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Daniel Alvunger 《Curriculum Journal》2013,24(4):479-498
AbstractIn 2011, Sweden introduced explicit standards for the curriculum used in compulsory schooling through the implementation of ‘knowledge requirements’ that align content, abilities and assessment criteria. This article explores and analyses social science teachers’ curriculum agency through a theoretical framework comprised of ‘teacher agency’ and Bernstein’s concepts of ‘pedagogic device’, ‘hierarchical knowledge structure’ and ‘horizontal knowledge structure’. Teachers’ curriculum agency, in recontextualisation of the curriculum, is described and understood through three different ‘spaces’: a collective space, an individual space and an interactive space in the classroom. The curriculum and time are important for the possibilities of agency – the teachers state that the new knowledge requirements compel them to include and assess a lot of content in each ‘curriculum task’. It is possible to identify a recontextualisation process of ‘borrowing’ and combining content from curriculum tasks across the different subjects. This process is explained by the horizontal knowledge structure and ‘weak grammar’ of the social sciences. Abilities, on the other hand, stand out as elements of a hierarchical knowledge structure in which a discursive space is opened for knowledge to transcend contexts and provides opportunities for meaning-making. The space gives teachers room for action and for integrating disciplinary content. 相似文献
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A new approach to curriculum and implementation in a new era normally requires schools and teachers to take more responsibility
for student learning. This might present a challenge at any time, particularly when teachers have been used to more directives
and less professional approaches to curriculum implementation. In order to meet such a challenge, a new approach to curriculum
policy, namely “soft” policy, was used by policy-makers to implement curriculum reform. With the provision of substantial
resources, it was expected by the policy-makers that schools and teachers would have better opportunities to develop themselves
professionally and manage the new changes effectively. However, such a view misread the situation because the historical trend
and present situation of teachers’ professional development were overlooked. This paper uses case studies of schools and teachers
involved in the current reforms to show how teachers and schools implemented the reform process. The cases demonstrate how
reforms were understood at the local level and the extent to which it could be claimed that implementation had taken place. 相似文献
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There is debate internationally about the production of curriculum texts and the epistemologies underpinning the knowledge legitimated in national curricula. National History curricula in particular are a source of contention bounded by calls for coherent and unifying national narratives that are inclusive and reflect the complexity of the discipline and historical consciousness of the nation to which they are bound. This paper uses critical spatial theory to highlight the ‘spaces’ and ‘places’ of the Australian Curriculum History (years 7–10) which organise and disorganise representations of identities in and out of the centre of the national narrative. Interrogating the impact of these representations within purported inclusive and cohesive national narratives draws attention to the notions of belonging presented to Australian citizens. We argue that resistance to normative national narratives and colonial legacies presented with place-based identities can reinhabit the curriculum. This reinhabiting and decentring seeks to engage History students with alternative perspectives and articulations to the national narrative, and foster meaningful connections to place and citizenship. Finally, critical place-based education approaches invite an embodied local/global citizen through local and marginalised knowledges. 相似文献
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Arik Segev 《Educational Philosophy and Theory》2017,49(1):89-98
Phillip Cam recently published a study on the separation between the teaching and learning of classic school curriculum (CSC) on the one hand and morality on the other. He suggests an approach to integrate them. The goal of this article was to suggest a complementary alternative approach, to Cam’s. Based on a MacIntyrean paradigm, I argue that seeing the CSC (such as math, biology, literature and history) as ‘practices’ would also enable that integration. This approach differs from the one proposed by Cam, since it preserves the structure of the CSC. Nevertheless, I will demonstrate how this approach leads to a number of changes in the formation, teaching and learning of school curriculum. As background, I will briefly describe R.S. Peters’ attempt to find an internal justification for the teaching and learning of school curriculum and point to some weaknesses it contains. My proposal can be understood as deriving from the same principle, of another famous educational initiative, Mortimer Adler’s ‘Great Book Project’. Toward the end of the article, I will demonstrate why Adler’s project differs from mine, and why it does not meet the goal of integrating learning school curriculum with moral education. 相似文献
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Carl-Henrik Adolfsson 《Curriculum Journal》2018,29(3):424-440
