services, 86–87
supports services, 87
work evaluation, 56–57
Success
group of learners, 64–65
learning, 2
performance of institutional functions, 138
performance-based curriculum, 159
society, 13
Sudirman, M., 9, 67–68
Sulayman, H. I., 51
Suvorova, O. V., 122–123
Swanson, R. A., 30
Sweet, B. V., 88–89
Sweller, J., 14–16, 24, 42, 67–68, 136, 145–146, 157, 194
Synchronous
learning technologies, 66
media, 63
Synergistic learning experience, 8–9, 16
Synergy, 5, 11, 16, 90, 123
creating by Perry’s model, 193
instructional, 14
of leadership model, 128
learning, 5
Synthesizing, 2–3, 46, 83
phases of facilitation, 70
template, 52
Systematic curriculum design, 2, 3, 5, 9, 17, 19–20, 109–110, 131, 198–199
learning in, 20–21, 24–25
learning space, 43
Systematic/system
curriculum development, 15
design of curriculum, 19, 197
human perceptual, 8–9, 14–15
instructional, 14, 61–62, 82
instructional taxonomies, 45
quantum, 9
theory, 199
Tarchouna, N., 12
Tasdan, M., 124
Taxonomy/taxonomies
affective domain, 113, 116, 160
cognitive domain, 79, 80, 130–135
instructional, 17–18, 29, 45, 195–196
learning, 17, 26–27, 45–46
Taylor, K., 53, 156
Teodorescu, A., 20
Themane, M. J., 9–10
Thinking-centered instruction, 49–50
Thomas, H., 3
Thomas, M. S. C., 198
Torreblanca, O., 109–110
Transformational leadership, 77, 109–114
authentic, 109
curriculum, 116, 159–160
instructional plan for development, 118–120
learning module, 161–166
Transforming/transformation, 110
institutional, 160
learning, 200
of strategic objective into learning objectives, 103–104
of vision statement into leadership objectives, 102
Tsushima, Y., 123, 124
Ulla, M. B., 20, 21
Uncertainty avoidance culture, 33–34
Unintended consequences process, 108
Unit column, 42
Unstructured learning experiences, 23–24
Vagle, M. D., 5–6, 11–12
Vaina, L. M., 8
Vainikainen, M. -P., 193
Valeski, T., 122
Values
complex reorganization, 51–52
of institution, 109
of transformational leadership, 112–113
values-driven instruction, 51–52
Values-based curriculum, evaluating attributes of, 159–171
alignment, 167–168
coherence, 167
complexity, 168–169
consistency, 170–171
externally valid content, 167
integration, 170
interconnectedness, 168
outcomes demonstration, 169
sequence, 170
structure, 169–170
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
van Boekel, M. S., 1
van Gog T., 14, 24, 67–68, 136
van Woerkom, M., 66–67, 124
Visualization, 51, 82
of curriculum alignment, 36, 194–195
Vye, N., 77
Wahlheim, C. N., 85–86
Wainwright, D., 122
Waldrop, M. M., 110–111
Walker, T. B., 9
Wang, M., 9
Watanabe, T., 123, 124
Wenger, E., 99–100, 105–108, 158
Wenger’s theory, 149
Wergin, J. F., 3
Wertheimer, M., 158
Gestalt theory, 29, 101
instructional experience, 106–107, 118–120
instructional model, 156, 157
Wiener attribution theory, 28
Wiggins, G. P., 5–6, 69, 85–86
Willamo, R., 115
Williams, J., 35
Willingham, D. T., 6, 8, 12–13, 121
Willis, G., 10
Wininger, S. R., 57, 64
Winitkun, D., 20, 21
Winter, A., 67
Women, 35–36
Wonnacott, E., 20
Woodard, S. M., 85–86
Wulanditya, P., 67–68
Xu, W., 8
Yengin, I., 67–68, 71
Yetkiner, Z. E., 8
Yilmaz, E., 193
Young, A. G., 66–67
Youngblood, M. S., 20
Zeffiro, T. A., 8
Zerihun, Z., 129–130
Zhang, L. -F., 49–50
Zhao, J., 9
Zhao, Y., 8–9, 20–21
Zhou, X., 9
Zirk-Sadowski, J. M., 6, 123, 124
Gadallah, M. H.
, 122
Gagne, R.
, 26–27
Galán-Muros, V.
, 12
Gallagher, J. J.
, 122
Gallos, J. V.
, 35–36
Galloway, C. M.
, 2, 23–24
Gardner, H. E.
, 2, 13, 67–68
Gather
, 114
Geelan, D.
, 5
Gender
, 27, 35
Genius
, 110, 200
Gestalt theory
, 101
Gick, M. L.
, 14
Gleick, J.
, 111
Global dimensions
, 3
Goal-path leading/leadership
, 77, 78, 86–87, 130, 132–134
instructional engagement for
, 79–82
Gokhale, A. A.
, 69, 109–110
Gold, N.
, 8
Goldstone, A.
, 27
Gowlett, C.
, 5
Graesser, A.
, 47–48
Grant, D.
, 20, 54
Gray, G.
, 25–27
Greenlaw, S. A.
, 109–110
Gregorc, A. F.
, 58–59
Gregory, P. A. M.
, 122, 124
Griskevicius, V.
, 54
Groove model
, 116, 167
Groovehq
, 112–113, 167
Gunarhadi, G.
, 9
Gustafson, D. H.
, 105–108, 123
Guthrie, E. R.
, 146–148
Guthrie’s theory
, 92–94
Gutko, A. V.
, 122–123
Guzmán, K.
, 109–110
Gvion, L.
, 35–36
Haapanen, L.
, 115
Hallinger, P.
, 76–77
Hamilton, D.
, 1–2, 5, 77
Hamka, L.
, 8–9, 67–68
Hammick, M.
, 3–4
Hargreaves, A.
, 5
Hargrove, R. A.
, 67, 69–70, 71–72, 109–110
Hargrove’s
, 67, 69–70, 74
creative collaboration process
, 167–168
model
, 170
Harris, A.
, 76, 100–101
Hart, D.
, 124, 169
Harter, S.
, 124
Harvey, M.
, 59
Hatala, J. -P.
, 122
Hautamäki, J.
, 193
Havaei, F.
, 122–123
Hayes, B.
, 35–36
Hayes, C.
, 2
Hazelton, N. J.
, 129–130
Hean, S.
, 3–4
Heath, S. B.
, 19–20
Heck, R.
, 76–77
Helenius, L.
, 115
Hendricks, K.
, 54
Henri
, 122
Heylighen, F.
, 110–111
Hidden curriculum
, 111
Hierarchical
, 49–50, 137
Higher-order thinking
, 111–112
Hill, W. H.
, 26–27
Hints
, 8–9, 12–13
Hisey, L.
, 122
Hofstede
, 32, 52
factors
, 32
Hogenboom, F.
, 20
Holbert, N.
, 35
Hollander, E. P.
, 109
Holloway, S. R.
, 8–9, 123, 125
Holmström, C.
, 115
Holton, E. F.
, 30
Holyoak, K. J.
, 14
Housen, A.
, 90
Houser M. L.
, 28–31
Howard, J.
, 57, 77
Howes N. J.
, 105–108
Hubball H.
, 8, 11–12
Huotari, E.
, 115
Hussain, M. S.
, 61–62
“Ideal” curriculum, 198
Idema, J., 122
IJntema, W., 20
Ilan, K., 66–67
Imami-Morina, I., 35–36, 48–49, 53
Impediments, 197
Implementing phase, 52
Implicit concept, 2, 4–5
“Impulse of necessity”, 109
Individual/individual’s/individualistic/individualize/individualism, 32–33, 82–83
behavior and performance, 83–85
cultural traditions, 32–33
decision-making, 59
engagement, 58–59
experience, 59
learners, 55
learning, 70
learning environment, 54–59
policies, 55–57
professional responsibilities, 94
Individualists, 32–33
Indulgence, 33
Inglis, H. J., 8
Institutional
leadership, 76, 138
vision statement, 102
Instructional engagement, 75–76
component, 91–92
constructs extracting from institutional mission, 80
design, 111–114
designing for relativistic learning, 99–100
for goal-path leading, 79–82
for multiplistic learning, 88–91
process, 86
strategies, 82
transforming mission statement constructs, 81
Instructional environment, 75–76
design, 115–121
for dualistic learning, 83–86
for multiplistic learning, 94–95
for relativistic learning, 105–108
Instructional experience, 75–76
design, 100–105, 114–115
for dualistic learning, 82–83
Instructional systems design (ISD), 5–6
Instructional/instruction, 4, 11, 14, 25, 29
alignment, 167–168, 193–194
objectives, 45, 47–48, 75–76, 80, 82, 113–114
processes, 4
system performance, 200
taxonomies, 29, 45
Instructor, 59, 67, 69–70
Integration, 11, 17
Intellectual
and ethical development, 77
noise, 22
process, 79
Intelligence, 45, 68–69, 115
Interconnect/interconnected/interconnectedness, 2–3, 5, 10, 11, 14, 25, 49, 135, 136, 145, 149, 157, 168
Internalize/internalized/internalizing, 94, 96–97, 113
information, 167
Irish, R., 2, 8, 12–13
Isbell, L. M., 54
Ismajli, H., 35–36, 48–49, 53
Jacobsen, M. -E., 59, 70, 110
Jacoby, L. L., 85–86
Jaeggi, S. M., 198
Janacsek, K., 8
Janke, K. K., 88–89
Janzen, K. J., 8–9, 67–68
Jedynak, A., 6, 123, 124
Jensen, E., 5–6
Jensen, J. L., 7
Johnson, R. E., 54, 122
Jones, R., 59
Joseph, S., 9
Jozefowiez, J., 6
Jupri, A., 9
Jusar, I. R., 67
Juwah, C., 9
Kalish, C. W., 66–67
Karakolidis, A., 70–71
Katzner, L. I., 168
Kebriaei, H., 8–9, 46
Keddie, A., 5
Kelley, K. A., 88–89
Khine, M. S., 35–36
Kilicoglu, D., 76–77
Kimmel, R., 9
King, P. M., 57, 77
Kingdom, F. A., 123, 124
Knapp, M., 45
Knott, B., 122
Knowland, V. C. P., 198
Knowledge, 33, 79, 82–83, 105, 112, 130–131
cognitive domain, 45–46
institutional, 105
learners, 82
learning requirement, 82
in performance-based design, 98
of policies, 79
Knowles, M. S., 30, 60
Koedinger, K., 8, 198
Kolb’s instructional model, 137–138
Kolb’s theory, 83, 136–137
Kolehmainen, L., 115
Kop, Y., 124
Koskinen, L., 31–32
Kourtzi, Z., 27
Kovacs, Z. A., 8
Koyama, S., 8–9, 121–122, 125
Krathwohl, D. R., 26–27
Kress, G., 5–6
Kricos, P., 6
Kronk, R., 122
Kuai, S., 55
Kuba, S. E., 88–89
Kuh, G. D., 44
Kühn, R., 8–9
Kulikov, M. M., 122–123
Kummer, T. A., 85–86
Kupiainen, S., 193
Kusuma, E. D., 9, 67
Lal, S., 122
Lang, G., 199
Laptev, A. A., 122–123
Lave and Wenger’s theory of situated learning, 149
Lave’s theory, 157
“Leadership”, 76
model, 104
Learning, 20–21
delivery, 16–18
engagement, 3–4
environment, 4–6
experience, 4
module, 78–79, 86–88, 109–111, 121–128
path, 58
process, 75–76, 198
psychophysics, 6–9
purpose and function of curriculum in, 3–6
space, 43
taxonomies, 26–27, 28
theory, 111
Learning engagement, 44, 45, 198
differentiating, 45–48
as function of curriculum design, 24–25
Learning environment, 44, 199
cultural considerations in design, 28–36
differentiating, 53–54
as function of curriculum design, 25–27
individual, 54–59
policies, 53–54
Learning environment design, 28–36
collectivism, 32–33
femininity, 35–36
individualism, 32–33
indulgence, 33
long-term orientation, 34
masculinity, 35–36
power distance, 34
restraint, 33
short-term orientation, 34
uncertainty avoidance, 33–34
Learning experience, 44, 130–131, 198–199
differentiating, 48–49
as function of curriculum design, 25
Learning objectives, 47–48, 89–90, 113–114
column, 42
for curriculum, 5
Leber, R., 110
Lefèvre, F., 6
Leifer, L. J., 5
Leithwood, K., 193
Lengetti, E., 122
Length of module, 196
Leone, E. A., 122
Leydens, J. A., 12–13, 197
Li, H., 9, 200
Li, J., 8
Lin, S. -H., 54
Linda, W., 31–32
Linear, 79
Linguistics, 23
Linhares, A., 14–15, 42, 145–146
Little, J. L., 85–86
Liu, W., 8
Liukinevi, L., 76
Llamas, J. D., 54
Locus of control, 54
Lohr, K. D., 43, 53
Long-term orientation, 34
Lorraine Code, 35
Loy, I., 20–21
Lucena, J. C., 12–13, 197
Luning, P. A., 1
Lyon, D., 137
MacPhee, M., 122–123
Mager, R., 82, 84–85, 137–138
Mager’s model, 135
Maia, S., 6
Marcia, J. E., 26–27
Marienau, C., 53, 156
Marsh, C., 10
Marsh, E. J., 12–13, 46, 69
Marzano, R. J., 89, 93
Marzano’s dimensions of learning, 139–145
Marzano’s model, 89–90
Mascall, B., 193
Masculinity, 35–36
Masliani, S., 5, 8–9, 12–13, 14, 67
Mayer, R. E., 45
McCleary, L., 122
McDaniel, M. A., 19, 22, 85–86
McDermott, I., 12–13, 123
Mcguinness, C., 25–27
McLean, C., 109
McLean, H., 35
McPherson, K., 3–4
McTighe, J., 5–6
Measures/measuring/measurement, 62, 129–130, 146
assessing, 52
authentic, 5
individual contributions, 62
learning, 136
quantitative, 63–64
Mechanical behaviors, 79
Mehta, J., 5, 194
Meij, H., 9
Merrill M. D., 28
Metaphor, 1–2, 20
Metcalfe, J., 8, 11, 198
Meyer, M. H., 131
Meyer, P., 52, 88, 90, 139
Meyer’s agile leadership behaviors, 139
Meyer’s model, 91
of agile leadership behaviors, 147
Miller, G. A., 14–15, 42, 145–146, 157
Miller, P. C., 28–31
Mills, M., 5
Minimalism, 105
Mitchell, M., 110–111
Mitrakova, E. N., 122–123
Mittal, C., 54
Modeling phase, 52
Models, 24, 54
Module, 91–92, 94–95, 121–122, 125, 171, 194
Mollen, D., 35, 54
Monk, S., 5
Monràs, A., 67
Moreno, R., 15–16
Morgan, H., 35–36, 53
Morgan Consoli, M. L., 54
Moris, J., 20–21
Motivates, 64, 70–71, 93, 96–97
Motivation, 57, 64, 70–71
Motivators, 57, 64
Mulder, M., 1
Multidimensional learning process, 121
Multiple conceptual frameworks, 75–76
Multiple leadership models, 171
Multiplicity, 49
Multiplism, 77
Multiplistic behaviors, 87
Multiplistic instructional experience design, 91–94
Multiplistic learning
agile leadership, 86–88
instructional engagement for, 88–91
instructional environment for, 94–95, 96–97
model, 138
module, 90
