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1.
Abstract

The concepts of ‘tradition’ and ‘authority’ are generally understood to be problematical in history curriculum design. Drawing on MacIntyre’s account of disciplines as social practices, this article argues that, to the contrary, these are concepts that need to be incorporated into any curriculum theory that attempts to build a school subject on the foundations provided by an academic discipline. In history education, there is a strong consensus towards deriving the ideas of the history curriculum from the discipline of history, and this article argues that it is therefore necessary for history curriculum theory to account for the concepts of ‘tradition’ and ‘authority’ as they exist in disciplinary practice.  相似文献   

2.
ABSTRACT

Collaborative design positively affects both professional development and the implementation of curriculum change, because teachers develop competencies and practice and develop ownership of the change. The current study was aimed to explore what empirical evidence is available about processes that take place when teachers co-design and how these contribute to professional development and curriculum change. Evidence from 14 PhD studies was collected to study their impact on teacher learning and curriculum change, by analysing effects, mechanisms, and conditions. Results showed that effects of curriculum design teams, in terms of learning outcomes for teachers in areas such as (pedagogical) content knowledge and design knowledge and skills, became manifest in the outcomes of the curriculum design process, and in the appreciation by the stakeholders. We concluded that professional development, through collaborative design in teams, which is specific and linked to the curriculum, influences teachers’ knowledge and practice and impacts implementation of curriculum change.  相似文献   

3.
In the context of a major reform of the school science curriculum for 14–16‐year‐olds in England, we examine the aims ascribed to the reform, the stakeholders involved, and the roles of differing values and authority in its development. This reform includes an emphasis on socioscientific issues and the nature of science; curriculum trends of international relevance. Our analysis identifies largely ‘instrumental’ aims, with little emphasis on ‘intrinsic’ aims and associated values. We identify five broad categories of stakeholders focusing on different aims with, for example, a social, individual, political, or economic emphasis. We suggest that curriculum development projects reflecting largely social and individual aims were appropriated by other stakeholders to serve political and economic aims. We argue that a curriculum reform body representing all stakeholder interests is needed to ensure that multiple aims are considered throughout the curriculum reform process. Within such a body, the differentiated character of the science teaching community would need to be represented.  相似文献   

4.
Abstract

It has been suggested that curriculum coherence is crucial in successful educational reform. However, empirical research on the topic is still scarce. This study explores how the stakeholders involved in curriculum development at the district level perceived curriculum coherence. Survey data (n?=?550) were analysed using structural equation modelling. A confirmatory factor analysis showed that curriculum coherence consists of three complementary components: consistency of the intended direction; an integrative approach to teaching and learning; and alignment between objectives, content and assessments. Moreover, the results showed that curriculum coherence contributes to the expected impact of the reform on the school level development. The study adds to the research on curriculum reform by showing that curriculum coherence is a central determinant of the reform taking root at the school level, and by introducing a scale for measuring perceptions of curriculum coherence within the context of large-scale national curriculum reform.  相似文献   

5.
Objective To investigate the attitudes of the main stakeholders towards the introduction of sex education in schools in Russia.

Design Qualitative semi-structured interview study.

Setting Altai Krai, Volgograd Oblast, Moscow, Russian Federation.

Participants One hundred and fifty-three interviews with Intersectoral HIV/AIDS Committee members, government officials responsible for HIV policies and interventions, non-governmental organisation and private-sector representatives.

Main outcome measures Perception of and attitudes towards the introduction of sex education in schools.

Results Ninety-one per cent of stakeholders welcomed the introduction of sex education in schools and emphasised its importance for a child's personal development, public health, sexually transmitted diseases and HIV/AIDS control, and pregnancy planning. The majority of respondents suggested providing different information for each age and grade. Despite the claimed support of interviewed policy-makers and main HIV stakeholders, there has been no action to introduce sex education. The majority of respondents were of the view that wider positive support through propaganda about health, sex and healthy lifestyle should be gained prior to introducing sex education in schools by addressing the stigma surrounding sexual issues.

Conclusions There was little opposition to the introduction of sex education in Russian schools expressed in our survey, but there are uncertainties regarding curriculum quality, teaching methods and the starting grade of teaching about sex, and there is a need to cover local sensitivities in the territories. These concerns could and should be addressed during curriculum design, development and programme implementation by the federal and local authorities. Wider involvement of educational specialists, peer-adults, health workers, celebrities and religious representatives in discussion of the curriculum could help prevent opposition to its implementation.

