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Post-Independence Basic Education in Kenya: An Historical Analysis of Curriculum Reforms 肯尼亚独立后的基础教育:课程改革的历史分析
FIRE: Forum for International Research in Education Pub Date : 2021-05-10 DOI: 10.32865/fire202171219
J. Inyega, Adeela Arshad-Ayaz, M. Naseem, Evans W. Mahaya, Dalia Elsayed
{"title":"Post-Independence Basic Education in Kenya: An Historical Analysis of Curriculum Reforms","authors":"J. Inyega, Adeela Arshad-Ayaz, M. Naseem, Evans W. Mahaya, Dalia Elsayed","doi":"10.32865/fire202171219","DOIUrl":"https://doi.org/10.32865/fire202171219","url":null,"abstract":"This article presents a critical review of the education system and curriculum reforms in basic education in Kenya from independence in 1963 to date. It presents a philosophical and pragmatic basis for content review and the curriculum reform process. Data collection involved a critical review of relevant literature; including several curriculum reform documents. Based on the literature review and documentary analysis, there is overwhelming evidence that radical changes have resulted in the Kenyan education system from several curriculum reviews and major reforms in response to the changing needs of the Kenyan society. The new curriculum currently under implementation is the Competency-Based Curriculum (CBC). Over the years, there have been minimal changes in the content, scope, and sequence of the basic education curriculum. This article presents salient changes in the Kenyan education system and presents recommendations that may have significant implications for future curriculum reforms that can potentially improve learning outcomes.","PeriodicalId":232875,"journal":{"name":"FIRE: Forum for International Research in Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123918196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
The Mobility of Education Policy in the 21st Century: Lessons from Other Fields 21世纪教育政策的流动性:来自其他领域的教训
FIRE: Forum for International Research in Education Pub Date : 2020-10-19 DOI: 10.32865/fire202063187
Alan Ruby, Aisi Li
{"title":"The Mobility of Education Policy in the 21st Century: Lessons from Other Fields","authors":"Alan Ruby, Aisi Li","doi":"10.32865/fire202063187","DOIUrl":"https://doi.org/10.32865/fire202063187","url":null,"abstract":"The ways information about national education policies is exchanged and interpreted is a field of comparative education that is under-developed. What discussion and analysis there is seems to ignore the insights and models prevalent in other domains. We looked to fields like political science, and economic and social development for concepts to strengthen the analysis of education policy mobility between nations. We found an abundance of metaphors most of which fail to capture key elements of policy diffusion including the notion that ideas change as they cross cultural boundaries. We observe that policy transfer can be purposefully initiated by the host as well as a product of coercion or external incentives. Our principal conclusions are that common framings of traveling education policies are linear, one-directional and marked by an air of beneficence. They overlook the importance of context and the actions of sovereign nations in policy formation.","PeriodicalId":232875,"journal":{"name":"FIRE: Forum for International Research in Education","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116621571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Seoul Destination: A Mixed-methods Study of a Korean University 首尔目的地:一所韩国大学的混合方法研究
FIRE: Forum for International Research in Education Pub Date : 2020-10-19 DOI: 10.32865/fire202063220
W. Stewart
{"title":"Seoul Destination: A Mixed-methods Study of a Korean University","authors":"W. Stewart","doi":"10.32865/fire202063220","DOIUrl":"https://doi.org/10.32865/fire202063220","url":null,"abstract":"The number of international students studying in the Republic of Korea has increased tremendously over the last 20 years, marking a change in regional student mobility trends. While most international degree students tend to originate in countries in Asia, signifying regionalization versus internationalization, exchange students are diverse by nationality/ region. This concurrent nested mixed-methods study sought to investigate the pull factors of a Korean university among exchange students. 564 students completed an electronic questionnaire and through on campus interviews. Quantitative results suggested that exchange students found characteristics about Korea attractive (e.g., K-pop) as well as wanting international and/or cross-cultural experiences, to be the most appealing. 10 students participated in interviews, and findings showed that students became interested in Korea by exposure to popular media, as well as wanting a diverse, international study environment. The implications of these findings are discussed in terms of university inbound program promotion/marketing and program design/development for short-term mobility, along with areas for future research.","PeriodicalId":232875,"journal":{"name":"FIRE: Forum for International Research in Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115567704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
Daisaku Ikeda Daisaku池田
FIRE: Forum for International Research in Education Pub Date : 2020-02-04 DOI: 10.32865/fire202062205
Nai-Cheng Kuo
{"title":"Daisaku Ikeda","authors":"Nai-Cheng Kuo","doi":"10.32865/fire202062205","DOIUrl":"https://doi.org/10.32865/fire202062205","url":null,"abstract":"Daisaku Ikeda","PeriodicalId":232875,"journal":{"name":"FIRE: Forum for International Research in Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115820306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Beyond Access and Barriers: Inclusive Education and Systems Change 超越机会和障碍:全纳教育和制度变革
FIRE: Forum for International Research in Education Pub Date : 2020-01-08 DOI: 10.32865/FIRE202061198
Matthew J. Schuelka, Alisha M. B. Braun, C. Johnstone