multiplistic learning–behavior-based curriculum, 86–88
Multiplistic thinking, 86–87, 94–95
Multiplistically, 88
Muse, C., 109–110
Nasir, N., 28–31
Nathan, M. J., 121
Nation, K., 20
Nduna, N. J., 12
Neculau, B. C., 121–122
Nemeth, D., 8, 20–21
Nepal, 122
Neuijen, B., 32
Nguyen, K., 54
Nieman, D. G., 168
Nieto, S., 66–67
Nonlinear process, 111
Norica, F., 122
Norquist, R., 20
Northouse, P. G., 77
Nosofsky, R., 14–15, 42, 145–146
Nur, A. D., 8–9, 67–68
Nurturing, 110
O’Connor, J., 12–13, 123
O’Halloran, C., 4
Objects, 45–46, 82–83, 135–136
learning, 146–147, 156
Oechslin, M., 67, 101
Ohayv, D. D., 32
Oksiutycz, A., 5
“Onboarding” process, 78
Operationalized/operationalizes, 98, 156
Hargrove’s model, 115
instructional experience, 94
Optimize/optimized/optimal
deal curriculum, 198
instructional processes, 76–77
instructional system design, 49
interconnectedness, 168
learning, 27, 35–36, 75–76
manner, 68–69
order, 121
path, 2
Organizational/organization, 47, 167
culture, 32
curriculum engineers, 3
intellectual, 52
language, 23
leadership, 75–77, 87
strategies, 62
theory, 20
Organize, 130–131
Oswick, C., 20
“Outcome”, 138–139
demonstration, 10, 16
Owende, P., 27
Palis, L. A., 54
Parameters of learning, 1, 2–3
Parsing, learning objectives, 12–13, 45, 135–136, 145–146, 149
Participation, 57, 63–64, 69
Pashler, H., 8, 11, 198
Pask, G., 115–117
Pask’s conversation theory, 168, 170, 195–196
Pearce, J. C., 60
Pedraza, H., 109–110
Performance
performance-based model, 98
performance-centered instruction, 50–51
of situational leadership, 105–108
strategies, 51
Performance-based curriculum, evaluating attributes of, 148–159
alignment, 156
coherence, 156
complexity, 157
consistency, 159
externally valid content, 149–155
integration, 158
interconnectedness, 157
outcomes demonstration, 157
sequence, 158–159
structure, 158
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
Perry’s model, 77, 193–194
of intellectual and ethical development, 49–50
intellectual thinking, 171
Persistence, 19, 24
Phases
of Cross’s model, 86–87
of facilitation, 69–70
of learning, 14, 168
of situational learning, 100–101
Phenomena
receiving, 47
responds to, 47
Phenomenological nature of complex thinking, 170
Phenomenon
competence, 127–128
distributed leadership, 125
nonlinear, 5–6
participation, 69
self-forming, 20–21
Pike, R., 124
Pimor, A., 95
Pitsia, V., 70–71, 129–130
Plass, J. L., 15–16
“Plausible” strategy, 87
Plewa, C., 12
Policies, 53–54
collaborative learning environment, 68–71
cooperative learning environment, 61–64
individual learning environment, 55–57
Political
behaviors, 139–145
power, 110
Polner, B., 8
Polonyi, T., 2
Power distance, 34
Practical power of conceptual framework, 21–24
Practice, 82–83
Predispositions
cultural, 35
learners, 35
sociocultural predispositions of learners, 4–5, 53
of thinking, 167
Preferences, 33
Preparation, 51
Preparedness, 46
Presumptions, 21
Principles
of andragogy, 61
of Carroll’s model of environmental design, 91–92
of minimalism, 105
of multiplistic learning, 88
of parallel sciences, 124
Prins, N., 123, 124
Pritchard, A., 57
Problem-based learning, 5–6
Professional/profession, 12, 42, 45, 200
accountability of curriculum designer, 2
in leadership, 115–117
learning experience, 117–121
model, 139
professionally situated learning, 100
Proficiency, 51
Proprioception of thought, 109, 125–127, 130, 160, 167
Proscriptive approach, 58–59, 109
Protocols, 79
Psychological competence, 122–123, 124
Psychology
of competence, 172
of performance model, 98–99
of performing, 50–51
Psychomotor domain, 45–47
Psychophysically defining competence, 123
Psychophysically defining system of curriculum design, 43
Psychophysics of learning, 6–9
Puzzle-solving, 22
Pyc, M. A., 7
Quantum learning, 67–68
Qureshi, R., 61–62
Rahder, B., 35
Rahimi-Kian, A., 8–9
Rajashree, R., 60–61
Raley, N. D., 46
Ramirez, M., 31–32
Rank, 109, 110
Rasul, M. G., 122
Rawson, K. A., 121
Readiness (psychomotor domain), 46
Receiving (affective domain), 47, 113
Redesign process, 199
Refining phase of instructional process, 52
Reflectiveness, 91, 92
Reinforcement
activities, 53, 146–147, 158, 195
and assignment strategies, 83, 84–85, 117
column employs Cross’s model, 85–86
in instructional components for multiplistic learning, 96–97
in instructional design for relativistic learning, 106–107
in situated leadership learning module, 150–155
in transformational leadership learning module, 161–166
Relationships
between components of curriculum, 145, 156, 168
of instruction, 135
between phases, 145
in situated learning, 158
Relativism, 50, 77, 98
Relativistic curriculum, 104–105
Relativistic learning
designing instructional engagement for
instructional environment for, 105–108
module, 101–104, 106–107
relativistic learning–performance-based curriculum, 95–99
situational leadership, 99–100
Relativistic thinking, 98, 101–104, 148
Relativistically thinking, 100
Relevance, 11–12, 91, 92
Resilience, 91, 92
Resilient leaders, 92
Resourcefulness, 91, 92
Responsiveness, 91, 92
Restraint, 33
Restrepo, G., 63, 117
Rica, O., 122
Richard, H., 71–72
Riegeleuth, 29
Rieser, J., 77
Riley, G., 64
Riyadi, R., 9
Robert-Ribes, J., 6
Robinson, P., 7, 19, 122
Roger’s model of environmental design, 147–148
Rogers, experiential learning model of, 94–95
Rohrer, D., 8, 198
Rojas-Drummond, S., 109–110
Rondina, G., 9
Rosen, C. C., 54
Rossiter, R., 122
Rovenpor, D. R., 54
Rowse, G. L., 105–108
Rummel, A., 57, 64
Russell, K., 35
Safoutin, M. J., 9–10
Salam, A., 61–62
Sanders, G., 32
Sanders, K., 66–67, 124
Sangers, J., 20
Sari, R., 67
Scandura, J. M., 31
Scheel, N. P., 115–117
Sciences, 124
Seitz, A., 8–9, 121–122, 125
Selander, S., 5–6
Self-forming process, 111
Self-initiated learning, 95
Sensemaking models, 116, 126–127
Sequence, 11
in behavior-based curriculum, 147
in cognition-based curriculum, 137
in competency-based curriculum, 195–196
in learning delivery, 17–18
in performance-based curriculum, 158–159
in values-based curriculum, 170
Service mindset (SM), 112–113, 160, 167, 168–169, 170
Shah, P., 198
Shared experience, 64–65
Sharp, J. H., 199
Shavelson, R. J., 123
Sherwood, R., 77
Shiffrin, R., 14–15, 42, 145–146, 157
Short-term orientation, 34
Shoup, R., 44
Simoens, H., 90
Singh, M. K., 129–130
Singh, N., 129–130
Single curriculum, 172
Situated learning, 98
experience, 100–101
framework of, 158–159
professionally, 100, 102
theory, 99–100, 149
Situation
leadership process, 98
of learning, 100–101, 156
performance, 104
performance-based model in, 148
situation-specific solutions for institutional conditions, 100
strategic plan providing, 98
Situational leadership, 77, 95–100
curriculum, 148, 150–155
institutional vision statement, 102
strategic objective transformation into learning objectives, 103–104
vision statement transformation into leadership objectives, 102
Skills, 112
in agile execution, 47
curriculum goals to building, 88
leadership, 172
learning products, 44, 45
psychomotor domain, 45–46
service, 113
situational leadership, 100–101
thinking, 88–89
Skrandies, W., 6, 123, 124
Slavinsky, J. P., 12–13
Smith, N. G., 35, 54
Snehal, B., 66–67
Sociocultural
factors, 25–27
predispositions of learners, 53
theories, 27
Spectrum, 45–46, 53
Stakeholders, 67, 130–131, 200
Stamatescu, I. -O., 8–9
Sternberg, R. J., 49–50, 111
Stevens, S. S., 6, 124
Stimuli/stimulus, 6, 7, 20–21
external, 6
intellectual, 19–20
to learning process, 7, 19–20
Stoian, A. D., 28–31, 35–36, 53
Strategic objectives, 104
Strauss, T., 193
Structure of learning delivery, 11, 16–17
Students
learning for, 54
services, 86–87
supports services, 87
work evaluation, 56–57
Success
group of learners, 64–65
learning, 2
performance of institutional functions, 138
performance-based curriculum, 159
society, 13
Sudirman, M., 9, 67–68
Sulayman, H. I., 51
Suvorova, O. V., 122–123
Swanson, R. A., 30
Sweet, B. V., 88–89
Sweller, J., 14–16, 24, 42, 67–68, 136, 145–146, 157, 194
Synchronous
learning technologies, 66
media, 63
Synergistic learning experience, 8–9, 16
Synergy, 5, 11, 16, 90, 123
creating by Perry’s model, 193
instructional, 14
of leadership model, 128
learning, 5
Synthesizing, 2–3, 46, 83
phases of facilitation, 70
template, 52
Systematic curriculum design, 2, 3, 5, 9, 17, 19–20, 109–110, 131, 198–199
learning in, 20–21, 24–25
learning space, 43
Systematic/system
curriculum development, 15
design of curriculum, 19, 197
human perceptual, 8–9, 14–15
instructional, 14, 61–62, 82
instructional taxonomies, 45
quantum, 9
theory, 199
Tarchouna, N., 12
Tasdan, M., 124
Taxonomy/taxonomies
affective domain, 113, 116, 160
cognitive domain, 79, 80, 130–135
instructional, 17–18, 29, 45, 195–196
learning, 17, 26–27, 45–46
Taylor, K., 53, 156
Teodorescu, A., 20
Themane, M. J., 9–10
Thinking-centered instruction, 49–50
Thomas, H., 3
Thomas, M. S. C., 198
Torreblanca, O., 109–110
Transformational leadership, 77, 109–114
authentic, 109
curriculum, 116, 159–160
instructional plan for development, 118–120
learning module, 161–166
Transforming/transformation, 110
institutional, 160
learning, 200
of strategic objective into learning objectives, 103–104
of vision statement into leadership objectives, 102
Tsushima, Y., 123, 124
Ulla, M. B., 20, 21
Uncertainty avoidance culture, 33–34
Unintended consequences process, 108
Unit column, 42
Unstructured learning experiences, 23–24
Vagle, M. D., 5–6, 11–12
Vaina, L. M., 8
Vainikainen, M. -P., 193
Valeski, T., 122
Values
complex reorganization, 51–52
of institution, 109
of transformational leadership, 112–113
values-driven instruction, 51–52
Values-based curriculum, evaluating attributes of, 159–171
alignment, 167–168
coherence, 167
complexity, 168–169
consistency, 170–171
externally valid content, 167
integration, 170
interconnectedness, 168
outcomes demonstration, 169
sequence, 170
structure, 169–170
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
van Boekel, M. S., 1
van Gog T., 14, 24, 67–68, 136
van Woerkom, M., 66–67, 124
Visualization, 51, 82
of curriculum alignment, 36, 194–195
Vye, N., 77
Wahlheim, C. N., 85–86
Wainwright, D., 122
Waldrop, M. M., 110–111
Walker, T. B., 9
Wang, M., 9
Watanabe, T., 123, 124
Wenger, E., 99–100, 105–108, 158
Wenger’s theory, 149
Wergin, J. F., 3
Wertheimer, M., 158
Gestalt theory, 29, 101
instructional experience, 106–107, 118–120
instructional model, 156, 157
Wiener attribution theory, 28
Wiggins, G. P., 5–6, 69, 85–86
Willamo, R., 115
Williams, J., 35
Willingham, D. T., 6, 8, 12–13, 121
Willis, G., 10
Wininger, S. R., 57, 64
Winitkun, D., 20, 21
Winter, A., 67
Women, 35–36
Wonnacott, E., 20
Woodard, S. M., 85–86
Wulanditya, P., 67–68
Xu, W., 8
Yengin, I., 67–68, 71
Yetkiner, Z. E., 8
Yilmaz, E., 193
Young, A. G., 66–67
Youngblood, M. S., 20
Zeffiro, T. A., 8
Zerihun, Z., 129–130
Zhang, L. -F., 49–50
Zhao, J., 9
Zhao, Y., 8–9, 20–21
Zhou, X., 9
Zirk-Sadowski, J. M., 6, 123, 124
“Ideal” curriculum
, 198
Idema, J.
, 122
IJntema, W.
, 20
Ilan, K.
, 66–67
Imami-Morina, I.
, 35–36, 48–49, 53
Impediments
, 197
Implementing phase
, 52
Implicit concept
, 2, 4–5
“Impulse of necessity”
, 109
Individual/individual’s/individualistic/individualize/individualism
, 32–33, 82–83
behavior and performance
, 83–85
cultural traditions
, 32–33
decision-making
, 59
engagement
, 58–59
experience
, 59
learners
, 55
learning
, 70
learning environment
, 54–59
policies
, 55–57
professional responsibilities
, 94
Individualists
, 32–33
Indulgence
, 33
Inglis, H. J.