This article offers a contribution to the current debate about knowledge and the curriculum, especially initiated by social realist writers. The enacted Swedish subject-based curriculum for compulsory schooling is examined and is also used as a significant case with the aim of discussing practical implications of social realist claims regarding knowledge and the curriculum. Video-recorded lessons from grade six in six different Swedish schools, in combination with teacher interviews, are explored within the scope of a curriculum theory framework with the purpose of illuminating dominant patterns of knowledge boundaries and knowledge conceptions. The study shows how the Swedish subject-based curriculum frames teaching in a direction where a disciplinary knowledge conception with fixed knowledge boundaries predominates over other knowledge forms. The subject-based curriculum also appears to produce an ‘overloading’ of content, which implies that pupils’ questions and experiences are avoided and dismissed in the teaching practice. 相似文献
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Jeongae You 《课程研究杂志》2013,45(1):87-108
This paper captures a national curriculum maker’s experiences of revising the physical education curriculum in South Korea. A self‐study was conducted in order to make known the chairperson’s experiences concerning the various obstacles encountered in revising the national curriculum and to offer previously unseen insights afforded by the curriculum maker’s personal reflections. This study specifically offers a detailed analysis of four challenges the national curriculum maker encountered: (1) personal obstacles encountered as a young female chairperson, (2) environmental obstacles encountered as a marginally positioned chairperson, (3) professional obstacles faced as an innovative chairperson, and (4) institutionalized obstacles related to being named the official chairperson. In this self‐study conducted in the narrative inquiry tradition, several important findings emerge about the nature of curriculum making and how curriculum making transpires at a national level. 相似文献
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Terry Wrigley 《Curriculum Journal》2018,29(1):4-24
This article considers the place of knowledge in developing a socially just curriculum. It pursues the unusual route of a critique of Social Realism, a small but influential tendency in curriculum studies which claims that knowledge has been squeezed out by recent curriculum reforms and that there has been a descent into relativism. This paper shares the Social Realist view that ‘powerful knowledge’ is needed, and particularly by disadvantaged or marginalised young people. However, it critiques Social Realism's limited definition of ‘powerful knowledge’, arguing that for knowledge to be truly powerful, it must open up issues of power and inequality. It contests the Social Realist argument that critical pedagogy which begins from a subaltern stance is intrinsically relativist, arguing instead that alternative perspectives can help uncover concealed truths and break through hegemonic paradigms and ideologies. It argues that this is entirely compatible with a Critical Realist epistemology. Furthermore, the paper presents reasons why a socially just curriculum needs to draw upon the vernacular knowledge of marginalised groups as well as the canonical knowledge of academic disciplines to produce truly powerful knowledge and a social justice curriculum. 相似文献
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Understanding curriculum decision‐making through teacher images 总被引：1，自引：0，他引：1
Sue Johnston 《课程研究杂志》2013,45(5):463-471
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James M. Magrini 《课程研究杂志》2013,45(2):274-299
The argumentation in this paper is grounded in a critical and conceptual analysis of Ted Aoki’s phenomenology, wherein curriculum is read as phenomenological text. The problem explored emerges from Aoki’s critique of the Tyler rationale for curriculum design, implementation and evaluation as it is conceived and practised in contemporary standardized education, which is driven by the ideology of social efficiency. Aoki focuses on the way in which the scientific and technical modes of curriculum implementation preclude particular modes of Being-in-the-world because curriculum implementation, as a technical and instrumental process, reduces both educators and students to epistemological subjects, and beyond, objects of knowledge. By focusing on curriculum implementation as a form of ‘situational-praxis’ as opposed to ‘instrumental-action’, this paper concludes, it is possible to put educators and students in touch with the ontological aspects of their Being-in-the-world. Aoki’s practice of phenomenology reveals an understanding of an attuned mode of human transcendence in learning, which opens the possibility for an authentic educational experience where educators and students dwell in the midst of the curriculum’s unfolding as an ontological phenomenon. 相似文献
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Aicha Maherzi 《欧洲师范教育杂志》1986,9(3):247-258
Within the context of a general reflection on teacher training curricula in Algeria the author focuses on training patterns modelled upon two principles: interdisci‐plinarity, and the adaptation of programmes to local needs rather than standards imported from abroad.
The examination of the curriculum puts the student at the centre. The content proposed here for the fourth year of training of student teachers at the Ecole Normale Supérieure of Algiers is only one element in the curriculum. The following steps are proposed: creation of a database, a focus upon educational objectives, selection of subject matter relative to objectives previously defined and which are especially geared to putting theoretical understanding at the service of learning to think, placing pedagogic methods at the heart of content, of subject didactics and of general pedagogy, and, finally, establishment of a system of evaluation.