Contribution to knowledge Discussion of sex-related topics has been taboo in Russia and there has been little research into opinions on issues related to sex education. The contribution of this research is in gaining theoretical in-depth understanding of the attitudes of the interviewed stakeholders in Russia about the introduction of sex education in schools.  相似文献   

6.
Book reviews     
Background: To help equip students with 21st century competencies, one popular strategy adopted by governments and schools worldwide is to move from less formal to more engaging school environments through School-Based Curriculum Development (SBCD). In Singapore, the governmental call to Teach Less and Learn More has galvanised SBCD in schools nationwide. Schools have been given more autonomy and greater flexibility to develop diverse approaches in innovating their own curriculum frameworks.

Purpose: This study aims to provide a nuanced, retrospective account of the enactment of SBCD via Information and Communication Technology (ICT)-integrated, theme-based programmes in a primary school in Singapore. The research questions that guide this study are: (1) How do the school stakeholders enact SBCD? (2) How does the enactment affect the school stakeholders?

Method: This study looked into curriculum innovation using a retrospective lens and employed a case study approach to examine the enactment of SBCD in the school. Five focus group discussions (FGDs) were conducted with the major stakeholders of the school, including two school leaders, ten key personnel and ten teachers across different subjects and grade levels. Thematic analysis of the data was undertaken.

Findings: Four themes and twelve associated sub-themes were identified from the analysis of the FGDs. The four themes include experimentation, support, growth and challenges. This whole-school approach to curriculum innovation had a clear focus on mobilizing the school community to tackle the uncertainties of implementing an innovative curriculum. The stakeholders played diverse but intertwined roles throughout different stages of the enactment process, producing strong collegiality amongst the stakeholders. This prevailing collegiality, as embedded in the active participation of the stakeholders in a multiplicity of collective sharing and learning practices, seems likely to help the school achieved desired outcomes.

Conclusions: The whole-school approach to curriculum innovation in the case school is promising from the perspectives of teaching-learning and student outcomes, but cannot provide a panacea for all the challenges encountered in the enactment process.  相似文献   

7.
《Africa Education Review》2013,10(2):289-307
Abstract

The article used Unisa Framework for the implementation of a team approach to curriculum and learning development to explore and analyse the views and experiences of academic lecturers and curriculum and learning development experts on the conceptualisation and development of the said framework and its subsequent implementation thereof. I used a qualitative poststructuralist paradigm underpinned by the case study research design to critically analyse the processes that were followed to craft the policy. I posit that a policy that is conceptualised by an inflexible classical hierarchical organisational structure without the full collaborative participation of all the stakeholders is bound to fail in its crucial implementation processes. I used online blogging, facebook, documents and face-to-face tape-recorded interviews to collect the data. Results indicated that the elite mass (traditional) policy-making model was used to craft the policy and as a result its operationalisation process received indifferent attention and responses by Colleges.  相似文献   

8.
ABSTRACT

EU-Russia higher education cooperation has continued despite global tensions including Crimea incorporation. One example of this cooperation is the development of Finnish-Russian double degree programmes.

This paper focuses on institutional environments where double degrees develop and asks how and why they produce uncertainty from inside Finnish and Russian universities in the period of this unfavourable political situation. The matryoshka model is applied to understand the institutional environment of a university and the institutions around it. The institutional nature of a double degree is determined by comparative analysis of how internal university stakeholders in Finland and Russia perceive a programme’s benchmarks.

The study is based on the analysis of interviews conducted in partner universities. This paper discusses how perceptions of double degrees influence uncertainty in programme provision within and between institutional environments in Finnish and Russian universities. In addition, the level of institutionalisation of the double degrees may be evaluated.  相似文献   

9.
Abstract

Integrated curriculum is currently being advocated in the United States to ‘solve’ many of the curriculum problems confronting education. Models of curriculum integration permeate the professional literature, yet there is little consensus as to exactly what is meant by integrated curriculum and how to establish such curricula in the publicly funded schools. The language of curriculum integration is confusing and leads to uncertainty and concern about the potential of integrated curriculum to impact positively on schools. Placing the models on a curriculum continuum will reveal that they range from traditional discipline‐based, objective‐driven, teacher‐controlled models to interest‐based, student exploration. Although historically research supports integrative curriculum, there is a paucity of current research which would support arguments for restructuring the American curriculum in this fashion. Additionally, there is a great deal of resistance to change both from within and outside the educational community to massive curriculum restructuring.  相似文献   

10.
Summaries

English.

The major national curriculum development projects in the UK were produced between 1963 and 1973. Although funded by two differentnational organizations, there has been considerable co‐operation and overlap of project staff and ideas resulting in a continuousrefinement of the centre‐periphery model used. By the end of the 10‐year period the model's defects had become clear and the continuing national projects considered it essential to request additional funds for further dissemination and after‐care. Subsequent projects have mostly been based on a local curriculum development model involving practising teachers to a much greater extent both in the curriculum development process and in the preparation of materials.

