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1.
Chris Turner 《School Leadership & Management》2013,33(1)
This paper discusses the ways in which the distinctive nature of the subject being taught has important implications for the management of teaching and learning by Heads of Department (HoDs). The study reports the perceptions of HoDs working in four areas of the curriculum (English, Mathematics, Science and Technology) in secondary schools in Wales. The findings demonstrate a range of different themes, pertinent to each subject. Some of these themes illustrate a number of different subject paradigms (based on the content) while others are more concerned with how the subject is taught. 相似文献
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ABSTRACTThe current study focused on scaffolding programmes, including cognitive and meta-cognitive components, for science problem solving in a computerised learning environment to identify their unique effects on aspects of student motivation. Using expectancy-value theory as a conceptual framework, the current study focused on two motivational aspects: intrinsic value and perceived cost. Four scaffolding components were identified (structural, reflective, subject matter and enrichment) and used in different configurations to construct four scaffolding programmes ranging from low support (Enrichment) to partial support (Operative and Strategic) to full support (Integrated). The participants were seventh-grade students (N?=?458) sampled from 15 different classes in 3 middle schools. The classes were randomly assigned to the five treatment groups (four ‘scaffolding programmes’ and one control). The intervention was conducted over approximately 6 months as part of the regular class curriculum. The first phase of the study was based on self-report surveys distributed twice to all participants, and the second phase was based on observations of a sub-sample (N?=?145). The findings indicated that the integrated group demonstrated the most adaptive patterns of motivation. Specifically, the integrated group was the only group that showed no decline in intrinsic value or increases in perceived cost. Both the strategic and integrated groups had higher levels of observed willingness to invest effort and reports of intentional learning when using the scaffolding software. The common feature of these groups is the reflection component, which implies that reflection and its combination with subject matter have positive effects on motivation. 相似文献
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Michael Fordham 《Educational Philosophy and Theory》2017,49(6):631-642
AbstractThe 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
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Mins Minssen Wolfgang Buender Wilhelm Walgenbach 《International Journal of Science Education》2013,35(3):285-293
Summaries English This paper describes the philosophy as well as the actual and possible utilization of a model curriculum recently developed in FR Germany. The curriculum contains two parts: one of which deals with teacher training. Here teachers are provided with information, guidelines and procedures, which are to enable them to construct an integrated curriculum—setting out from a special subject within a special discipline. The other part contains a model curriculum for use in schools. It centres around the evolution of the macromolecule concept. Both parts are determined by a philosophy which stresses the importance of the unification of aesthetic and rationalistic elements in science and science education. Generally, it reconsiders the separation between the examining subject, on one side, and nature as the object of examination, on the other side. The actual process of dissemination and implementation is discussed along with future strategies. It is claimed that the model is confined neither to the specific German situation nor to the topic of the evolution of the specific macromolecule concept. 相似文献
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This paper reports on selected aspects of data, with special reference to science, derived from a survey of primary school teachers as part of the Leverhulme Primary Project at the University of Exeter. A national sample of teachers (N = 901) across 152 schools was surveyed in order to ascertain teachers’ perceptions of competence and needs with respect to the new National Curriculum in the UK. Initially, data were collected in relation to ten subject areas and generic teaching skills, with provision made for free‐form responses concerning National Curriculum implementation. Selected aspects of these data, principally related to the National Curriculum core area of science, were subjected to detailed further analysis and are reported. Variables identified from the survey findings, and of concern to science educators, included early subject specialism, years of teaching and gender. These were probed for relationships and significance. The tension between competing National Curriculum requirements for specialist subject knowledge and generalist teaching skills was explored. Findings have implications for innovation in approaches to staff development to cater for perceived needs, teacher educators and curriculum alignment. 相似文献
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Karl F. Wheatley 《Journal of Early Childhood Teacher Education》2013,34(4):327-332
Abstract Teaching teachers to write lessons that exemplify transformational curriculum is vitally important, yet challenges face early childhood teacher educators who attempt this task. Two approaches for writing lesson plans are outlined, and the benefits of these planning approaches are described. Students become more knowledgeable about different types of objectives, about national standards and benchmarks, and about developmentally appropriate practice, emergent curriculum, and transformational curriculum. Students become more skilled at writing developmental and subject matter objectives, creating appropriate assessments for objectives, and articulating connections between objectives and standards and benchmarks. Finally, students become more focused on educational objectives and child outcomes. 相似文献
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《The Educational forum》2012,76(4):412-417
Abstract Research in four areas has the potential to dramatically improve how practitioners address the challenges of integrating digital texts and tasks into their literacy curriculum. Advances in defining and measuring key components of online reading comprehension are rapidly emerging. In addition, instructional models, such as Internet reciprocal teaching (IRT), can lead to the acquisition of online reading comprehension, but teachers need access to sustained professional development that is aligned with their own learning goals. 相似文献
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Dr. Daniel J. Elazar 《Journal of Jewish Education》2013,79(2):12-15