, 8
Institutional
leadership
, 76, 138
vision statement
, 102
Instructional engagement
, 75–76
component
, 91–92
constructs extracting from institutional mission
, 80
design
, 111–114
designing for relativistic learning
, 99–100
for goal-path leading
, 79–82
for multiplistic learning
, 88–91
process
, 86
strategies
, 82
transforming mission statement constructs
, 81
Instructional environment
, 75–76
design
, 115–121
for dualistic learning
, 83–86
for multiplistic learning
, 94–95
for relativistic learning
, 105–108
Instructional experience
, 75–76
design
, 100–105, 114–115
for dualistic learning
, 82–83
Instructional systems design (ISD)
, 5–6
Instructional/instruction
, 4, 11, 14, 25, 29
alignment
, 167–168, 193–194
objectives
, 45, 47–48, 75–76, 80, 82, 113–114
processes
, 4
system performance
, 200
taxonomies
, 29, 45
Instructor
, 59, 67, 69–70
Integration
, 11, 17
Intellectual
and ethical development
, 77
noise
, 22
process
, 79
Intelligence
, 45, 68–69, 115
Interconnect/interconnected/interconnectedness
, 2–3, 5, 10, 11, 14, 25, 49, 135, 136, 145, 149, 157, 168
Internalize/internalized/internalizing
, 94, 96–97, 113
information
, 167
Irish, R.
, 2, 8, 12–13
Isbell, L. M.
, 54
Ismajli, H.
, 35–36, 48–49, 53
Jacobsen, M. -E.
, 59, 70, 110
Jacoby, L. L.
, 85–86
Jaeggi, S. M.
, 198
Janacsek, K.
, 8
Janke, K. K.
, 88–89
Janzen, K. J.
, 8–9, 67–68
Jedynak, A.
, 6, 123, 124
Jensen, E.
, 5–6
Jensen, J. L.
, 7
Johnson, R. E.
, 54, 122
Jones, R.
, 59
Joseph, S.
, 9
Jozefowiez, J.
, 6
Jupri, A.
, 9
Jusar, I. R.
, 67
Juwah, C.
, 9
Kalish, C. W., 66–67
Karakolidis, A., 70–71
Katzner, L. I., 168
Kebriaei, H., 8–9, 46
Keddie, A., 5
Kelley, K. A., 88–89
Khine, M. S., 35–36
Kilicoglu, D., 76–77
Kimmel, R., 9
King, P. M., 57, 77
Kingdom, F. A., 123, 124
Knapp, M., 45
Knott, B., 122
Knowland, V. C. P., 198
Knowledge, 33, 79, 82–83, 105, 112, 130–131
cognitive domain, 45–46
institutional, 105
learners, 82
learning requirement, 82
in performance-based design, 98
of policies, 79
Knowles, M. S., 30, 60
Koedinger, K., 8, 198
Kolb’s instructional model, 137–138
Kolb’s theory, 83, 136–137
Kolehmainen, L., 115
Kop, Y., 124
Koskinen, L., 31–32
Kourtzi, Z., 27
Kovacs, Z. A., 8
Koyama, S., 8–9, 121–122, 125
Krathwohl, D. R., 26–27
Kress, G., 5–6
Kricos, P., 6
Kronk, R., 122
Kuai, S., 55
Kuba, S. E., 88–89
Kuh, G. D., 44
Kühn, R., 8–9
Kulikov, M. M., 122–123
Kummer, T. A., 85–86
Kupiainen, S., 193
Kusuma, E. D., 9, 67
Lal, S., 122
Lang, G., 199
Laptev, A. A., 122–123
Lave and Wenger’s theory of situated learning, 149
Lave’s theory, 157
“Leadership”, 76
model, 104
Learning, 20–21
delivery, 16–18
engagement, 3–4
environment, 4–6
experience, 4
module, 78–79, 86–88, 109–111, 121–128
path, 58
process, 75–76, 198
psychophysics, 6–9
purpose and function of curriculum in, 3–6
space, 43
taxonomies, 26–27, 28
theory, 111
Learning engagement, 44, 45, 198
differentiating, 45–48
as function of curriculum design, 24–25
Learning environment, 44, 199
cultural considerations in design, 28–36
differentiating, 53–54
as function of curriculum design, 25–27
individual, 54–59
policies, 53–54
Learning environment design, 28–36
collectivism, 32–33
femininity, 35–36
individualism, 32–33
indulgence, 33
long-term orientation, 34
masculinity, 35–36
power distance, 34
restraint, 33
short-term orientation, 34
uncertainty avoidance, 33–34
Learning experience, 44, 130–131, 198–199
differentiating, 48–49
as function of curriculum design, 25
Learning objectives, 47–48, 89–90, 113–114
column, 42
for curriculum, 5
Leber, R., 110
Lefèvre, F., 6
Leifer, L. J., 5
Leithwood, K., 193
Lengetti, E., 122
Length of module, 196
Leone, E. A., 122
Leydens, J. A., 12–13, 197
Li, H., 9, 200
Li, J., 8
Lin, S. -H., 54
Linda, W., 31–32
Linear, 79
Linguistics, 23
Linhares, A., 14–15, 42, 145–146
Little, J. L., 85–86
Liu, W., 8
Liukinevi, L., 76
Llamas, J. D., 54
Locus of control, 54
Lohr, K. D., 43, 53
Long-term orientation, 34
Lorraine Code, 35
Loy, I., 20–21
Lucena, J. C., 12–13, 197
Luning, P. A., 1
Lyon, D., 137
MacPhee, M., 122–123
Mager, R., 82, 84–85, 137–138
Mager’s model, 135
Maia, S., 6
Marcia, J. E., 26–27
Marienau, C., 53, 156
Marsh, C., 10
Marsh, E. J., 12–13, 46, 69
Marzano, R. J., 89, 93
Marzano’s dimensions of learning, 139–145
Marzano’s model, 89–90
Mascall, B., 193
Masculinity, 35–36
Masliani, S., 5, 8–9, 12–13, 14, 67
Mayer, R. E., 45
McCleary, L., 122
McDaniel, M. A., 19, 22, 85–86
McDermott, I., 12–13, 123
Mcguinness, C., 25–27
McLean, C., 109
McLean, H., 35
McPherson, K., 3–4
McTighe, J., 5–6
Measures/measuring/measurement, 62, 129–130, 146
assessing, 52
authentic, 5
individual contributions, 62
learning, 136
quantitative, 63–64
Mechanical behaviors, 79
Mehta, J., 5, 194
Meij, H., 9
Merrill M. D., 28
Metaphor, 1–2, 20
Metcalfe, J., 8, 11, 198
Meyer, M. H., 131
Meyer, P., 52, 88, 90, 139
Meyer’s agile leadership behaviors, 139
Meyer’s model, 91
of agile leadership behaviors, 147
Miller, G. A., 14–15, 42, 145–146, 157
Miller, P. C., 28–31
Mills, M., 5
Minimalism, 105
Mitchell, M., 110–111
Mitrakova, E. N., 122–123
Mittal, C., 54
Modeling phase, 52
Models, 24, 54
Module, 91–92, 94–95, 121–122, 125, 171, 194
Mollen, D., 35, 54
Monk, S., 5
Monràs, A., 67
Moreno, R., 15–16
Morgan, H., 35–36, 53
Morgan Consoli, M. L., 54
Moris, J., 20–21
Motivates, 64, 70–71, 93, 96–97
Motivation, 57, 64, 70–71
Motivators, 57, 64
Mulder, M., 1
Multidimensional learning process, 121
Multiple conceptual frameworks, 75–76
Multiple leadership models, 171
Multiplicity, 49
Multiplism, 77
Multiplistic behaviors, 87
Multiplistic instructional experience design, 91–94
Multiplistic learning
agile leadership, 86–88
instructional engagement for, 88–91
instructional environment for, 94–95, 96–97
model, 138
module, 90
multiplistic learning–behavior-based curriculum, 86–88
Multiplistic thinking, 86–87, 94–95
Multiplistically, 88
Muse, C., 109–110
Nasir, N., 28–31
Nathan, M. J., 121
Nation, K., 20
Nduna, N. J., 12
Neculau, B. C., 121–122
Nemeth, D., 8, 20–21
Nepal, 122
Neuijen, B., 32
Nguyen, K., 54
Nieman, D. G., 168
Nieto, S., 66–67
Nonlinear process, 111
Norica, F., 122
Norquist, R., 20
Northouse, P. G., 77
Nosofsky, R., 14–15, 42, 145–146
Nur, A. D., 8–9, 67–68
Nurturing, 110
O’Connor, J., 12–13, 123
O’Halloran, C., 4
Objects, 45–46, 82–83, 135–136
learning, 146–147, 156
Oechslin, M., 67, 101
Ohayv, D. D., 32
Oksiutycz, A., 5
“Onboarding” process, 78
Operationalized/operationalizes, 98, 156
Hargrove’s model, 115
instructional experience, 94
Optimize/optimized/optimal
deal curriculum, 198
instructional processes, 76–77
instructional system design, 49
interconnectedness, 168
learning, 27, 35–36, 75–76
manner, 68–69
order, 121
path, 2
Organizational/organization, 47, 167
culture, 32
curriculum engineers, 3
intellectual, 52
language, 23
leadership, 75–77, 87
strategies, 62
theory, 20
Organize, 130–131
Oswick, C., 20
“Outcome”, 138–139
demonstration, 10, 16
Owende, P., 27
Palis, L. A., 54
Parameters of learning, 1, 2–3
Parsing, learning objectives, 12–13, 45, 135–136, 145–146, 149
Participation, 57, 63–64, 69
Pashler, H., 8, 11, 198
Pask, G., 115–117
Pask’s conversation theory, 168, 170, 195–196
Pearce, J. C., 60
Pedraza, H., 109–110
Performance
performance-based model, 98
performance-centered instruction, 50–51
of situational leadership, 105–108
strategies, 51
Performance-based curriculum, evaluating attributes of, 148–159
alignment, 156
coherence, 156
complexity, 157
consistency, 159
externally valid content, 149–155
integration, 158
interconnectedness, 157
outcomes demonstration, 157
sequence, 158–159
structure, 158
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
Perry’s model, 77, 193–194
of intellectual and ethical development, 49–50
intellectual thinking, 171
Persistence, 19, 24
Phases
of Cross’s model, 86–87
of facilitation, 69–70
of learning, 14, 168
of situational learning, 100–101
Phenomena
receiving, 47
responds to, 47
Phenomenological nature of complex thinking, 170
Phenomenon
competence, 127–128
distributed leadership, 125
nonlinear, 5–6
participation, 69
self-forming, 20–21
Pike, R., 124
Pimor, A., 95
Pitsia, V., 70–71, 129–130
Plass, J. L., 15–16
“Plausible” strategy, 87
Plewa, C., 12
Policies, 53–54
collaborative learning environment, 68–71
cooperative learning environment, 61–64
individual learning environment, 55–57
Political
behaviors, 139–145
power, 110
Polner, B., 8
Polonyi, T., 2
Power distance, 34
Practical power of conceptual framework, 21–24
Practice, 82–83
Predispositions
cultural, 35
learners, 35
sociocultural predispositions of learners, 4–5, 53
of thinking, 167
Preferences, 33
Preparation, 51
Preparedness, 46
Presumptions, 21
Principles
of andragogy, 61
of Carroll’s model of environmental design, 91–92
of minimalism, 105
of multiplistic learning, 88
of parallel sciences, 124
Prins, N., 123, 124
Pritchard, A., 57
Problem-based learning, 5–6
Professional/profession, 12, 42, 45, 200
accountability of curriculum designer, 2
in leadership, 115–117
learning experience, 117–121
model, 139
professionally situated learning, 100
Proficiency, 51
Proprioception of thought, 109, 125–127, 130, 160, 167
Proscriptive approach, 58–59, 109
Protocols, 79
Psychological competence, 122–123, 124
Psychology
of competence, 172
of performance model, 98–99
of performing, 50–51
Psychomotor domain, 45–47
Psychophysically defining competence, 123
Psychophysically defining system of curriculum design, 43
Psychophysics of learning, 6–9
Puzzle-solving, 22
Pyc, M. A., 7
Quantum learning, 67–68
Qureshi, R., 61–62
Rahder, B., 35
Rahimi-Kian, A., 8–9
Rajashree, R., 60–61
Raley, N. D., 46
Ramirez, M., 31–32
Rank, 109, 110
Rasul, M. G., 122
Rawson, K. A., 121
Readiness (psychomotor domain), 46
Receiving (affective domain), 47, 113
Redesign process, 199
Refining phase of instructional process, 52
Reflectiveness, 91, 92
Reinforcement
activities, 53, 146–147, 158, 195
and assignment strategies, 83, 84–85, 117
column employs Cross’s model, 85–86
in instructional components for multiplistic learning, 96–97
in instructional design for relativistic learning, 106–107
in situated leadership learning module, 150–155
in transformational leadership learning module, 161–166
Relationships
between components of curriculum, 145, 156, 168
of instruction, 135
between phases, 145
in situated learning, 158
Relativism, 50, 77, 98
Relativistic curriculum, 104–105
Relativistic learning
designing instructional engagement for
instructional environment for, 105–108
module, 101–104, 106–107
relativistic learning–performance-based curriculum, 95–99
situational leadership, 99–100
Relativistic thinking, 98, 101–104, 148
Relativistically thinking, 100
Relevance, 11–12, 91, 92
Resilience, 91, 92
Resilient leaders, 92
Resourcefulness, 91, 92
Responsiveness, 91, 92
Restraint, 33
Restrepo, G., 63, 117
Rica, O., 122
Richard, H., 71–72
Riegeleuth, 29
Rieser, J., 77
Riley, G., 64
Riyadi, R., 9
Robert-Ribes, J., 6
Robinson, P., 7, 19, 122
Roger’s model of environmental design, 147–148
Rogers, experiential learning model of, 94–95
Rohrer, D., 8, 198
Rojas-Drummond, S., 109–110
Rondina, G., 9
Rosen, C. C., 54
Rossiter, R., 122
Rovenpor, D. R., 54
Rowse, G. L., 105–108
Rummel, A., 57, 64
Russell, K., 35
Safoutin, M. J., 9–10
Salam, A., 61–62
Sanders, G., 32
Sanders, K., 66–67, 124
Sangers, J., 20
Sari, R., 67
Scandura, J. M., 31
Scheel, N. P., 115–117