The numerous questions thrown up by the article are eloquent testimony to the complexity of what is currently being attempted in Algeria. 相似文献
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CHEN Wen - tian 《双语学习》2007,(12M):81-81
I have been an English teacher for seven years. Since 1 finished my college. I was engaged in graduating class＇s teaching all time. I went through two stages：the new curriculum and the old one. In place with reform of Education. Motivation, activeties became more important in teaching, what can you do to be a good teacher？ Here I want to talk about my changes, Share my ideas with everyone. 相似文献
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Karl F. Robinson 《Quarterly Journal of Speech》2013,99(3):367-377
GROUP LEADERSHIP AND DEMOCRATIC ACTION. By Franklin S. Haiman. Boston: Houghton Mifflin Co., 1951; pp. vii+309. $2.50. NEW WAYS TO BETTER MEETINGS. By Bert and Frances Strauss. New York: The Viking Press, 1951; pp. 177. $2.95. DISCUSSION AND DEBATE: TOOLS OF A DEMOCRACY. By Henry L. Ewbank and J. Jeffery Auer. (Second edition). New York: Appleton‐Century‐Crofts, Inc. 1951; pp. x+ 492. $3.50. COMMUNICATION: THE SOCIAL MATRIX OF PSYCHIATRY. By Jurgen Ruesch and Gregory Bateson. New York: W. W. Norton and Company, 1951; pp. 314. $4.50. FÉNELON'S DIALOGUES ON ELOQUENCE. By Wilbur Samuel Howell. Princeton: Princeton University Press, 1951; pp. 160. $3.00. THEODORE WELD: CRUSADER FOR FREEDOM. By Benjamin P. Thomas. New Brunswick, New Jersey: Rutgers University Press, 1950; PP. 307. $4.25. THE LETTERS OF THEODORE ROOSEVELT. Selected and edited by Ehing E. Morison; John M. Blum, Associate Editor; John J. Buckley, Copy Editor. Cambridge; Harvard University Press, igsi; 9 volumes; Vols. 1–2, pp. xxix+800; 801–1549. $20.00. PUBLIC SPEAKING: PRINCIPLES AND PRACTICE. By Giles Wilkeson Gray and Waldo W. Braden. New York: Harper &; Brothers, 1951; pp. xiv+581. $4.00. TEACHING SPEECH IN THE SECONDARY SCHOOL. By Karl Robinson. New York: Longmans, Green and Company, 1951; pp. 438. $4.00. SPEECH: FORMS AND PRINCIPLES. By Andrew Thomas Weaver. (Second Edition). New York: Longmans, Green and Company, 1951: pp. 415.$3.50. HOW TO WRITE A SPEECH. By Edward J. Hegarty. New York: McGraw‐Hill Book Company, 1951; pp. vii+xii+226. $3.50. THE AMERICAN PRONOUNCING DICTIONARY OF TROUBLESOME WORDS. By Frank O. Colby. New York: Crowell, 1950: pp. 399. $4.50. A MANUAL OF PRONUNCIATION. By Morriss H. Needleman. New York: Barnes and Noble, 1950; pp. cvii+321. $4.00. YOUR DEAF CHILD. By Helmer R. Mykle‐bust. Springfield, Illinois: Charles C. Thomas, Publisher, 1950; pp. 133. $2.50. LANGUAGE FOR THE PRESCHOOL DEAF CHILD. By Grace Harris Lassman. New York: Grune &; Stratton, Inc., 1950; pp. 263. $5.50. THE RETURN FROM BABEL. By Gerald M. Spring. New York: Philosophical Library, 1951; pp. ix+179. $3.50. MORE ABOUT WORDS. By Margaret S. Ernst. Sketches by W. A. Dwiggins. New York: Knopf, 1951; pp. xii+233. $3.00. WORDS AND THEIR USE. By Stephen Ullman. New York: Philosophical Library, 1951; pp. 108. $2.75. POETRY AND DRAMA. By T. S. Eliot. Cambridge, Mass.: Harvard University Press, 1951; pp. 44. $1.50. A TREASURY OF THE THEATRE (FROM AESCHYLUS TO TURGENEV). Edited by John Gassner. (Revised Edition for Colleges). New York: The Dryden Press, 1951; pp. xviii+718. $4.50. HISTORY OF THE RUSSIAN THEATRE: Seventeenth Through Nineteenth Century. By B. V. Varneke. Original Translation by Boris Brasol. Revised and Edited by Belle Martin. New York: The Macmillan Company, 1951; pp. xii+459. $6.50. HISTORY OF SPEECH EDUCATION AT COLUMBIA COLLEGE 1754–1940. By Helen P. Roach. New York: Bureau of Publications, Teachers College, Columbia University, 1950; pp. 134. $2.35. TELEVISION AND OUR CHILDREN. By Robert Lewis Shayon. New York: Longmans, Green and Company. 1951; pp. 94. $1.50. RADIO AND TELEVISION SOUND EFFECTS. By Robert B. Turnbull. New York: Rinehart and Company, Inc., 1951; pp. xv+334. $4.50. SUCCESSFUL RADIO AND TELEVISION ADVERTISING. By E. F. Seehafer and J. W. Laemmar. New York: McGraw‐Hill Book Company, Inc., 1951; pp. xiii+574. $6.50. FOUNDATIONS IN BROADCASTING. By Edgar E. Willis. New York: Oxford University Press, 1951; pp. viii+439. $3.25. TELEVISION PROGRAMMING AND PRODUCTION. By Richard Hubbell. (Second Edition). New York: Rinehart and Co., 1950; pp. xiv+240. $3.50. PRACTICAL LOGIC. By Monroe C. Beardsley. New York: Prentice‐Hall, Inc., 1950; pp. xxviii +580. $3.75. THINKING STRAIGHT. By Monroe C. Beards, ley. New York: Prentice‐Hall, Inc., 1950; pp. xxi+278. $2.00. THINK BEFORE YOU WRITE. By William G. Leary and James Steel Smith. New York: Harcourt, Brace and Company, 1951; pp. 490. $2.25. WE TEACH ENGLISH. By Lou La Brant. New York: Harcourt, Brace and Company, 1951; pp. 342. $2.75. INNOCENTS FROM ABROAD. By Kenneth Harris. Boston: Houghton Mifflin Company. 1951; pp. 238. $2.50. ROBERT'S RULES OF ORDER REVISED. By General Henry M. Robert. (Seventy‐fifth anniversary edition). New York: Scott Foresman and Company, 1951; pp. 326. $2.10. 相似文献