{"title":"Beyond Access and Barriers: Inclusive Education and Systems Change","authors":"Matthew J. Schuelka, Alisha M. B. Braun, C. Johnstone","doi":"10.32865/FIRE202061198","DOIUrl":"https://doi.org/10.32865/FIRE202061198","url":null,"abstract":"In this introduction to the special issue, we argue that inclusive education research should move beyond a traditional 'deficit' approach, rooted in special education. The articles contained in this special issue represent new ways of conceptualizing, researching, and exploring inclusivity in education. In sum, this special issue makes the case that inclusivity in education requires a complex systems approach of analysis and advocacy that recognizes multiple layers, actors, and sites. Specifically, any way of understanding inclusivity in education needs to foreground participants, practitioners, and end-users. We believe that new ways of researching and conceputalizing inclusivty in education also fits into current trends in international and comparative education.","PeriodicalId":232875,"journal":{"name":"FIRE: Forum for International Research in Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114086774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 10
Inclusion across borders: young immigrants in France and England 跨国界包容:法国和英国的年轻移民
FIRE: Forum for International Research in Education Pub Date : 2020-01-08 DOI: 10.32865/FIRE202061182
O. Welply
{"title":"Inclusion across borders: young immigrants in France and England","authors":"O. Welply","doi":"10.32865/FIRE202061182","DOIUrl":"https://doi.org/10.32865/FIRE202061182","url":null,"abstract":"Globalisation and migration have brought new challenges to education in the past decades, raising questions about how schools can promote inclusion within contexts of increased diversity (Vertovec and Wessendorf, 2009). The concept of inclusive education itself remains contested with different meanings across national contexts. This makes a comparative focus on inclusion particularly relevant to understanding different languages of inclusion and the ways in which these are articulated across national and institutional contexts.","PeriodicalId":232875,"journal":{"name":"FIRE: Forum for International Research in Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114551693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Policy and practice in L1-based multilingual education: Challenges and steps forward 以外语为基础的多语教育的政策与实践:挑战与进步
FIRE: Forum for International Research in Education Pub Date : 2019-12-20 DOI: 10.32865/fire201953202
Kevin M. Wong, C. Benson
{"title":"Policy and practice in L1-based multilingual education: Challenges and steps forward","authors":"Kevin M. Wong, C. Benson","doi":"10.32865/fire201953202","DOIUrl":"https://doi.org/10.32865/fire201953202","url":null,"abstract":"This introductory article presents the theme of this special issue","PeriodicalId":232875,"journal":{"name":"FIRE: Forum for International Research in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114061002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Responding to College Students Who Exhibit Adverse Manifestations of Stress and Trauma in the College Classroom 回应大学生在大学课堂上表现出的压力和创伤的不良表现
FIRE: Forum for International Research in Education Pub Date : 2019-11-05 DOI: 10.32865/fire201952164
L. Bohannon, S. Clapsaddle, Dixie McCollum
{"title":"Responding to College Students Who Exhibit Adverse Manifestations of Stress and Trauma in the College Classroom","authors":"L. Bohannon, S. Clapsaddle, Dixie McCollum","doi":"10.32865/fire201952164","DOIUrl":"https://doi.org/10.32865/fire201952164","url":null,"abstract":"Depression, anxiety disorders, and students who have experienced trauma have increased across the globe in the past decade.","PeriodicalId":232875,"journal":{"name":"FIRE: Forum for International Research in Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125157279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Teacher as Change Agent for Consequential Learning: One Korean Teacher 教师作为结果性学习的变革推动者:一位韩国教师
FIRE: Forum for International Research in Education Pub Date : 2019-11-05 DOI: 10.32865/fire201952156
W. Kim
{"title":"Teacher as Change Agent for Consequential Learning: One Korean Teacher","authors":"W. Kim","doi":"10.32865/fire201952156","DOIUrl":"https://doi.org/10.32865/fire201952156","url":null,"abstract":"Consequential learning is an equity-oriented framework in which students create learning pathways to pursue what matters to themselves and to the communities they care about. In this paper, I seek to identify the moments of consequential learning from a story in which my students and I danced together to express a set of scientific knowledge: how atoms change their configuration during photosynthesis while sustaining the total mass as consistent. Taking an autoethnographic approach, I examine how consequential learning was presented during the project and how I worked as a change agent to support it. Based on findings that show how students and I sought to transform science into a powerful tool to actualize what mattered to them while creating varied patterns of participation, I argue that, as change agents for consequential learning, teachers should take a stance on students as a rightful presence.","PeriodicalId":232875,"journal":{"name":"FIRE: Forum for International Research in Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133123249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
To create a better and more peaceful world: Infusing human rights instruction in PK-12 classrooms 创造一个更美好、更和平的世界:在中小学课堂上灌输人权教育
FIRE: Forum for International Research in Education Pub Date : 2019-11-05 DOI: 10.32865/fire201952160
Kimberley Daly
{"title":"To create a better and more peaceful world: Infusing human rights instruction in PK-12 classrooms","authors":"Kimberley Daly","doi":"10.32865/fire201952160","DOIUrl":"https://doi.org/10.32865/fire201952160","url":null,"abstract":"This article discusses an online graduate education course at a large Southern university in the United States. The course, part of a certificate program for International Baccalaureate (IB) educators, focuses on infusing human rights instruction in PK-12 classrooms and provides teachers with additional methods and strategies to teach various subjects, disciplines, student populations, and cultural contexts. Although the course text centers on the United Nations Convention of the Rights of the Child (UNCRC), additional readings require students to consider other human rights documents, academic research concerning peace and human rights education, and classroom strategies. The teachers who complete the course are more confident working with human rights topics and the course encourages educators to think critically and connect issues at their grade level and in their current contexts.","PeriodicalId":232875,"journal":{"name":"FIRE: Forum for International Research in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130659080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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