Sciences, 124
Seitz, A., 8–9, 121–122, 125
Selander, S., 5–6
Self-forming process, 111
Self-initiated learning, 95
Sensemaking models, 116, 126–127
Sequence, 11
in behavior-based curriculum, 147
in cognition-based curriculum, 137
in competency-based curriculum, 195–196
in learning delivery, 17–18
in performance-based curriculum, 158–159
in values-based curriculum, 170
Service mindset (SM), 112–113, 160, 167, 168–169, 170
Shah, P., 198
Shared experience, 64–65
Sharp, J. H., 199
Shavelson, R. J., 123
Sherwood, R., 77
Shiffrin, R., 14–15, 42, 145–146, 157
Short-term orientation, 34
Shoup, R., 44
Simoens, H., 90
Singh, M. K., 129–130
Singh, N., 129–130
Single curriculum, 172
Situated learning, 98
experience, 100–101
framework of, 158–159
professionally, 100, 102
theory, 99–100, 149
Situation
leadership process, 98
of learning, 100–101, 156
performance, 104
performance-based model in, 148
situation-specific solutions for institutional conditions, 100
strategic plan providing, 98
Situational leadership, 77, 95–100
curriculum, 148, 150–155
institutional vision statement, 102
strategic objective transformation into learning objectives, 103–104
vision statement transformation into leadership objectives, 102
Skills, 112
in agile execution, 47
curriculum goals to building, 88
leadership, 172
learning products, 44, 45
psychomotor domain, 45–46
service, 113
situational leadership, 100–101
thinking, 88–89
Skrandies, W., 6, 123, 124
Slavinsky, J. P., 12–13
Smith, N. G., 35, 54
Snehal, B., 66–67
Sociocultural
factors, 25–27
predispositions of learners, 53
theories, 27
Spectrum, 45–46, 53
Stakeholders, 67, 130–131, 200
Stamatescu, I. -O., 8–9
Sternberg, R. J., 49–50, 111
Stevens, S. S., 6, 124
Stimuli/stimulus, 6, 7, 20–21
external, 6
intellectual, 19–20
to learning process, 7, 19–20
Stoian, A. D., 28–31, 35–36, 53
Strategic objectives, 104
Strauss, T., 193
Structure of learning delivery, 11, 16–17
Students
learning for, 54
services, 86–87
supports services, 87
work evaluation, 56–57
Success
group of learners, 64–65
learning, 2
performance of institutional functions, 138
performance-based curriculum, 159
society, 13
Sudirman, M., 9, 67–68
Sulayman, H. I., 51
Suvorova, O. V., 122–123
Swanson, R. A., 30
Sweet, B. V., 88–89
Sweller, J., 14–16, 24, 42, 67–68, 136, 145–146, 157, 194
Synchronous
learning technologies, 66
media, 63
Synergistic learning experience, 8–9, 16
Synergy, 5, 11, 16, 90, 123
creating by Perry’s model, 193
instructional, 14
of leadership model, 128
learning, 5
Synthesizing, 2–3, 46, 83
phases of facilitation, 70
template, 52
Systematic curriculum design, 2, 3, 5, 9, 17, 19–20, 109–110, 131, 198–199
learning in, 20–21, 24–25
learning space, 43
Systematic/system
curriculum development, 15
design of curriculum, 19, 197
human perceptual, 8–9, 14–15
instructional, 14, 61–62, 82
instructional taxonomies, 45
quantum, 9
theory, 199
Tarchouna, N., 12
Tasdan, M., 124
Taxonomy/taxonomies
affective domain, 113, 116, 160
cognitive domain, 79, 80, 130–135
instructional, 17–18, 29, 45, 195–196
learning, 17, 26–27, 45–46
Taylor, K., 53, 156
Teodorescu, A., 20
Themane, M. J., 9–10
Thinking-centered instruction, 49–50
Thomas, H., 3
Thomas, M. S. C., 198
Torreblanca, O., 109–110
Transformational leadership, 77, 109–114
authentic, 109
curriculum, 116, 159–160
instructional plan for development, 118–120
learning module, 161–166
Transforming/transformation, 110
institutional, 160
learning, 200
of strategic objective into learning objectives, 103–104
of vision statement into leadership objectives, 102
Tsushima, Y., 123, 124
Ulla, M. B., 20, 21
Uncertainty avoidance culture, 33–34
Unintended consequences process, 108
Unit column, 42
Unstructured learning experiences, 23–24
Vagle, M. D., 5–6, 11–12
Vaina, L. M., 8
Vainikainen, M. -P., 193
Valeski, T., 122
Values
complex reorganization, 51–52
of institution, 109
of transformational leadership, 112–113
values-driven instruction, 51–52
Values-based curriculum, evaluating attributes of, 159–171
alignment, 167–168
coherence, 167
complexity, 168–169
consistency, 170–171
externally valid content, 167
integration, 170
interconnectedness, 168
outcomes demonstration, 169
sequence, 170
structure, 169–170
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
van Boekel, M. S., 1
van Gog T., 14, 24, 67–68, 136
van Woerkom, M., 66–67, 124
Visualization, 51, 82
of curriculum alignment, 36, 194–195
Vye, N., 77
Wahlheim, C. N., 85–86
Wainwright, D., 122
Waldrop, M. M., 110–111
Walker, T. B., 9
Wang, M., 9
Watanabe, T., 123, 124
Wenger, E., 99–100, 105–108, 158
Wenger’s theory, 149
Wergin, J. F., 3
Wertheimer, M., 158
Gestalt theory, 29, 101
instructional experience, 106–107, 118–120
instructional model, 156, 157
Wiener attribution theory, 28
Wiggins, G. P., 5–6, 69, 85–86
Willamo, R., 115
Williams, J., 35
Willingham, D. T., 6, 8, 12–13, 121
Willis, G., 10
Wininger, S. R., 57, 64
Winitkun, D., 20, 21
Winter, A., 67
Women, 35–36
Wonnacott, E., 20
Woodard, S. M., 85–86
Wulanditya, P., 67–68
Xu, W., 8
Yengin, I., 67–68, 71
Yetkiner, Z. E., 8
Yilmaz, E., 193
Young, A. G., 66–67
Youngblood, M. S., 20
Zeffiro, T. A., 8
Zerihun, Z., 129–130
Zhang, L. -F., 49–50
Zhao, J., 9
Zhao, Y., 8–9, 20–21
Zhou, X., 9
Zirk-Sadowski, J. M., 6, 123, 124
Kalish, C. W.
, 66–67
Karakolidis, A.
, 70–71
Katzner, L. I.
, 168
Kebriaei, H.
, 8–9, 46
Keddie, A.
, 5
Kelley, K. A.
, 88–89
Khine, M. S.
, 35–36
Kilicoglu, D.
, 76–77
Kimmel, R.
, 9
King, P. M.
, 57, 77
Kingdom, F. A.
, 123, 124
Knapp, M.
, 45
Knott, B.
, 122
Knowland, V. C. P.
, 198
Knowledge
, 33, 79, 82–83, 105, 112, 130–131
cognitive domain
, 45–46
institutional
, 105
learners
, 82
learning requirement
, 82
in performance-based design
, 98
of policies
, 79
Knowles, M. S.
, 30, 60
Koedinger, K.
, 8, 198
Kolb’s instructional model
, 137–138
Kolb’s theory
, 83, 136–137
Kolehmainen, L.
, 115
Kop, Y.
, 124
Koskinen, L.
, 31–32
Kourtzi, Z.
, 27
Kovacs, Z. A.
, 8
Koyama, S.
, 8–9, 121–122, 125
Krathwohl, D. R.
, 26–27
Kress, G.
, 5–6
Kricos, P.
, 6
Kronk, R.
, 122
Kuai, S.
, 55
Kuba, S. E.
, 88–89
Kuh, G. D.
, 44
Kühn, R.
, 8–9
Kulikov, M. M.
, 122–123
Kummer, T. A.
, 85–86
Kupiainen, S.
, 193
Kusuma, E. D.
, 9, 67
Lal, S.
, 122
Lang, G.
, 199
Laptev, A. A.
, 122–123
Lave and Wenger’s theory of situated learning
, 149
Lave’s theory
, 157
“Leadership”
, 76
model
, 104
Learning
, 20–21
delivery
, 16–18
engagement
, 3–4
environment
, 4–6
experience
, 4
module
, 78–79, 86–88, 109–111, 121–128
path
, 58
process
, 75–76, 198
psychophysics
, 6–9
purpose and function of curriculum in
, 3–6
space
, 43
taxonomies
, 26–27, 28
theory
, 111
Learning engagement
, 44, 45, 198
differentiating
, 45–48
as function of curriculum design
, 24–25
Learning environment
, 44, 199
cultural considerations in design
, 28–36
differentiating
, 53–54
as function of curriculum design
, 25–27
individual
, 54–59
policies
, 53–54
Learning environment design
, 28–36
collectivism
, 32–33
femininity
, 35–36
individualism
, 32–33
indulgence
, 33
long-term orientation
, 34
masculinity
, 35–36
power distance
, 34
restraint
, 33
short-term orientation
, 34
uncertainty avoidance
, 33–34
Learning experience
, 44, 130–131, 198–199
differentiating
, 48–49
as function of curriculum design
, 25
Learning objectives
, 47–48, 89–90, 113–114
column
, 42
for curriculum
, 5
Leber, R.
, 110
Lefèvre, F.
, 6
Leifer, L. J.
, 5
Leithwood, K.
, 193
Lengetti, E.
, 122
Length of module
, 196
Leone, E. A.
, 122
Leydens, J. A.
, 12–13, 197
Li, H.
, 9, 200
Li, J.
, 8
Lin, S. -H.
, 54
Linda, W.
, 31–32
Linear
, 79
Linguistics
, 23
Linhares, A.
, 14–15, 42, 145–146
Little, J. L.
, 85–86
Liu, W.
, 8
Liukinevi, L.
, 76
Llamas, J. D.
, 54
Locus of control
, 54
Lohr, K. D.
, 43, 53
Long-term orientation
, 34
Lorraine Code
, 35
Loy, I.
, 20–21
Lucena, J. C.
, 12–13, 197
Luning, P. A.
, 1
Lyon, D.
, 137
MacPhee, M., 122–123
Mager, R., 82, 84–85, 137–138
Mager’s model, 135
Maia, S., 6
Marcia, J. E., 26–27
Marienau, C., 53, 156
Marsh, C., 10
Marsh, E. J., 12–13, 46, 69
Marzano, R. J., 89, 93
Marzano’s dimensions of learning, 139–145
Marzano’s model, 89–90
Mascall, B., 193
Masculinity, 35–36
Masliani, S., 5, 8–9, 12–13, 14, 67
Mayer, R. E., 45
McCleary, L., 122
McDaniel, M. A., 19, 22, 85–86
McDermott, I., 12–13, 123
Mcguinness, C., 25–27
McLean, C., 109
McLean, H., 35
McPherson, K., 3–4
McTighe, J., 5–6
Measures/measuring/measurement, 62, 129–130, 146
assessing, 52
authentic, 5
individual contributions, 62
learning, 136
quantitative, 63–64
Mechanical behaviors, 79
Mehta, J., 5, 194
Meij, H., 9
Merrill M. D., 28
Metaphor, 1–2, 20
Metcalfe, J., 8, 11, 198
Meyer, M. H., 131
Meyer, P., 52, 88, 90, 139
Meyer’s agile leadership behaviors, 139
Meyer’s model, 91
of agile leadership behaviors, 147
Miller, G. A., 14–15, 42, 145–146, 157
Miller, P. C., 28–31
Mills, M., 5
Minimalism, 105
Mitchell, M., 110–111
Mitrakova, E. N., 122–123
Mittal, C., 54
Modeling phase, 52
Models, 24, 54
Module, 91–92, 94–95, 121–122, 125, 171, 194
Mollen, D., 35, 54
Monk, S., 5
Monràs, A., 67
Moreno, R., 15–16
Morgan, H., 35–36, 53
Morgan Consoli, M. L., 54
Moris, J., 20–21
Motivates, 64, 70–71, 93, 96–97
Motivation, 57, 64, 70–71
Motivators, 57, 64
Mulder, M., 1
Multidimensional learning process, 121
Multiple conceptual frameworks, 75–76
Multiple leadership models, 171
Multiplicity, 49
Multiplism, 77
Multiplistic behaviors, 87
Multiplistic instructional experience design, 91–94
Multiplistic learning
agile leadership, 86–88
instructional engagement for, 88–91
instructional environment for, 94–95, 96–97
model, 138
module, 90
multiplistic learning–behavior-based curriculum, 86–88
Multiplistic thinking, 86–87, 94–95
Multiplistically, 88
Muse, C., 109–110
Nasir, N., 28–31
Nathan, M. J., 121
Nation, K., 20
Nduna, N. J., 12
Neculau, B. C., 121–122
Nemeth, D., 8, 20–21
Nepal, 122
Neuijen, B., 32
Nguyen, K., 54
Nieman, D. G., 168
Nieto, S., 66–67
Nonlinear process, 111
Norica, F., 122
Norquist, R., 20
Northouse, P. G., 77
Nosofsky, R., 14–15, 42, 145–146
Nur, A. D., 8–9, 67–68
Nurturing, 110
O’Connor, J., 12–13, 123
O’Halloran, C., 4
Objects, 45–46, 82–83, 135–136
learning, 146–147, 156
Oechslin, M., 67, 101
Ohayv, D. D., 32
Oksiutycz, A., 5
“Onboarding” process, 78
Operationalized/operationalizes, 98, 156
Hargrove’s model, 115
instructional experience, 94
Optimize/optimized/optimal
deal curriculum, 198
instructional processes, 76–77
instructional system design, 49
interconnectedness, 168
learning, 27, 35–36, 75–76
manner, 68–69
order, 121
path, 2
Organizational/organization, 47, 167
culture, 32
curriculum engineers, 3
intellectual, 52
language, 23
leadership, 75–77, 87
strategies, 62
theory, 20
Organize, 130–131
Oswick, C., 20
“Outcome”, 138–139
demonstration, 10, 16
Owende, P., 27
Palis, L. A., 54
Parameters of learning, 1, 2–3
Parsing, learning objectives, 12–13, 45, 135–136, 145–146, 149
Participation, 57, 63–64, 69
Pashler, H., 8, 11, 198
Pask, G., 115–117
Pask’s conversation theory, 168, 170, 195–196
Pearce, J. C., 60
Pedraza, H., 109–110
Performance
performance-based model, 98
performance-centered instruction, 50–51
of situational leadership, 105–108
strategies, 51
Performance-based curriculum, evaluating attributes of, 148–159
alignment, 156
coherence, 156
complexity, 157
consistency, 159
externally valid content, 149–155
integration, 158
interconnectedness, 157