PART II The Subject Matter Despite the Differences noted in the various curricula under consideration here, all three are dedicated to the proposition that knowledge is central to the forming of the Jew. The 1978 curriculum, appearing as it does at a time in which many Jewish educators have opted for an emphasis on affective experience, reaffirms the assertion that “An empty-headed person cannot be sin fearing, nor can an ignorant person be truly pious.” The centrality of subject matter in each of the curricula invites a comparison of the levels of achievement to which they aspire. In this section we propose an analysis of several areas of the curricula and thereby to arrive at an estimate of what the student “knows” and is capable of doing if the course of study in these subjects is completed as planned. 相似文献
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Paul K. Newton 《PRIMUS》2017,27(8-9):814-826
AbstractThe subject of fluid mechanics is a rich, vibrant, and rapidly developing branch of applied mathematics. Historically, it has developed hand-in-hand with the elegant subject of complex variable theory. The Westmont College NSF-sponsored workshop on the revitalization of complex variable theory in the undergraduate curriculum focused partly on identifying scientific areas where complex variables plays an active role. The author presented a lecture on this topic and here we highlight parts of that presentation and follow-up discussion. 相似文献
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Wanda Bracy 《Journal of Teaching in Social Work》2018,38(1):1-17
ABSTRACTThe focus on competency in social work education makes the development of a competency-based curriculum critical. This article describes an approach to curriculum building taking into account the integration, coherency, and integrity of such a curriculum. A presentation of how performance outcomes are fundamental to the relationship between the Educational Policy and Accreditation Standard competencies and the assignments designed to assess their attainment is presented. A demonstration of how the alignment of the components of a course reveals integrity in the curriculum is portrayed. How these aspects coalesce to build a competency-based curriculum is illustrated, and how this curriculum fulfills accreditation requirements is presented. The article concludes with the benefits and a cautionary note on this approach to curriculum building in social work education. 相似文献
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Although most teachers adapt curriculum, we know little about teachers’ rationales for modifying materials, how these rationales align with actual modifications, nor whether any patterns exist in the modifications that teachers make. This is especially the case in history/social studies, where research on curriculum is scant and research on teacher adaptation of curriculum is virtually non-existent. This paper addresses that gap. We report the results of a large-scale survey on curriculum use with over 1900 history teachers. The online survey focused on how and why teachers use and adapt lesson materials from a free online history curriculum and prompted teachers to upload examples of curriculum materials they had modified. We found that individual differences among teachers correlated with particular types of modifications. Moreover, we found that teachers were motivated to modify materials to address their students’ needs, and that their modifications rarely affected the core structure – or theory of content – of the lessons. We argue that such alignment between teachers and curricular materials represents an example of curricular fit. We discuss what curricular design features may have contributed to the high level of curricular fit among users as well as the implications of this construct for curriculum implementation efforts across subject areas. 相似文献
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This article focuses on the current policy context in early childhood education in England and Wales. The provision of high quality preschool education is regarded internationally as a significant factor in raising educational standards. Such aspirations are dependent on achieving effective patterns of continuity and progression from preschool to school. Despite the centrality of these terms in policy rhetoric progression and continuity are disputed and under‐conceptualized concepts. Furthermore, there is a dearth of empirical studies that explore the relationships between progression in learning and progression in the curriculum. The central aim of this article is to clarify some of the tensions and contradictions inherent in current conceptions of progression and continuity, drawing on perspectives from theory, policy and practice. These perspectives suggest that achieving progression and continuity through curricula which secure high quality outcomes is a difficult and, potentially, elusive aspiration. In theoretical terms, assumptions about progression in learning vary according to different orientations. In policy terms, the current subject‐oriented curriculum framework assumes that progression is an issue of content, and is based on the structures of the subjects. Research evidence indicates that educators in different settings are experiencing problems in providing the conditions which might achieve effective patterns of progression and continuity. The authors identify three key areas for further research in order to advance the development of theories of progression and continuity which might usefully inform policy, practice and curriculum development. 相似文献
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Georgina Stewart 《Educational Philosophy and Theory》2014,46(11):1270-1275
AbstractGoals for adding philosophy to the school curriculum centre on the perceived need to improve the general quality of critical thinking found in society. School philosophy also provides a means for asking questions of value and purpose about curriculum content across and between subjects, and, furthermore, it affirms the capability of children to think philosophically. Two main routes suggested are the introduction of philosophy as a subject, and processes of facilitating philosophical discussions as a way of establishing classroom ‘communities of inquiry’. This article analyses the place of philosophy in the school curriculum, drawing on three relevant examples of school curriculum reform: social studies, philosophy of science and Kura Kaupapa Māori. 相似文献
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Paul Bracey 《Education 3-13》2016,44(1):101-112
ABSTRACTThis study provides an evaluation of history subject leader's perceptions of a project called ‘Shaping the Future’, together with their attitudes towards Black History and diversity. It found that primary subject leaders were less likely to attach importance to these dimensions than their counterparts in secondary schools, whilst only a small minority of subject leaders made use of the project. Nevertheless, the findings provided insights into how some subject leaders used them as threads or within topics in their curriculum. The study argues that this provides a model for developing Black History as a means of understanding the past which is applicable to meeting the needs of all children. 相似文献
17.