It has become apparent that there is no single measure on which a project can be called successful or on which it can be determined that a project has ‘taken root’. Projects can fulfil their proposers’ wildest hopes and yet achieve little uptake; or, they can take root in the sense of having a considerable impact on science education in general whilst being substantially used by only a minority of the target group of teachers. The thesis of this article is that whilst dissemination and after‐care are essential, they are not sufficient to ensure uptake. Of prime importance isthe general attitude to curriculum development; the relevance of theprojects materials and ideas to the problems teachers face in schools; the extent to which they offer teachers fulfilment without requiring a complete re‐evaluation of their perspective to education and the cost in terms of equipment, materials and manpower.  相似文献   

11.
Abstracts

English

The aim of the paper is to argue for a curriculum model approach to problems of development in adult and lifelong (or continuing) education contexts.

The advantages of such an approach are outlined : relating theory to practice and social policies to educational processes; exploring professional role‐structures and their effect upon received curriculum assumptions in the adult sector, particularly the traditional needs‐meeting, remedial and compensatory elements of such assumptions.

The significance of recent theoretical and policy developments in adult and continuing education is reviewed in these terms and some distinctions made between alternative implicit models of the lifelong curriculum. It is suggested that adult education, as presently constituted, might, itself, be an obstacle to the development of an integrated lifelong education curriculum.

In order to elucidate this a number of curriculum concepts, familiar enough in the general theory of education, are considered in the less familiar context of adult and lifelong education: typologies of curriculum models are used to explore some issues of development in this context (e.g. objectives, provision, process, action, research models etc.)

Ideas of a ‘core’ curriculum, and of the ‘hidden’ or ‘latent’ curriculum, together with curriculum development and evaluation are also considered.

The existing state of the adult and continuing education curriculum is then analyzed within such a conceptual framework. The disposition of professional roles is described, together with the curricular implications of the structure of provision (the University Extra‐Mural Departments, the WEA and the LEA sector).

The ideas of ‘flexibility’ and ‘access’ are critically reviewed as a function of professional (rather than political) ideologies, and the adult‐lifelong curriculum is analyzed in terms of administrative criteria on the one hand and educational process and social action on the other.

A prevailing orthodoxy of continuing education is elucidated in curriculum terms, and contrasted with the curriculum implications of lifelong models. For example, such models stress the functional interdependence of learning stages in an ‘intrinsic’ rather than a ‘remedial’ way, whereas much thinking about adult and continuing education in Britain is concerned with compensatory responses to failures of early educational experience.

In conclusion, it is argued that, in curriculum terms, the development of a continuing or a lifelong education system is by no means as straightforward as is sometimes supposed, and that the obstacles lie primarily within the nature of present curriculum assumptions as much as the more obvious material obstacles to development. Adult education, as it is presently organized, articulates the same kind of curriculum assumptions as initial education. The curriculum assumptions of lifelong education, however, are much more concerned with education in terms of social control and knowledge‐content than with access to professional provision which reproduces curriculum models of initial education sectors.  相似文献   

12.
ABSTRACT

This paper tells a story about the design, development and impact of a post-graduate Masters-level module aimed at (1) enabling groups of teachers within schools to develop innovative approaches to teaching and learning on the basis of their own Lesson Studies and (2) creating a school network of excellence for Lesson Study in the area as a context for building a cumulative evidence-base, which focuses on identifying and resolving enduring problems of teaching and learning in schools.

The first part of the paper outlines the curriculum for the module and sets the innovative conceptual framework that underpins its design . This framework is innovative because it connects and unifies a number of distinct pedagogical perspectives. It links the methodology of Japanese Lesson Study with Stenhouse’s idea of ‘the teacher as a researcher’ and his ‘process model’ of curriculum development as an alternative to the globally dominant ‘objectives model’. Then in turn, the framework incorporates Marton and Booth’s pedagogical theory of ‘variation’.

The paper argues that linking and fusing Lesson Study methodology with this wider context of pedagogical ideas unambiguously renders teacher research as learning study.  相似文献   

13.
Abstract

Background: This paper analyses the role of, and approach to, policy referencing and borrowing in Hong Kong’s recent reforms that culminated in the creation of its New Academic Structure and the Hong Kong Diploma of Secondary Education.

Main argument: It argues that Hong Kong has gone further than most jurisdictions not just in responding to global influences on education reform, but in taking explicit steps to internationally benchmark its curriculum and assessment, and in involving the global community at multiple levels in the process of education policy planning and implementation.