outcomes demonstration, 157
sequence, 158–159
structure, 158
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
Perry’s model, 77, 193–194
of intellectual and ethical development, 49–50
intellectual thinking, 171
Persistence, 19, 24
Phases
of Cross’s model, 86–87
of facilitation, 69–70
of learning, 14, 168
of situational learning, 100–101
Phenomena
receiving, 47
responds to, 47
Phenomenological nature of complex thinking, 170
Phenomenon
competence, 127–128
distributed leadership, 125
nonlinear, 5–6
participation, 69
self-forming, 20–21
Pike, R., 124
Pimor, A., 95
Pitsia, V., 70–71, 129–130
Plass, J. L., 15–16
“Plausible” strategy, 87
Plewa, C., 12
Policies, 53–54
collaborative learning environment, 68–71
cooperative learning environment, 61–64
individual learning environment, 55–57
Political
behaviors, 139–145
power, 110
Polner, B., 8
Polonyi, T., 2
Power distance, 34
Practical power of conceptual framework, 21–24
Practice, 82–83
Predispositions
cultural, 35
learners, 35
sociocultural predispositions of learners, 4–5, 53
of thinking, 167
Preferences, 33
Preparation, 51
Preparedness, 46
Presumptions, 21
Principles
of andragogy, 61
of Carroll’s model of environmental design, 91–92
of minimalism, 105
of multiplistic learning, 88
of parallel sciences, 124
Prins, N., 123, 124
Pritchard, A., 57
Problem-based learning, 5–6
Professional/profession, 12, 42, 45, 200
accountability of curriculum designer, 2
in leadership, 115–117
learning experience, 117–121
model, 139
professionally situated learning, 100
Proficiency, 51
Proprioception of thought, 109, 125–127, 130, 160, 167
Proscriptive approach, 58–59, 109
Protocols, 79
Psychological competence, 122–123, 124
Psychology
of competence, 172
of performance model, 98–99
of performing, 50–51
Psychomotor domain, 45–47
Psychophysically defining competence, 123
Psychophysically defining system of curriculum design, 43
Psychophysics of learning, 6–9
Puzzle-solving, 22
Pyc, M. A., 7
Quantum learning, 67–68
Qureshi, R., 61–62
Rahder, B., 35
Rahimi-Kian, A., 8–9
Rajashree, R., 60–61
Raley, N. D., 46
Ramirez, M., 31–32
Rank, 109, 110
Rasul, M. G., 122
Rawson, K. A., 121
Readiness (psychomotor domain), 46
Receiving (affective domain), 47, 113
Redesign process, 199
Refining phase of instructional process, 52
Reflectiveness, 91, 92
Reinforcement
activities, 53, 146–147, 158, 195
and assignment strategies, 83, 84–85, 117
column employs Cross’s model, 85–86
in instructional components for multiplistic learning, 96–97
in instructional design for relativistic learning, 106–107
in situated leadership learning module, 150–155
in transformational leadership learning module, 161–166
Relationships
between components of curriculum, 145, 156, 168
of instruction, 135
between phases, 145
in situated learning, 158
Relativism, 50, 77, 98
Relativistic curriculum, 104–105
Relativistic learning
designing instructional engagement for
instructional environment for, 105–108
module, 101–104, 106–107
relativistic learning–performance-based curriculum, 95–99
situational leadership, 99–100
Relativistic thinking, 98, 101–104, 148
Relativistically thinking, 100
Relevance, 11–12, 91, 92
Resilience, 91, 92
Resilient leaders, 92
Resourcefulness, 91, 92
Responsiveness, 91, 92
Restraint, 33
Restrepo, G., 63, 117
Rica, O., 122
Richard, H., 71–72
Riegeleuth, 29
Rieser, J., 77
Riley, G., 64
Riyadi, R., 9
Robert-Ribes, J., 6
Robinson, P., 7, 19, 122
Roger’s model of environmental design, 147–148
Rogers, experiential learning model of, 94–95
Rohrer, D., 8, 198
Rojas-Drummond, S., 109–110
Rondina, G., 9
Rosen, C. C., 54
Rossiter, R., 122
Rovenpor, D. R., 54
Rowse, G. L., 105–108
Rummel, A., 57, 64
Russell, K., 35
Safoutin, M. J., 9–10
Salam, A., 61–62
Sanders, G., 32
Sanders, K., 66–67, 124
Sangers, J., 20
Sari, R., 67
Scandura, J. M., 31
Scheel, N. P., 115–117
Sciences, 124
Seitz, A., 8–9, 121–122, 125
Selander, S., 5–6
Self-forming process, 111
Self-initiated learning, 95
Sensemaking models, 116, 126–127
Sequence, 11
in behavior-based curriculum, 147
in cognition-based curriculum, 137
in competency-based curriculum, 195–196
in learning delivery, 17–18
in performance-based curriculum, 158–159
in values-based curriculum, 170
Service mindset (SM), 112–113, 160, 167, 168–169, 170
Shah, P., 198
Shared experience, 64–65
Sharp, J. H., 199
Shavelson, R. J., 123
Sherwood, R., 77
Shiffrin, R., 14–15, 42, 145–146, 157
Short-term orientation, 34
Shoup, R., 44
Simoens, H., 90
Singh, M. K., 129–130
Singh, N., 129–130
Single curriculum, 172
Situated learning, 98
experience, 100–101
framework of, 158–159
professionally, 100, 102
theory, 99–100, 149
Situation
leadership process, 98
of learning, 100–101, 156
performance, 104
performance-based model in, 148
situation-specific solutions for institutional conditions, 100
strategic plan providing, 98
Situational leadership, 77, 95–100
curriculum, 148, 150–155
institutional vision statement, 102
strategic objective transformation into learning objectives, 103–104
vision statement transformation into leadership objectives, 102
Skills, 112
in agile execution, 47
curriculum goals to building, 88
leadership, 172
learning products, 44, 45
psychomotor domain, 45–46
service, 113
situational leadership, 100–101
thinking, 88–89
Skrandies, W., 6, 123, 124
Slavinsky, J. P., 12–13
Smith, N. G., 35, 54
Snehal, B., 66–67
Sociocultural
factors, 25–27
predispositions of learners, 53
theories, 27
Spectrum, 45–46, 53
Stakeholders, 67, 130–131, 200
Stamatescu, I. -O., 8–9
Sternberg, R. J., 49–50, 111
Stevens, S. S., 6, 124
Stimuli/stimulus, 6, 7, 20–21
external, 6
intellectual, 19–20
to learning process, 7, 19–20
Stoian, A. D., 28–31, 35–36, 53
Strategic objectives, 104
Strauss, T., 193
Structure of learning delivery, 11, 16–17
Students
learning for, 54
services, 86–87
supports services, 87
work evaluation, 56–57
Success
group of learners, 64–65
learning, 2
performance of institutional functions, 138
performance-based curriculum, 159
society, 13
Sudirman, M., 9, 67–68
Sulayman, H. I., 51
Suvorova, O. V., 122–123
Swanson, R. A., 30
Sweet, B. V., 88–89
Sweller, J., 14–16, 24, 42, 67–68, 136, 145–146, 157, 194
Synchronous
learning technologies, 66
media, 63
Synergistic learning experience, 8–9, 16
Synergy, 5, 11, 16, 90, 123
creating by Perry’s model, 193
instructional, 14
of leadership model, 128
learning, 5
Synthesizing, 2–3, 46, 83
phases of facilitation, 70
template, 52
Systematic curriculum design, 2, 3, 5, 9, 17, 19–20, 109–110, 131, 198–199
learning in, 20–21, 24–25
learning space, 43
Systematic/system
curriculum development, 15
design of curriculum, 19, 197
human perceptual, 8–9, 14–15
instructional, 14, 61–62, 82
instructional taxonomies, 45
quantum, 9
theory, 199
Tarchouna, N., 12
Tasdan, M., 124
Taxonomy/taxonomies
affective domain, 113, 116, 160
cognitive domain, 79, 80, 130–135
instructional, 17–18, 29, 45, 195–196
learning, 17, 26–27, 45–46
Taylor, K., 53, 156
Teodorescu, A., 20
Themane, M. J., 9–10
Thinking-centered instruction, 49–50
Thomas, H., 3
Thomas, M. S. C., 198
Torreblanca, O., 109–110
Transformational leadership, 77, 109–114
authentic, 109
curriculum, 116, 159–160
instructional plan for development, 118–120
learning module, 161–166
Transforming/transformation, 110
institutional, 160
learning, 200
of strategic objective into learning objectives, 103–104
of vision statement into leadership objectives, 102
Tsushima, Y., 123, 124
Ulla, M. B., 20, 21
Uncertainty avoidance culture, 33–34
Unintended consequences process, 108
Unit column, 42
Unstructured learning experiences, 23–24
Vagle, M. D., 5–6, 11–12
Vaina, L. M., 8
Vainikainen, M. -P., 193
Valeski, T., 122
Values
complex reorganization, 51–52
of institution, 109
of transformational leadership, 112–113
values-driven instruction, 51–52
Values-based curriculum, evaluating attributes of, 159–171
alignment, 167–168
coherence, 167
complexity, 168–169
consistency, 170–171
externally valid content, 167
integration, 170
interconnectedness, 168
outcomes demonstration, 169
sequence, 170
structure, 169–170
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
van Boekel, M. S., 1
van Gog T., 14, 24, 67–68, 136
van Woerkom, M., 66–67, 124
Visualization, 51, 82
of curriculum alignment, 36, 194–195
Vye, N., 77
Wahlheim, C. N., 85–86
Wainwright, D., 122
Waldrop, M. M., 110–111
Walker, T. B., 9
Wang, M., 9
Watanabe, T., 123, 124
Wenger, E., 99–100, 105–108, 158
Wenger’s theory, 149
Wergin, J. F., 3
Wertheimer, M., 158
Gestalt theory, 29, 101
instructional experience, 106–107, 118–120
instructional model, 156, 157
Wiener attribution theory, 28
Wiggins, G. P., 5–6, 69, 85–86
Willamo, R., 115
Williams, J., 35
Willingham, D. T., 6, 8, 12–13, 121
Willis, G., 10
Wininger, S. R., 57, 64
Winitkun, D., 20, 21
Winter, A., 67
Women, 35–36
Wonnacott, E., 20
Woodard, S. M., 85–86
Wulanditya, P., 67–68
Xu, W., 8
Yengin, I., 67–68, 71
Yetkiner, Z. E., 8
Yilmaz, E., 193
Young, A. G., 66–67
Youngblood, M. S., 20
Zeffiro, T. A., 8
Zerihun, Z., 129–130
Zhang, L. -F., 49–50
Zhao, J., 9
Zhao, Y., 8–9, 20–21
Zhou, X., 9
Zirk-Sadowski, J. M., 6, 123, 124
MacPhee, M.
, 122–123
Mager, R.
, 82, 84–85, 137–138
Mager’s model
, 135
Maia, S.
, 6
Marcia, J. E.
, 26–27
Marienau, C.
, 53, 156
Marsh, C.
, 10
Marsh, E. J.
, 12–13, 46, 69
Marzano, R. J.
, 89, 93
Marzano’s dimensions of learning
, 139–145
Marzano’s model
, 89–90
Mascall, B.
, 193
Masculinity
, 35–36
Masliani, S.
, 5, 8–9, 12–13, 14, 67
Mayer, R. E.
, 45
McCleary, L.
, 122
McDaniel, M. A.
, 19, 22, 85–86
McDermott, I.
, 12–13, 123
Mcguinness, C.
, 25–27
McLean, C.
, 109
McLean, H.
, 35
McPherson, K.
, 3–4
McTighe, J.
, 5–6
Measures/measuring/measurement
, 62, 129–130, 146
assessing
, 52
authentic
, 5
individual contributions
, 62
learning
, 136
quantitative
, 63–64
Mechanical behaviors
, 79
Mehta, J.
, 5, 194
Meij, H.
, 9
Merrill M. D.
, 28
Metaphor
, 1–2, 20
Metcalfe, J.
, 8, 11, 198
Meyer, M. H.
, 131
Meyer, P.
, 52, 88, 90, 139
Meyer’s agile leadership behaviors
, 139
Meyer’s model
, 91
of agile leadership behaviors
, 147
Miller, G. A.
, 14–15, 42, 145–146, 157
Miller, P. C.
, 28–31
Mills, M.
, 5
Minimalism
, 105
Mitchell, M.
, 110–111
Mitrakova, E. N.
, 122–123
Mittal, C.
, 54
Modeling phase
, 52
Models
, 24, 54
Module
, 91–92, 94–95, 121–122, 125, 171, 194
Mollen, D.
, 35, 54
Monk, S.
, 5
Monràs, A.
, 67
Moreno, R.
, 15–16
Morgan, H.
, 35–36, 53
Morgan Consoli, M. L.
, 54
Moris, J.
, 20–21
Motivates
, 64, 70–71, 93, 96–97
Motivation
, 57, 64, 70–71
Motivators
, 57, 64
Mulder, M.
, 1
Multidimensional learning process
, 121
Multiple conceptual frameworks
, 75–76
Multiple leadership models
, 171
Multiplicity
, 49
Multiplism
, 77
Multiplistic behaviors
, 87
Multiplistic instructional experience design
, 91–94
Multiplistic learning
agile leadership
, 86–88
instructional engagement for
, 88–91
instructional environment for
, 94–95, 96–97
model
, 138
module
, 90
multiplistic learning–behavior-based curriculum
, 86–88
Multiplistic thinking
, 86–87, 94–95
Multiplistically
, 88
Muse, C.
, 109–110
Nasir, N.
, 28–31
Nathan, M. J.
, 121
Nation, K.
, 20
Nduna, N. J.
, 12
Neculau, B. C.
, 121–122
Nemeth, D.
, 8, 20–21
Nepal
, 122
Neuijen, B.
, 32
Nguyen, K.
, 54
Nieman, D. G.
, 168
Nieto, S.
, 66–67
Nonlinear process
, 111
Norica, F.
, 122
Norquist, R.
, 20
Northouse, P. G.
, 77
Nosofsky, R.
, 14–15, 42, 145–146
Nur, A. D.