Colin Richards Assistant Director of Inspection 《Curriculum Journal》2013,24(2):231-238
Abstract Since 1989, the Portuguese education system has undergone curricular reform which has introduced deep structural changes to the subject of physical education (PE). PE has become a compulsory and examinable subject within the ‘core curriculum’ of all school years (1 st to 12th grade). National curricular plans for basic and secondary education have also been introduced. This paper provides a view of the political options which have underpinned the present curricular project of PE in Portugal and compares practices in that country with those in Belgium. The analysis first describes the ‘curriculum as text’ before focusing attention on the ‘curriculum as action’. The analysis explores the nature of teachers’, pupils’ and parents’ beliefs, values and attitudes that together mediate the curriculum as text, help define contexts of PE, and influence public and political attitudes towards the subject. The paper points to the importance of both researchers and teachers for the development of effective teaching and learning in PE. 相似文献
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Abstract The focus of this article is a comparative review of the science curriculum for England and Wales from the perspective of recent developments in the United States of America, Australia, New Zealand and the Canadian province of Ontario. In the comparison of science curriculum documents and the language deployed, questions are raised about differences as well as commonalities among and between documents from various jurisdictions. Issues discussed include: the varying emphases upon science topics and/or intended learning outcomes; integration with other curriculum areas; the content and organization of the science curriculum; and ways of assessing students’ performances and understandings. The article draws attention to the importance of comparative analysis which informs our understanding of the effects of curriculum change, its relation to students’ achievements in science, and the need to support the development of teachers. 相似文献
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Elizabeth Wood 《Teachers and Teaching》2013,19(1):95-100
Abstract Teachers and university professors hold strong, and often different, views on school subjects and academic disciplines. This paper explores the meanings of subjects and disciplines for teachers and university professors who have different subject or disciplinary affiliations as these emerge within discussions about curriculum in a professional development context. It describes a group of university professors and secondary school teachers who met to discuss new developments in research in the humanities and social sciences and their impact on school curriculum. The professors brought their expertise in their academic disciplines and their teaching experience to the conversations. Teachers brought their varied disciplinary knowledge, pedagogical content knowledge and a deep understanding of schools. They perceived their primary goal as making ‘translations’ and ‘transformations’ between university and school. There were many bridges to cross within these complex and multi‐layered conversations. The possibility of bridges was enhanced by sharing common experiences in dealing with dilemmas of teaching. However, it demonstrated the importance of exposing the key structures and arguments of the disciplines as a first step in building bridges among subject communities and between universities and schools. 相似文献
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Rhian Barrance 《牛津教育评论》2018,44(1):19-36
AbstractThis paper presents data that consider ways in which young people experience the curriculum through the lens of subject examination syllabuses (for GCSEs), their associated assessment techniques and structures, and educational policies at national and school level concerning subject choice. Drawing upon an original qualitative dataset from a mixed-methods study of students’ views and experiences of GCSE from Northern Ireland (NI) and Wales, the paper explores students’ perceptions of choice and fairness in relation to studying various subjects at GCSE. Factors of importance are the subjects available to them through subject option selections at the school level and the ways in which GCSE courses are then administered. In relation to notions of choice and fairness, the paper considers how students see access to the curriculum moderated by national- and school-level decisions regarding the assessment of GCSEs; the extent to which assessment techniques such as tiering, controlled assessment, and modularity, as well as school-level policy decisions about timing of entry to GCSEs (known as early entry) all combine to restrict students’ access to the full range of subjects and influence the ways in which they experience these subjects as curricula within their particular school settings. 相似文献