Sources of evidence and method: The paper is based on the documentary analysis of policy documents in Hong Kong, and 23 interviews with key stakeholders in the policy network, including policy-makers, practitioners and community leaders.

Discussion and conclusions: While policy referencing and borrowing in the Hong Kong context can, in part, be traced to a colonial legacy, the Special Administrative Region of China demonstrates a collaborative approach to education reform involving local and international engagement that may be relevant to other systems. Its approach was informed by a measured use of policy referencing that involved ‘horizon scanning’ of other systems’ policies and practices; international benchmarking; and engaging international expertise to facilitate implementation.  相似文献   

14.
Abstract

Drawing on a Levinasian ethical perspective, the argument driving this paper is that the technical accountability movement currently dominating the educational system in England is less than adequate because it overlooks educators’ responsibility for ethical relations in responding to difference in respect of the other. Curriculum policy makes a significant contribution to the technical accountability culture through complicity in performativity, high-stakes testing and datafication, at the same time as constituting student and teacher subjectivities. I present two different conceptualizations of subjectivity and education, before engaging these in the analysis of data arising from an empirical study which investigated teachers’ and stakeholders’ experiences of curriculum policy reform in ‘disadvantaged’ English schools. The study’s findings demonstrate how a prescribed programme of technical curriculum regulation attempts to ‘fix’ or mend educational problems by ‘fixing’ or prescribing educational solutions. This not only denies ethical professional relations between students, teachers and parents, but also deflects responsibility for educational success from government to teachers and hastens the move from public to private educational provision. Complying with prescribed curriculum policy requirements shifts attention from broad philosophical and ethical questions about educational purpose as well as conferring a violence by assuming control over student and teacher subjectivities.  相似文献   

15.
Abstract

Background: This article critically discusses the key tensions and challenges arising from the educational policy borrowing in China, through its current education reform. Focussing on the new curriculum reform (NCR), the paper highlights the interactions and conflicts between foreign and local ideologies and practices.

Sources of evidence: The main sources of evidence that form the basis of the analysis for this article were research data from an open-ended questionnaire and semi-structured interviews conducted with 166 school principals, vice-principals and teachers from China between 2013 and 2015.

Main argument: It is argued that the NCR has borrowed selective ideas and practices from elsewhere, such as a school-based curriculum, student-centred pedagogy and formative assessment. It is further suggested that the borrowed policies are mediated and moderated by the ideological attitude of the Chinese educational stakeholders, stemming from the notion of ‘theory-ladenness’ within an exam-oriented paradigm.

Conclusions: The example of China illustrates the effects of an ideological attitude on educational policy borrowing that challenges the notion of universally appropriate ways of teaching, learning and reforming an educational system.  相似文献   

16.

Initiatives of curriculum reform currently underway in higher education in South Africa attempt to move undergraduate curricula towards more structured and integrated degree programmes so as to enable greater control over the quality of "graduateness", especially the development of generic, flexible and transferable skills associated with the idea of a learning society. This paper uses a case study of a one-semester university course, designed to support the development of a "critical citizen", to illustrate the challenges involved in the restructuring of curriculum towards more interdisciplinary forms. The work of educational sociologist Basil Bernstein, particularly his terms "classification" and "framing" and his model of the pedagogic device, is used to provide a theoretical frame for this case study. Comments from the course designers are used to show how the process of trying to derive generic competencies common to a range of humanities disciplines runs the risk of omitting the necessary disciplinary basis for the achievement of such competencies. Further, the challenges of drawing academic staff from many disciplines into consensus for the purposes of appropriate assessment practices are explored, and the evidence suggests that powerful structural factors exist which may frustrate the easy achievement of such consensus. In conclusion, it seems that the achievement of interdisciplinary or generic forms of curriculum may be more challenging at intellectual and social levels than policy-makers give credit for.  相似文献   

17.
ABSTRACT

China initiated a new round of science curriculum reform in 2017. Using the tripartite curriculum framework (including policy, programmatic, and classroom curriculum), we introduce and analyse China’s policy curriculum and programmatic curriculum for science in primary school and senior high school, and describe the potential problems hindering the translation of these curricula into the classroom curriculum. We first identify the multiple aims of different stakeholders in science education, some of which influence the science policy curriculum. Then, we present the major changes in how the programmatic curriculum meets the policy curriculum. However, due to extracurricular factors, the current science curriculum reform may not unfold as expected. We end with a discussion of the three major characteristics of the revision process of science curriculum standards in China, some of which might inform the global community of science education.  相似文献   