, 8–9, 67–68
Nurturing
, 110
O’Connor, J., 12–13, 123
O’Halloran, C., 4
Objects, 45–46, 82–83, 135–136
learning, 146–147, 156
Oechslin, M., 67, 101
Ohayv, D. D., 32
Oksiutycz, A., 5
“Onboarding” process, 78
Operationalized/operationalizes, 98, 156
Hargrove’s model, 115
instructional experience, 94
Optimize/optimized/optimal
deal curriculum, 198
instructional processes, 76–77
instructional system design, 49
interconnectedness, 168
learning, 27, 35–36, 75–76
manner, 68–69
order, 121
path, 2
Organizational/organization, 47, 167
culture, 32
curriculum engineers, 3
intellectual, 52
language, 23
leadership, 75–77, 87
strategies, 62
theory, 20
Organize, 130–131
Oswick, C., 20
“Outcome”, 138–139
demonstration, 10, 16
Owende, P., 27
Palis, L. A., 54
Parameters of learning, 1, 2–3
Parsing, learning objectives, 12–13, 45, 135–136, 145–146, 149
Participation, 57, 63–64, 69
Pashler, H., 8, 11, 198
Pask, G., 115–117
Pask’s conversation theory, 168, 170, 195–196
Pearce, J. C., 60
Pedraza, H., 109–110
Performance
performance-based model, 98
performance-centered instruction, 50–51
of situational leadership, 105–108
strategies, 51
Performance-based curriculum, evaluating attributes of, 148–159
alignment, 156
coherence, 156
complexity, 157
consistency, 159
externally valid content, 149–155
integration, 158
interconnectedness, 157
outcomes demonstration, 157
sequence, 158–159
structure, 158
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
Perry’s model, 77, 193–194
of intellectual and ethical development, 49–50
intellectual thinking, 171
Persistence, 19, 24
Phases
of Cross’s model, 86–87
of facilitation, 69–70
of learning, 14, 168
of situational learning, 100–101
Phenomena
receiving, 47
responds to, 47
Phenomenological nature of complex thinking, 170
Phenomenon
competence, 127–128
distributed leadership, 125
nonlinear, 5–6
participation, 69
self-forming, 20–21
Pike, R., 124
Pimor, A., 95
Pitsia, V., 70–71, 129–130
Plass, J. L., 15–16
“Plausible” strategy, 87
Plewa, C., 12
Policies, 53–54
collaborative learning environment, 68–71
cooperative learning environment, 61–64
individual learning environment, 55–57
Political
behaviors, 139–145
power, 110
Polner, B., 8
Polonyi, T., 2
Power distance, 34
Practical power of conceptual framework, 21–24
Practice, 82–83
Predispositions
cultural, 35
learners, 35
sociocultural predispositions of learners, 4–5, 53
of thinking, 167
Preferences, 33
Preparation, 51
Preparedness, 46
Presumptions, 21
Principles
of andragogy, 61
of Carroll’s model of environmental design, 91–92
of minimalism, 105
of multiplistic learning, 88
of parallel sciences, 124
Prins, N., 123, 124
Pritchard, A., 57
Problem-based learning, 5–6
Professional/profession, 12, 42, 45, 200
accountability of curriculum designer, 2
in leadership, 115–117
learning experience, 117–121
model, 139
professionally situated learning, 100
Proficiency, 51
Proprioception of thought, 109, 125–127, 130, 160, 167
Proscriptive approach, 58–59, 109
Protocols, 79
Psychological competence, 122–123, 124
Psychology
of competence, 172
of performance model, 98–99
of performing, 50–51
Psychomotor domain, 45–47
Psychophysically defining competence, 123
Psychophysically defining system of curriculum design, 43
Psychophysics of learning, 6–9
Puzzle-solving, 22
Pyc, M. A., 7
Quantum learning, 67–68
Qureshi, R., 61–62
Rahder, B., 35
Rahimi-Kian, A., 8–9
Rajashree, R., 60–61
Raley, N. D., 46
Ramirez, M., 31–32
Rank, 109, 110
Rasul, M. G., 122
Rawson, K. A., 121
Readiness (psychomotor domain), 46
Receiving (affective domain), 47, 113
Redesign process, 199
Refining phase of instructional process, 52
Reflectiveness, 91, 92
Reinforcement
activities, 53, 146–147, 158, 195
and assignment strategies, 83, 84–85, 117
column employs Cross’s model, 85–86
in instructional components for multiplistic learning, 96–97
in instructional design for relativistic learning, 106–107
in situated leadership learning module, 150–155
in transformational leadership learning module, 161–166
Relationships
between components of curriculum, 145, 156, 168
of instruction, 135
between phases, 145
in situated learning, 158
Relativism, 50, 77, 98
Relativistic curriculum, 104–105
Relativistic learning
designing instructional engagement for
instructional environment for, 105–108
module, 101–104, 106–107
relativistic learning–performance-based curriculum, 95–99
situational leadership, 99–100
Relativistic thinking, 98, 101–104, 148
Relativistically thinking, 100
Relevance, 11–12, 91, 92
Resilience, 91, 92
Resilient leaders, 92
Resourcefulness, 91, 92
Responsiveness, 91, 92
Restraint, 33
Restrepo, G., 63, 117
Rica, O., 122
Richard, H., 71–72
Riegeleuth, 29
Rieser, J., 77
Riley, G., 64
Riyadi, R., 9
Robert-Ribes, J., 6
Robinson, P., 7, 19, 122
Roger’s model of environmental design, 147–148
Rogers, experiential learning model of, 94–95
Rohrer, D., 8, 198
Rojas-Drummond, S., 109–110
Rondina, G., 9
Rosen, C. C., 54
Rossiter, R., 122
Rovenpor, D. R., 54
Rowse, G. L., 105–108
Rummel, A., 57, 64
Russell, K., 35
Safoutin, M. J., 9–10
Salam, A., 61–62
Sanders, G., 32
Sanders, K., 66–67, 124
Sangers, J., 20
Sari, R., 67
Scandura, J. M., 31
Scheel, N. P., 115–117
Sciences, 124
Seitz, A., 8–9, 121–122, 125
Selander, S., 5–6
Self-forming process, 111
Self-initiated learning, 95
Sensemaking models, 116, 126–127
Sequence, 11
in behavior-based curriculum, 147
in cognition-based curriculum, 137
in competency-based curriculum, 195–196
in learning delivery, 17–18
in performance-based curriculum, 158–159
in values-based curriculum, 170
Service mindset (SM), 112–113, 160, 167, 168–169, 170
Shah, P., 198
Shared experience, 64–65
Sharp, J. H., 199
Shavelson, R. J., 123
Sherwood, R., 77
Shiffrin, R., 14–15, 42, 145–146, 157
Short-term orientation, 34
Shoup, R., 44
Simoens, H., 90
Singh, M. K., 129–130
Singh, N., 129–130
Single curriculum, 172
Situated learning, 98
experience, 100–101
framework of, 158–159
professionally, 100, 102
theory, 99–100, 149
Situation
leadership process, 98
of learning, 100–101, 156
performance, 104
performance-based model in, 148
situation-specific solutions for institutional conditions, 100
strategic plan providing, 98
Situational leadership, 77, 95–100
curriculum, 148, 150–155
institutional vision statement, 102
strategic objective transformation into learning objectives, 103–104
vision statement transformation into leadership objectives, 102
Skills, 112
in agile execution, 47
curriculum goals to building, 88
leadership, 172
learning products, 44, 45
psychomotor domain, 45–46
service, 113
situational leadership, 100–101
thinking, 88–89
Skrandies, W., 6, 123, 124
Slavinsky, J. P., 12–13
Smith, N. G., 35, 54
Snehal, B., 66–67
Sociocultural
factors, 25–27
predispositions of learners, 53
theories, 27
Spectrum, 45–46, 53
Stakeholders, 67, 130–131, 200
Stamatescu, I. -O., 8–9
Sternberg, R. J., 49–50, 111
Stevens, S. S., 6, 124
Stimuli/stimulus, 6, 7, 20–21
external, 6
intellectual, 19–20
to learning process, 7, 19–20
Stoian, A. D., 28–31, 35–36, 53
Strategic objectives, 104
Strauss, T., 193
Structure of learning delivery, 11, 16–17
Students
learning for, 54
services, 86–87
supports services, 87
work evaluation, 56–57
Success
group of learners, 64–65
learning, 2
performance of institutional functions, 138
performance-based curriculum, 159
society, 13
Sudirman, M., 9, 67–68
Sulayman, H. I., 51
Suvorova, O. V., 122–123
Swanson, R. A., 30
Sweet, B. V., 88–89
Sweller, J., 14–16, 24, 42, 67–68, 136, 145–146, 157, 194
Synchronous
learning technologies, 66
media, 63
Synergistic learning experience, 8–9, 16
Synergy, 5, 11, 16, 90, 123
creating by Perry’s model, 193
instructional, 14
of leadership model, 128
learning, 5
Synthesizing, 2–3, 46, 83
phases of facilitation, 70
template, 52
Systematic curriculum design, 2, 3, 5, 9, 17, 19–20, 109–110, 131, 198–199
learning in, 20–21, 24–25
learning space, 43
Systematic/system
curriculum development, 15
design of curriculum, 19, 197
human perceptual, 8–9, 14–15
instructional, 14, 61–62, 82
instructional taxonomies, 45
quantum, 9
theory, 199
Tarchouna, N., 12
Tasdan, M., 124
Taxonomy/taxonomies
affective domain, 113, 116, 160
cognitive domain, 79, 80, 130–135
instructional, 17–18, 29, 45, 195–196
learning, 17, 26–27, 45–46
Taylor, K., 53, 156
Teodorescu, A., 20
Themane, M. J., 9–10
Thinking-centered instruction, 49–50
Thomas, H., 3
Thomas, M. S. C., 198
Torreblanca, O., 109–110
Transformational leadership, 77, 109–114
authentic, 109
curriculum, 116, 159–160
instructional plan for development, 118–120
learning module, 161–166
Transforming/transformation, 110
institutional, 160
learning, 200
of strategic objective into learning objectives, 103–104
of vision statement into leadership objectives, 102
Tsushima, Y., 123, 124
Ulla, M. B., 20, 21
Uncertainty avoidance culture, 33–34
Unintended consequences process, 108
Unit column, 42
Unstructured learning experiences, 23–24
Vagle, M. D., 5–6, 11–12
Vaina, L. M., 8
Vainikainen, M. -P., 193
Valeski, T., 122
Values
complex reorganization, 51–52
of institution, 109
of transformational leadership, 112–113
values-driven instruction, 51–52
Values-based curriculum, evaluating attributes of, 159–171
alignment, 167–168
coherence, 167
complexity, 168–169
consistency, 170–171
externally valid content, 167
integration, 170
interconnectedness, 168
outcomes demonstration, 169
sequence, 170
structure, 169–170
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
van Boekel, M. S., 1
van Gog T., 14, 24, 67–68, 136
van Woerkom, M., 66–67, 124
Visualization, 51, 82
of curriculum alignment, 36, 194–195
Vye, N., 77
Wahlheim, C. N., 85–86
Wainwright, D., 122
Waldrop, M. M., 110–111
Walker, T. B., 9
Wang, M., 9
Watanabe, T., 123, 124
Wenger, E., 99–100, 105–108, 158
Wenger’s theory, 149
Wergin, J. F., 3
Wertheimer, M., 158
Gestalt theory, 29, 101
instructional experience, 106–107, 118–120
instructional model, 156, 157
Wiener attribution theory, 28
Wiggins, G. P., 5–6, 69, 85–86
Willamo, R., 115
Williams, J., 35
Willingham, D. T., 6, 8, 12–13, 121
Willis, G., 10
Wininger, S. R., 57, 64
Winitkun, D., 20, 21
Winter, A., 67
Women, 35–36
Wonnacott, E., 20
Woodard, S. M., 85–86
Wulanditya, P., 67–68
Xu, W., 8
Yengin, I., 67–68, 71
Yetkiner, Z. E., 8
Yilmaz, E., 193
Young, A. G., 66–67
Youngblood, M. S., 20
Zeffiro, T. A., 8
Zerihun, Z., 129–130
Zhang, L. -F., 49–50
Zhao, J., 9
Zhao, Y., 8–9, 20–21
Zhou, X., 9
Zirk-Sadowski, J. M., 6, 123, 124
O’Connor, J.
, 12–13, 123
O’Halloran, C.
, 4
Objects
, 45–46, 82–83, 135–136
learning
, 146–147, 156
Oechslin, M.
, 67, 101
Ohayv, D. D.
, 32
Oksiutycz, A.
, 5
“Onboarding” process
, 78
Operationalized/operationalizes
, 98, 156
Hargrove’s model
, 115
instructional experience
, 94
Optimize/optimized/optimal
deal curriculum
, 198
instructional processes
, 76–77
instructional system design
, 49
interconnectedness
, 168
learning
, 27, 35–36, 75–76
manner
, 68–69
order
, 121
path
, 2
Organizational/organization
, 47, 167
culture
, 32
curriculum engineers
, 3
intellectual
, 52
language
, 23
leadership
, 75–77, 87
strategies
, 62
theory
, 20
Organize
, 130–131
Oswick, C.
, 20
“Outcome”
, 138–139
demonstration
, 10, 16
Owende, P.
, 27
Palis, L. A.
, 54
Parameters of learning
, 1, 2–3
Parsing, learning objectives
, 12–13, 45, 135–136, 145–146, 149
Participation
, 57, 63–64, 69
Pashler, H.
, 8, 11, 198
Pask, G.
, 115–117
Pask’s conversation theory
, 168, 170, 195–196
Pearce, J. C.
, 60
Pedraza, H.
, 109–110
Performance
performance-based model
, 98
performance-centered instruction
, 50–51
of situational leadership
, 105–108
strategies
, 51
Performance-based curriculum, evaluating attributes of
, 148–159
alignment
, 156
coherence
, 156
complexity
, 157
consistency
, 159
externally valid content
, 149–155
integration
, 158
interconnectedness
, 157
outcomes demonstration
, 157
sequence
, 158–159
structure
, 158
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
Perry’s model
, 77, 193–194
of intellectual and ethical development
, 49–50
intellectual thinking
, 171
Persistence
, 19, 24
Phases
of Cross’s model
, 86–87
of facilitation
, 69–70
of learning
, 14, 168
of situational learning
, 100–101
Phenomena
receiving
, 47
responds to
, 47
Phenomenological nature of complex thinking
, 170
Phenomenon
competence
, 127–128
distributed leadership
, 125
nonlinear
, 5–6
participation
, 69
self-forming
, 20–21
Pike, R.
, 124
Pimor, A.
, 95
Pitsia, V.
, 70–71, 129–130
Plass, J. L.
, 15–16
“Plausible” strategy
, 87
Plewa, C.
, 12
Policies
, 53–54
collaborative learning environment
, 68–71
cooperative learning environment
, 61–64
individual learning environment
, 55–57
Political
behaviors
, 139–145
power
, 110
Polner, B.
, 8
Polonyi, T.
, 2
Power distance
, 34
Practical power of conceptual framework
, 21–24
Practice
, 82–83
Predispositions
cultural
, 35
learners
, 35
sociocultural predispositions of learners
, 4–5, 53
of thinking
, 167
Preferences
, 33
Preparation
, 51
Preparedness
, 46
Presumptions
, 21
Principles
of andragogy
, 61
of Carroll’s model of environmental design
, 91–92
of minimalism
, 105
of multiplistic learning
, 88
of parallel sciences
, 124
Prins, N.
, 123, 124
Pritchard, A.