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Abstract This theoretical paper characterizes and explores emergent‐oriented curriculum practice through the experiences of an early childhood education (ECE) prospective teacher, in the context of the U.S., as she co‐constructs the meaning of emergent‐oriented curriculum with culturally diverse pre‐K (4–5‐year‐old) children during her field experience. The paper examines how the prospective teacher understood emergent learning, how she and the children created and shaped their curriculum, and what critical aspects pertain to emergent‐oriented curriculum work from the perspective of developmentally meaningful and culturally responsive practice. 相似文献
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Background: Elementary Science Education is struggling with multiple challenges. National and State test results confirm the need for deeper understanding in elementary science education. Moreover, national policy statements and researchers call for increased exposure to engineering and technology in elementary science education. The basic motivation of this study is to suggest a solution to both improving elementary science education and increasing exposure to engineering and technology in it.
Purpose/Hypothesis: This mixed-method study examined the impact of an engineering design-based curriculum compared to an inquiry-based curriculum on fifth graders’ content learning of simple machines. We hypothesize that the LEGO-engineering design unit is as successful as the inquiry-based unit in terms of students’ science content learning of simple machines.
Design/Method: We used a mixed-methods approach to investigate our research questions; we compared the control and the experimental groups’ scores from the tests and interviews by using Analysis of Covariance (ANCOVA) and compared each group’s pre- and post-scores by using paired t-tests.
Results: Our findings from the paired t-tests show that both the experimental and comparison groups significantly improved their scores from the pre-test to post-test on the multiple-choice, open-ended, and interview items. Moreover, ANCOVA results show that students in the experimental group, who learned simple machines with the design-based unit, performed significantly better on the interview questions.
Conclusions: Our analyses revealed that the design-based Design a people mover: Simple machines unit was, if not better, as successful as the inquiry-based FOSS Levers and pulleys unit in terms of students’ science content learning. 相似文献
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Ferry Boschman Susan McKenney Joke Voogt 《Educational technology research and development : ETR & D》2014,62(4):393-416
The goal of this study was to reach a better understanding of the intuitive decisions teachers make when designing a technology-rich learning environment. A multiple case-study design was employed to examine what kinds of factors (external priorities, existing orientations or practical concerns) influence design interactions of teams of kindergarten teachers. This study combines semi-structured interview data on teachers’ existing orientations with analysis of teachers’ design discussions during the design of learning material for a technology-rich learning environment. Three teams of teachers voluntarily participated. Findings on the existing orientations suggest that knowledge and beliefs about teaching and learning related to knowledge and beliefs on technology and early literacy. The analysis of teachers’ discussions revealed that the process could be characterized to a large extent as brainstorms; and that problems are not addressed in-depth. Rather they are resolved through brainstorming, and most argumentation falls in the realm of practical concerns: how to organize learning activities and how to respond to contingencies. The findings of this study suggest that teachers’ explicated design reasoning is mostly influenced by practical concerns, yet their own knowledge and beliefs play an important role at the start of the design process. However, these existing orientations as well as the practical concerns that emerge during the conversation tend to be narrow in scope. Theoretical and practical implications are discussed in light of how this study provides understanding of how to support these teachers. 相似文献