18.
Since the 1997 Dearing Report generic skills development has become an essential part of higher education in the UK. Generic skills programmes are, in the main, either run in parallel with existing curricula or ‘embedded’ within them. In 1993 the General Medical Council introduced student selected components (SSCs) into the UK medical curriculum with the intention of ‘embedding’ generic skills into undergraduate medical study. The SSC programme at Leeds School of Medicine was designed to develop specific generic skills in early focused projects and then allow students to practise these skills in clinical settings in later projects. In order to evaluate this programme, a methodology was devised to map the generic skills curriculum to an externally derived consensus on SSC outcomes. English's model, mapping ‘declared’, ‘delivered’ and ‘learned’ curricula, was used and a fourth, ‘assessed’ map added to check the ‘alignment’ of the curriculum through all its stages. Data for the maps were gathered from curriculum documentation, project supervisors and students using document scrutiny, questionnaires, interviews and focus groups. The methodology was run over a complete academic year for the entire programme. It proved valuable for mapping any ‘embedded’ generic skills programme to evaluate its success by collecting data from all stakeholders.  相似文献   

19.
ABSTRACT

Through the lens of an anticolonial (as opposed to postcolonial) analytical framework, this conceptual paper examines decolonising efforts (and failures) in Religious Education (RE) as a school subject in post-independent sub-Saharan Africa. It critiques the missionary/European epistemological hegemony that continues to render RE a colonial rather than a postcolonial project. Beyond rhetoric of the impact of colonialism, the paper laments the perversity of a ‘colonial caged mentality’ affecting the conceptualisation of RE in what is supposed to be a postcolonial milieu in which Africans should design school curricula that suit their particular needs. It calls for the re-conceptualisation of RE de-linked from colonial/Eurocentric thought patterns and presents an ‘envisioned’ decolonised RE (post-confessional, inclusive and multi-faith) that speaks to the political and socio-cultural reality of a postcolonial environment in sub-Saharan Africa. The argument in this paper is that sub-Saharan Africa should yearn for a paradigm shift not only to ensure the decolonisation of the RE curriculum, but also crucially to challenge embedded colonial residues inherent in stakeholders ‘manning the gates’ ensuring that decolonised RE is supported and implemented effectively in the curriculum and schools.  相似文献   

20.
Background: Sustainable development, as an area of knowledge, appears in several different places in the curriculum and does not fit neatly within the scope of traditional subject areas. In many countries, including Sweden, it has long been upheld as an important tool for increasing understanding of, and dealing with, environmental problems. It is not clear, however, what role education can actually have in the making of a more sustainable future. Even though there are several potential ways for sustainable development to be involved in education, the concept raises many questions when transferred to the school context.

Purpose: This paper investigates how teachers deal with the difficulty of defining and approaching sustainable development as an area of knowledge in Swedish schools.

Sample: This article is based on semi-structured interviews with 40 teachers, 13 of whom were lower secondary school teachers (pupil age 12–15) and 27 were upper secondary school teachers (pupil age 15–18). The study involves teachers in all subjects where sustainable development is a goal in the syllabus. The study is also based on participant observation in one upper secondary class. A total of 17 different schools were involved, from a wide range of locations in Sweden.

Design and methods: The paper builds on qualitative data and the analysis of transcribed interviews and group interviews with teachers in Swedish lower and upper secondary schools. Group interviews, involving three or more people, were conducted on eight occasions. The pupils at an upper secondary school were also observed while they were working on a course called ‘policy and sustainable development’. Data were transcribed and analysed thematically.

Findings: The analysis suggests that, according to the teachers’ experiences, the demands of equivalence and measurability in school have increased and that this affects how sustainable development is approached in teaching and learning. Three main categories of knowledge were identified. The study also presents two representations that model how teachers may approach knowledge about sustainable development – metaphorically termed ‘the Accountant’ and ‘the Adventurer’ – and their different effects on knowledge.

Conclusions: There is a tendency for complex knowledge areas such as sustainable development, which do not fit seamlessly into traditional curriculum subjects, to become oversimplified when translated into teaching situations. According to the representations that we described metaphorically, the teacher, as an accountant, is characterised by ‘knowledge instrumentalism’, which means that teachers administer knowledge and the pupils consume it. In this transactional model, the accountant is also very dependent on external governance and control. Alternatively, the teacher, as an adventurer, is characterised by authority, knowledge and self-control. In this model, knowledge sometimes grows in an unpredictable way in the meeting between people who share common experiences. For adventurers, sustainable development is a matter of commitment and awareness, and it involves an explicit stance. The metaphors can be placed on a continuum which describes how teachers manage the demands of the school system in relation to the knowledge area of sustainable development.  相似文献   

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