, 57
Problem-based learning
, 5–6
Professional/profession
, 12, 42, 45, 200
accountability of curriculum designer
, 2
in leadership
, 115–117
learning experience
, 117–121
model
, 139
professionally situated learning
, 100
Proficiency
, 51
Proprioception of thought
, 109, 125–127, 130, 160, 167
Proscriptive approach
, 58–59, 109
Protocols
, 79
Psychological competence
, 122–123, 124
Psychology
of competence
, 172
of performance model
, 98–99
of performing
, 50–51
Psychomotor domain
, 45–47
Psychophysically defining competence
, 123
Psychophysically defining system of curriculum design
, 43
Psychophysics of learning
, 6–9
Puzzle-solving
, 22
Pyc, M. A.
, 7
Quantum learning, 67–68
Qureshi, R., 61–62
Rahder, B., 35
Rahimi-Kian, A., 8–9
Rajashree, R., 60–61
Raley, N. D., 46
Ramirez, M., 31–32
Rank, 109, 110
Rasul, M. G., 122
Rawson, K. A., 121
Readiness (psychomotor domain), 46
Receiving (affective domain), 47, 113
Redesign process, 199
Refining phase of instructional process, 52
Reflectiveness, 91, 92
Reinforcement
activities, 53, 146–147, 158, 195
and assignment strategies, 83, 84–85, 117
column employs Cross’s model, 85–86
in instructional components for multiplistic learning, 96–97
in instructional design for relativistic learning, 106–107
in situated leadership learning module, 150–155
in transformational leadership learning module, 161–166
Relationships
between components of curriculum, 145, 156, 168
of instruction, 135
between phases, 145
in situated learning, 158
Relativism, 50, 77, 98
Relativistic curriculum, 104–105
Relativistic learning
designing instructional engagement for
instructional environment for, 105–108
module, 101–104, 106–107
relativistic learning–performance-based curriculum, 95–99
situational leadership, 99–100
Relativistic thinking, 98, 101–104, 148
Relativistically thinking, 100
Relevance, 11–12, 91, 92
Resilience, 91, 92
Resilient leaders, 92
Resourcefulness, 91, 92
Responsiveness, 91, 92
Restraint, 33
Restrepo, G., 63, 117
Rica, O., 122
Richard, H., 71–72
Riegeleuth, 29
Rieser, J., 77
Riley, G., 64
Riyadi, R., 9
Robert-Ribes, J., 6
Robinson, P., 7, 19, 122
Roger’s model of environmental design, 147–148
Rogers, experiential learning model of, 94–95
Rohrer, D., 8, 198
Rojas-Drummond, S., 109–110
Rondina, G., 9
Rosen, C. C., 54
Rossiter, R., 122
Rovenpor, D. R., 54
Rowse, G. L., 105–108
Rummel, A., 57, 64
Russell, K., 35
Safoutin, M. J., 9–10
Salam, A., 61–62
Sanders, G., 32
Sanders, K., 66–67, 124
Sangers, J., 20
Sari, R., 67
Scandura, J. M., 31
Scheel, N. P., 115–117
Sciences, 124
Seitz, A., 8–9, 121–122, 125
Selander, S., 5–6
Self-forming process, 111
Self-initiated learning, 95
Sensemaking models, 116, 126–127
Sequence, 11
in behavior-based curriculum, 147
in cognition-based curriculum, 137
in competency-based curriculum, 195–196
in learning delivery, 17–18
in performance-based curriculum, 158–159
in values-based curriculum, 170
Service mindset (SM), 112–113, 160, 167, 168–169, 170
Shah, P., 198
Shared experience, 64–65
Sharp, J. H., 199
Shavelson, R. J., 123
Sherwood, R., 77
Shiffrin, R., 14–15, 42, 145–146, 157
Short-term orientation, 34
Shoup, R., 44
Simoens, H., 90
Singh, M. K., 129–130
Singh, N., 129–130
Single curriculum, 172
Situated learning, 98
experience, 100–101
framework of, 158–159
professionally, 100, 102
theory, 99–100, 149
Situation
leadership process, 98
of learning, 100–101, 156
performance, 104
performance-based model in, 148
situation-specific solutions for institutional conditions, 100
strategic plan providing, 98
Situational leadership, 77, 95–100
curriculum, 148, 150–155
institutional vision statement, 102
strategic objective transformation into learning objectives, 103–104
vision statement transformation into leadership objectives, 102
Skills, 112
in agile execution, 47
curriculum goals to building, 88
leadership, 172
learning products, 44, 45
psychomotor domain, 45–46
service, 113
situational leadership, 100–101
thinking, 88–89
Skrandies, W., 6, 123, 124
Slavinsky, J. P., 12–13
Smith, N. G., 35, 54
Snehal, B., 66–67
Sociocultural
factors, 25–27
predispositions of learners, 53
theories, 27
Spectrum, 45–46, 53
Stakeholders, 67, 130–131, 200
Stamatescu, I. -O., 8–9
Sternberg, R. J., 49–50, 111
Stevens, S. S., 6, 124
Stimuli/stimulus, 6, 7, 20–21
external, 6
intellectual, 19–20
to learning process, 7, 19–20
Stoian, A. D., 28–31, 35–36, 53
Strategic objectives, 104
Strauss, T., 193
Structure of learning delivery, 11, 16–17
Students
learning for, 54
services, 86–87
supports services, 87
work evaluation, 56–57
Success
group of learners, 64–65
learning, 2
performance of institutional functions, 138
performance-based curriculum, 159
society, 13
Sudirman, M., 9, 67–68
Sulayman, H. I., 51
Suvorova, O. V., 122–123
Swanson, R. A., 30
Sweet, B. V., 88–89
Sweller, J., 14–16, 24, 42, 67–68, 136, 145–146, 157, 194
Synchronous
learning technologies, 66
media, 63
Synergistic learning experience, 8–9, 16
Synergy, 5, 11, 16, 90, 123
creating by Perry’s model, 193
instructional, 14
of leadership model, 128
learning, 5
Synthesizing, 2–3, 46, 83
phases of facilitation, 70
template, 52
Systematic curriculum design, 2, 3, 5, 9, 17, 19–20, 109–110, 131, 198–199
learning in, 20–21, 24–25
learning space, 43
Systematic/system
curriculum development, 15
design of curriculum, 19, 197
human perceptual, 8–9, 14–15
instructional, 14, 61–62, 82
instructional taxonomies, 45
quantum, 9
theory, 199
Tarchouna, N., 12
Tasdan, M., 124
Taxonomy/taxonomies
affective domain, 113, 116, 160
cognitive domain, 79, 80, 130–135
instructional, 17–18, 29, 45, 195–196
learning, 17, 26–27, 45–46
Taylor, K., 53, 156
Teodorescu, A., 20
Themane, M. J., 9–10
Thinking-centered instruction, 49–50
Thomas, H., 3
Thomas, M. S. C., 198
Torreblanca, O., 109–110
Transformational leadership, 77, 109–114
authentic, 109
curriculum, 116, 159–160
instructional plan for development, 118–120
learning module, 161–166
Transforming/transformation, 110
institutional, 160
learning, 200
of strategic objective into learning objectives, 103–104
of vision statement into leadership objectives, 102
Tsushima, Y., 123, 124
Ulla, M. B., 20, 21
Uncertainty avoidance culture, 33–34
Unintended consequences process, 108
Unit column, 42
Unstructured learning experiences, 23–24
Vagle, M. D., 5–6, 11–12
Vaina, L. M., 8
Vainikainen, M. -P., 193
Valeski, T., 122
Values
complex reorganization, 51–52
of institution, 109
of transformational leadership, 112–113
values-driven instruction, 51–52
Values-based curriculum, evaluating attributes of, 159–171
alignment, 167–168
coherence, 167
complexity, 168–169
consistency, 170–171
externally valid content, 167
integration, 170
interconnectedness, 168
outcomes demonstration, 169
sequence, 170
structure, 169–170
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
van Boekel, M. S., 1
van Gog T., 14, 24, 67–68, 136
van Woerkom, M., 66–67, 124
Visualization, 51, 82
of curriculum alignment, 36, 194–195
Vye, N., 77
Wahlheim, C. N., 85–86
Wainwright, D., 122
Waldrop, M. M., 110–111
Walker, T. B., 9
Wang, M., 9
Watanabe, T., 123, 124
Wenger, E., 99–100, 105–108, 158
Wenger’s theory, 149
Wergin, J. F., 3
Wertheimer, M., 158
Gestalt theory, 29, 101
instructional experience, 106–107, 118–120
instructional model, 156, 157
Wiener attribution theory, 28
Wiggins, G. P., 5–6, 69, 85–86
Willamo, R., 115
Williams, J., 35
Willingham, D. T., 6, 8, 12–13, 121
Willis, G., 10
Wininger, S. R., 57, 64
Winitkun, D., 20, 21
Winter, A., 67
Women, 35–36
Wonnacott, E., 20
Woodard, S. M., 85–86
Wulanditya, P., 67–68
Xu, W., 8
Yengin, I., 67–68, 71
Yetkiner, Z. E., 8
Yilmaz, E., 193
Young, A. G., 66–67
Youngblood, M. S., 20
Zeffiro, T. A., 8
Zerihun, Z., 129–130
Zhang, L. -F., 49–50
Zhao, J., 9
Zhao, Y., 8–9, 20–21
Zhou, X., 9
Zirk-Sadowski, J. M., 6, 123, 124
Quantum learning
, 67–68
Qureshi, R.
, 61–62
Rahder, B.
, 35
Rahimi-Kian, A.
, 8–9
Rajashree, R.
, 60–61
Raley, N. D.
, 46
Ramirez, M.
, 31–32
Rank
, 109, 110
Rasul, M. G.
, 122
Rawson, K. A.
, 121
Readiness (psychomotor domain)
, 46
Receiving (affective domain)
, 47, 113
Redesign process
, 199
Refining phase of instructional process
, 52
Reflectiveness
, 91, 92
Reinforcement
activities
, 53, 146–147, 158, 195
and assignment strategies
, 83, 84–85, 117
column employs Cross’s model
, 85–86
in instructional components for multiplistic learning
, 96–97
in instructional design for relativistic learning
, 106–107
in situated leadership learning module
, 150–155
in transformational leadership learning module
, 161–166
Relationships
between components of curriculum
, 145, 156, 168
of instruction
, 135
between phases
, 145
in situated learning
, 158
Relativism
, 50, 77, 98
Relativistic curriculum
, 104–105
Relativistic learning
designing instructional engagement for
instructional environment for
, 105–108
module
, 101–104, 106–107
relativistic learning–performance-based curriculum
, 95–99
situational leadership
, 99–100
Relativistic thinking
, 98, 101–104, 148
Relativistically thinking
, 100
Relevance
, 11–12, 91, 92
Resilience
, 91, 92
Resilient leaders
, 92
Resourcefulness
, 91, 92
Responsiveness
, 91, 92
Restraint
, 33
Restrepo, G.
, 63, 117
Rica, O.
, 122
Richard, H.
, 71–72
Riegeleuth
, 29
Rieser, J.
, 77
Riley, G.
, 64
Riyadi, R.
, 9
Robert-Ribes, J.
, 6
Robinson, P.
, 7, 19, 122
Roger’s model of environmental design
, 147–148
Rogers, experiential learning model of
, 94–95
Rohrer, D.
, 8, 198
Rojas-Drummond, S.
, 109–110
Rondina, G.
, 9
Rosen, C. C.
, 54
Rossiter, R.
, 122
Rovenpor, D. R.
, 54
Rowse, G. L.
, 105–108
Rummel, A.
, 57, 64
Russell, K.
, 35
Safoutin, M. J., 9–10
Salam, A., 61–62
Sanders, G., 32
Sanders, K., 66–67, 124
Sangers, J., 20
Sari, R., 67
Scandura, J. M., 31
Scheel, N. P., 115–117
Sciences, 124
Seitz, A., 8–9, 121–122, 125
Selander, S., 5–6
Self-forming process, 111
Self-initiated learning, 95
Sensemaking models, 116, 126–127
Sequence, 11
in behavior-based curriculum, 147
in cognition-based curriculum, 137
in competency-based curriculum, 195–196
in learning delivery, 17–18
in performance-based curriculum, 158–159
in values-based curriculum, 170
Service mindset (SM), 112–113, 160, 167, 168–169, 170
Shah, P., 198
Shared experience, 64–65
Sharp, J. H., 199
Shavelson, R. J., 123
Sherwood, R., 77
Shiffrin, R., 14–15, 42, 145–146, 157
Short-term orientation, 34
Shoup, R., 44
Simoens, H., 90
Singh, M. K., 129–130
Singh, N., 129–130
Single curriculum, 172
Situated learning, 98
experience, 100–101
framework of, 158–159
professionally, 100, 102
theory, 99–100, 149
Situation
leadership process, 98
of learning, 100–101, 156
performance, 104
performance-based model in, 148
situation-specific solutions for institutional conditions, 100
strategic plan providing, 98
Situational leadership, 77, 95–100
curriculum, 148, 150–155
institutional vision statement, 102
strategic objective transformation into learning objectives, 103–104
vision statement transformation into leadership objectives, 102
Skills, 112
in agile execution, 47
curriculum goals to building, 88
leadership, 172
learning products, 44, 45
psychomotor domain, 45–46
service, 113
situational leadership, 100–101
thinking, 88–89
Skrandies, W., 6, 123, 124
Slavinsky, J. P., 12–13
Smith, N. G., 35, 54
Snehal, B., 66–67
Sociocultural
factors, 25–27
predispositions of learners, 53
theories, 27
Spectrum, 45–46, 53
Stakeholders, 67, 130–131, 200
Stamatescu, I. -O., 8–9
Sternberg, R. J., 49–50, 111
Stevens, S. S., 6, 124
Stimuli/stimulus, 6, 7, 20–21
external, 6
intellectual, 19–20
to learning process, 7, 19–20
Stoian, A. D., 28–31, 35–36, 53
Strategic objectives, 104
Strauss, T., 193
Structure of learning delivery, 11, 16–17
Students
learning for, 54
services, 86–87
supports services, 87
work evaluation, 56–57
Success
group of learners, 64–65
learning, 2
performance of institutional functions, 138
performance-based curriculum, 159
society, 13
Sudirman, M., 9, 67–68
Sulayman, H. I., 51
Suvorova, O. V., 122–123
Swanson, R. A., 30
Sweet, B. V., 88–89
Sweller, J., 14–16, 24, 42, 67–68, 136, 145–146, 157, 194
Synchronous
learning technologies, 66
media, 63
Synergistic learning experience, 8–9, 16
Synergy, 5, 11, 16, 90, 123
creating by Perry’s model, 193
instructional, 14
of leadership model, 128
learning, 5
Synthesizing, 2–3, 46, 83
phases of facilitation, 70
template, 52
Systematic curriculum design, 2, 3, 5, 9, 17, 19–20, 109–110, 131, 198–199
learning in, 20–21, 24–25
learning space, 43
Systematic/system
curriculum development, 15
design of curriculum, 19, 197
human perceptual, 8–9, 14–15
instructional, 14, 61–62, 82
instructional taxonomies, 45
quantum, 9
theory, 199
Tarchouna, N., 12
Tasdan, M., 124
Taxonomy/taxonomies
affective domain, 113, 116, 160
cognitive domain, 79, 80, 130–135
instructional, 17–18, 29, 45, 195–196
learning, 17, 26–27, 45–46
Taylor, K., 53, 156
Teodorescu, A., 20
Themane, M. J., 9–10
Thinking-centered instruction, 49–50
Thomas, H., 3
Thomas, M. S. C., 198
Torreblanca, O., 109–110
Transformational leadership, 77, 109–114
authentic, 109
curriculum, 116, 159–160
instructional plan for development, 118–120
learning module, 161–166
Transforming/transformation, 110
institutional, 160
learning, 200
of strategic objective into learning objectives, 103–104
of vision statement into leadership objectives, 102
Tsushima, Y., 123, 124
Ulla, M. B., 20, 21
Uncertainty avoidance culture, 33–34
Unintended consequences process, 108
Unit column, 42
Unstructured learning experiences, 23–24
Vagle, M. D., 5–6, 11–12
Vaina, L. M., 8
Vainikainen, M. -P., 193
Valeski, T., 122
Values
complex reorganization, 51–52
of institution, 109
of transformational leadership, 112–113
values-driven instruction, 51–52
Values-based curriculum, evaluating attributes of, 159–171
alignment, 167–168
coherence, 167
complexity, 168–169
consistency, 170–171
externally valid content, 167
integration, 170
interconnectedness, 168
outcomes demonstration, 169
sequence, 170
structure, 169–170
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
van Boekel, M. S., 1
van Gog T., 14, 24, 67–68, 136
van Woerkom, M., 66–67, 124
Visualization, 51, 82
of curriculum alignment, 36, 194–195
Vye, N., 77
Wahlheim, C. N., 85–86
Wainwright, D., 122
Waldrop, M. M., 110–111
Walker, T. B., 9
Wang, M., 9
Watanabe, T., 123, 124
Wenger, E., 99–100, 105–108, 158
Wenger’s theory, 149
Wergin, J. F., 3
Wertheimer, M., 158
Gestalt theory, 29, 101
instructional experience, 106–107, 118–120
instructional model, 156, 157
Wiener attribution theory, 28
Wiggins, G. P., 5–6, 69, 85–86
Willamo, R., 115
Williams, J., 35
Willingham, D. T., 6, 8, 12–13, 121
Willis, G., 10
Wininger, S. R., 57, 64
Winitkun, D., 20, 21
Winter, A., 67
Women, 35–36
Wonnacott, E., 20
Woodard, S. M., 85–86
Wulanditya, P., 67–68
Xu, W., 8
Yengin, I., 67–68, 71
Yetkiner, Z. E., 8
Yilmaz, E., 193
Young, A. G., 66–67
Youngblood, M. S., 20
Zeffiro, T. A., 8
Zerihun, Z., 129–130
Zhang, L. -F., 49–50
Zhao, J., 9
Zhao, Y., 8–9, 20–21
Zhou, X., 9
Zirk-Sadowski, J. M., 6, 123, 124
Safoutin, M. J.
, 9–10
Salam, A.
, 61–62
Sanders, G.
, 32
Sanders, K.
, 66–67, 124
Sangers, J.
, 20
Sari, R.
, 67
Scandura, J. M.
, 31
Scheel, N. P.
, 115–117
Sciences
, 124
Seitz, A.
, 8–9, 121–122, 125
Selander, S.
, 5–6
Self-forming process
, 111
Self-initiated learning
, 95
Sensemaking models
, 116, 126–127
Sequence
, 11
in behavior-based curriculum
, 147
in cognition-based curriculum
, 137
in competency-based curriculum
, 195–196
in learning delivery
, 17–18
in performance-based curriculum
, 158–159
in values-based curriculum
, 170
Service mindset (SM)
, 112–113, 160, 167, 168–169, 170
Shah, P.
, 198
Shared experience
, 64–65
Sharp, J. H.
, 199
Shavelson, R. J.
, 123
Sherwood, R.
, 77
Shiffrin, R.
, 14–15, 42, 145–146, 157
Short-term orientation
, 34
Shoup, R.
, 44
Simoens, H.
, 90
Singh, M. K.
, 129–130
Singh, N.
, 129–130
Single curriculum
, 172
Situated learning
, 98
experience
, 100–101
framework of
, 158–159
professionally
, 100, 102
theory
, 99–100, 149
Situation
leadership process
, 98
of learning
, 100–101, 156
performance
, 104
performance-based model in
, 148
situation-specific solutions for institutional conditions
, 100
strategic plan providing
, 98
Situational leadership
, 77, 95–100
curriculum
, 148, 150–155
institutional vision statement
, 102
strategic objective transformation into learning objectives
, 103–104
vision statement transformation into leadership objectives
, 102
Skills
, 112
in agile execution
, 47
curriculum goals to building
, 88
leadership
, 172
learning products
, 44, 45
psychomotor domain
, 45–46
service
, 113
situational leadership
, 100–101
thinking
, 88–89
Skrandies, W.
, 6, 123, 124
Slavinsky, J. P.
, 12–13
Smith, N. G.
, 35, 54
Snehal, B.
, 66–67
Sociocultural
factors
, 25–27
predispositions of learners
, 53
theories
, 27
Spectrum
, 45–46, 53
Stakeholders
, 67, 130–131, 200
Stamatescu, I. -O.
, 8–9
Sternberg, R. J.
, 49–50, 111
Stevens, S. S.
, 6, 124
Stimuli/stimulus
, 6, 7, 20–21
external
, 6
intellectual
, 19–20
to learning process
, 7, 19–20
Stoian, A. D.
, 28–31, 35–36, 53
Strategic objectives
, 104
Strauss, T.
, 193
Structure of learning delivery
, 11, 16–17
Students
learning for
, 54
services
, 86–87
supports services
, 87
work evaluation
, 56–57
Success
group of learners
, 64–65
learning
, 2
performance of institutional functions
, 138
performance-based curriculum
, 159
society
, 13
Sudirman, M.
, 9, 67–68
Sulayman, H. I.
, 51
Suvorova, O. V.
, 122–123
Swanson, R. A.
, 30
Sweet, B. V.
, 88–89
Sweller, J.
, 14–16, 24, 42, 67–68, 136, 145–146, 157, 194
Synchronous
learning technologies
, 66
media
, 63
Synergistic learning experience
, 8–9, 16
Synergy
, 5, 11, 16, 90, 123
creating by Perry’s model
, 193
instructional
, 14
of leadership model
, 128
learning
, 5
Synthesizing
, 2–3, 46, 83
phases of facilitation
, 70
template
, 52
Systematic curriculum design
, 2, 3, 5, 9, 17, 19–20, 109–110, 131, 198–199
learning in
, 20–21, 24–25
learning space
, 43
Systematic/system
curriculum development
, 15
design of curriculum
, 19, 197
human perceptual
, 8–9, 14–15
instructional
, 14, 61–62, 82
instructional taxonomies
, 45
quantum
, 9
theory
, 199
Tarchouna, N.
, 12
Tasdan, M.
, 124
Taxonomy/taxonomies
affective domain
, 113, 116, 160
cognitive domain
, 79, 80, 130–135
instructional
, 17–18, 29, 45, 195–196
learning
, 17, 26–27, 45–46
Taylor, K.
, 53, 156
Teodorescu, A.
, 20
Themane, M. J.
, 9–10
Thinking-centered instruction
, 49–50
Thomas, H.
, 3
Thomas, M. S. C.
, 198
Torreblanca, O.
, 109–110
Transformational leadership
, 77, 109–114
authentic
, 109
curriculum
, 116, 159–160
instructional plan for development
, 118–120
learning module
, 161–166
Transforming/transformation
, 110
institutional
, 160
learning
, 200
of strategic objective into learning objectives
, 103–104
of vision statement into leadership objectives
, 102
Tsushima, Y.
, 123, 124
Ulla, M. B., 20, 21
Uncertainty avoidance culture, 33–34
Unintended consequences process, 108
Unit column, 42
Unstructured learning experiences, 23–24
Vagle, M. D., 5–6, 11–12
Vaina, L. M., 8
Vainikainen, M. -P., 193
Valeski, T., 122
Values
complex reorganization, 51–52
of institution, 109
of transformational leadership, 112–113
values-driven instruction, 51–52
Values-based curriculum, evaluating attributes of, 159–171
alignment, 167–168
coherence, 167
complexity, 168–169
consistency, 170–171
externally valid content, 167
integration, 170
interconnectedness, 168
outcomes demonstration, 169
sequence, 170
structure, 169–170
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
van Boekel, M. S., 1
van Gog T., 14, 24, 67–68, 136
van Woerkom, M., 66–67, 124
Visualization, 51, 82
of curriculum alignment, 36, 194–195
Vye, N., 77
Wahlheim, C. N., 85–86
Wainwright, D., 122
Waldrop, M. M., 110–111
Walker, T. B., 9
Wang, M., 9
Watanabe, T., 123, 124
Wenger, E., 99–100, 105–108, 158
Wenger’s theory, 149
Wergin, J. F., 3
Wertheimer, M., 158
Gestalt theory, 29, 101
instructional experience, 106–107, 118–120
instructional model, 156, 157
Wiener attribution theory, 28
Wiggins, G. P., 5–6, 69, 85–86
Willamo, R., 115
Williams, J., 35
Willingham, D. T., 6, 8, 12–13, 121
Willis, G., 10
Wininger, S. R., 57, 64
Winitkun, D., 20, 21
Winter, A., 67
Women, 35–36
Wonnacott, E., 20
Woodard, S. M., 85–86
Wulanditya, P., 67–68
Xu, W., 8
Yengin, I., 67–68, 71
Yetkiner, Z. E., 8
Yilmaz, E., 193
Young, A. G., 66–67
Youngblood, M. S., 20
Zeffiro, T. A., 8
Zerihun, Z., 129–130
Zhang, L. -F., 49–50
Zhao, J., 9
Zhao, Y., 8–9, 20–21
Zhou, X., 9
Zirk-Sadowski, J. M., 6, 123, 124
Ulla, M. B.
, 20, 21
Uncertainty avoidance culture
, 33–34
Unintended consequences process
, 108
Unit column
, 42
Unstructured learning experiences
, 23–24
Vagle, M. D.
, 5–6, 11–12
Vaina, L. M.
, 8
Vainikainen, M. -P.
, 193
Valeski, T.
, 122
Values
complex reorganization
, 51–52
of institution
, 109
of transformational leadership
, 112–113
values-driven instruction
, 51–52
Values-based curriculum, evaluating attributes of
, 159–171
alignment
, 167–168
coherence
, 167
complexity
, 168–169
consistency
, 170–171
externally valid content
, 167
integration
, 170
interconnectedness
, 168
outcomes demonstration
, 169
sequence
, 170
structure
, 169–170
See also Cognition-based curriculum, evaluating attributes of; Competency-based curriculum, evaluating attributes of
van Boekel, M. S.
, 1
van Gog T.
, 14, 24, 67–68, 136
van Woerkom, M.
, 66–67, 124
Visualization
, 51, 82
of curriculum alignment
, 36, 194–195
Vye, N.
, 77
Wahlheim, C. N., 85–86
Wainwright, D., 122
Waldrop, M. M., 110–111
Walker, T. B., 9
Wang, M., 9
Watanabe, T., 123, 124
Wenger, E., 99–100, 105–108, 158
Wenger’s theory, 149
Wergin, J. F., 3
Wertheimer, M., 158
Gestalt theory, 29, 101
instructional experience, 106–107, 118–120
instructional model, 156, 157
Wiener attribution theory, 28
Wiggins, G. P., 5–6, 69, 85–86
Willamo, R., 115
Williams, J., 35
Willingham, D. T., 6, 8, 12–13, 121
Willis, G., 10
Wininger, S. R., 57, 64
Winitkun, D., 20, 21
Winter, A., 67
Women, 35–36
Wonnacott, E., 20
Woodard, S. M., 85–86
Wulanditya, P., 67–68
Xu, W., 8
Yengin, I., 67–68, 71
Yetkiner, Z. E., 8
Yilmaz, E., 193
Young, A. G., 66–67
Youngblood, M. S., 20
Zeffiro, T. A., 8
Zerihun, Z., 129–130
Zhang, L. -F., 49–50
Zhao, J., 9
Zhao, Y., 8–9, 20–21
Zhou, X., 9
Zirk-Sadowski, J. M., 6, 123, 124
Wahlheim, C. N.
, 85–86
Wainwright, D.
, 122
Waldrop, M. M.
, 110–111
Walker, T. B.
, 9
Wang, M.
, 9
Watanabe, T.
, 123, 124
Wenger, E.
, 99–100, 105–108, 158
Wenger’s theory
, 149
Wergin, J. F.
, 3
Wertheimer, M.
, 158
Gestalt theory
, 29, 101
instructional experience
, 106–107, 118–120
instructional model
, 156, 157
Wiener attribution theory
, 28
Wiggins, G. P.
, 5–6, 69, 85–86
Willamo, R.
, 115
Williams, J.
, 35
Willingham, D. T.
, 6, 8, 12–13, 121
Willis, G.
, 10
Wininger, S. R.
, 57, 64
Winitkun, D.
, 20, 21
Winter, A.
, 67
Women
, 35–36
Wonnacott, E.
, 20
Woodard, S. M.
, 85–86
Wulanditya, P.
, 67–68
Xu, W.
, 8
Yengin, I., 67–68, 71
Yetkiner, Z. E., 8
Yilmaz, E., 193
Young, A. G., 66–67
Youngblood, M. S., 20
Zeffiro, T. A., 8
Zerihun, Z., 129–130
Zhang, L. -F., 49–50
Zhao, J., 9
Zhao, Y., 8–9, 20–21
Zhou, X., 9
Zirk-Sadowski, J. M., 6, 123, 124
Yengin, I.
, 67–68, 71
Yetkiner, Z. E.
, 8
Yilmaz, E.
, 193
Young, A. G.
, 66–67
Youngblood, M. S.
, 20
Zeffiro, T. A.
, 8
Zerihun, Z.
, 129–130
Zhang, L. -F.
, 49–50
Zhao, J.
, 9
Zhao, Y.
, 8–9, 20–21
Zhou, X.
, 9
Zirk-Sadowski, J. M.
, 6, 123, 124