International Journal of Curriculum and Instruction最新文献

{"title":"When Assessment and Accountability Intersect, Good Things Can Happen","authors":"C. Schaffer","doi":"10.3776/JOCI.%Y.V8I1P31-47","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V8I1P31-47","url":null,"abstract":"A process implemented in a large teacher preparation program simultaneously addressed demands related to improving pre-service teacher assessment practices and program accountability.  The process, called Assessment Presentations, led to (a) more systematic incorporation of assessment instruction into the program's curriculum, and (b) the refinement of a program accountability measure.  As part of the Assessment Presentations, pre-service teachers gave oral presentations during which they demonstrated assessment practices and offered evidence for program accountability by including data related to P-12 student learning.  The Assessment Presentations also provided program-specific data that led to individual program revisions and a stronger overall teacher education program.  Discussion of the procedures, scoring criteria, results, and outcomes of the Assessment Presentations provides information that may be beneficial to other teacher education programs.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"119 1","pages":"31-47"},"PeriodicalIF":0.0,"publicationDate":"2014-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91050418","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}

{"title":"Book Review: Building A+ Better Teacher: How Teaching Works (and How to Teach it to Everyone).","authors":"Sharilyn C. Steadman","doi":"10.3776/JOCI.%Y.V8I2P110-112","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V8I2P110-112","url":null,"abstract":"","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"40 1","pages":"110-112"},"PeriodicalIF":0.0,"publicationDate":"2014-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90087977","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}

{"title":"Preparing Students to Take Responsibility for Learning: The Role of Non-Curricular Learning Strategies","authors":"J. Carpenter, J. S. Pease","doi":"10.3776/JOCI.%Y.V7I2P38-55","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V7I2P38-55","url":null,"abstract":"Standardized test-based accountability measures often result in overemphasis on knowing facts and cast students into passive roles. Such schooling yields neither the learning nor the learners the modern world requires and can exhaust and demoralize teachers. We assert that students must assume greater responsibility for their learning in order to attain deep understanding and transferable skills that benefit them throughout their lives. Curriculum and instruction must therefore pay greater attention to developing skills that allow students to take such ownership of their learning. We identify and discuss three foundational skills that enable students to assume more responsibility for learning: self-regulation, collaboration, and academic mindsets.  After reviewing current research on factors contributing to these non-curricular learning skills and exploring their importance within school contexts and beyond, we discuss the need for more classroom-based research on interventions aimed at their development.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"42 1","pages":"38-55"},"PeriodicalIF":0.0,"publicationDate":"2013-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90532656","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}

{"title":"Middle School Teachers’ Perceptions of the Benefits and Barriers of Common Planning","authors":"Heather R. Haverback, Molly Mee","doi":"10.3776/JOCI.%Y.V7I2P6-19","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V7I2P6-19","url":null,"abstract":"This quantitative study investigated what one group of middle school teachers (N = 50) perceived to be the benefits and barriers of Common Planning Time (CPT). The teachers surveyed were from one suburban public middle school in a Mid-Atlantic state. Results reported in the present study derived from 26 items included in the Benefits and Barriers of Common Planning Time section of The National Middle Grades Research Project Common Planning Time Teacher Survey. These items focused on how teachers perceived CPT at their school, what they found that did and did not work during CPT, and their professional development needs with regard to CPT. Results indicated the three primary benefits of CPT for teachers were: (1) open lines of communication with their team leaders; (2) their ability to work with others; and (3) their high expectations for student achievement. The most commonly reported barrier to CPT was that teachers believed they did not have enough time to achieve their goals. This study reports on these findings and discusses implications of implementation of CPT for researchers and practitioners.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"40 1","pages":"6-19"},"PeriodicalIF":0.0,"publicationDate":"2013-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77959937","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}

{"title":"Curriculum, Instruction, and the Common Core State Standards","authors":"Sharilyn C. Steadman, Chan Evans","doi":"10.3776/JOCI.%Y.V7I2P1-5","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V7I2P1-5","url":null,"abstract":"The history of reform efforts designed to improve the American educational system is long and multi-focused. Nearly since its inception, public education’s basic tenets, such as purpose, curriculum, pedagogy, access, and assessment, have served as targets for reform. More recently, the past 30 years have seen three major reform efforts shape American educational policy and implementation. The first, A Nation at Risk, and the second, the No Child Left Behind Act, were launched and supported by the federal government. The third and current educational reform effort is the Common Core State Standards. Developed under the leadership of the Council of Chief State School Officers and the National Governors Association (NGA & CCSSO, 2010), this reform is defined as the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school. (p. 3) This issue of the Journal of Curriculum and Instruction reflects the attention garnered by the implementation of CCSS implementation and other reform efforts and includes articles that address the impact of reform initiative on various aspects of curriculum and instruction.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"16 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2013-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87373723","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}

{"title":"Book Review: Quality Reading Instruction in the Age of Common Core Standards","authors":"A. LaDuke, M. Lindner, E. Yanoff","doi":"10.3776/JOCI.%Y.V7I2P76-79","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V7I2P76-79","url":null,"abstract":"","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"17 1","pages":"76-79"},"PeriodicalIF":0.0,"publicationDate":"2013-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85132015","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}

{"title":"Opportunities and Challenges of Curriculum Mapping Implementation in One School Setting: Considerations for School Leaders","authors":"Tamara Shilling","doi":"10.3776/JOCI.%Y.V7I2P20-37","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V7I2P20-37","url":null,"abstract":"This qualitative case study examined the perspectives and experiences of educators involved in the curriculum mapping initiative concerning the processes and activities that foster or impede curriculum mapping implementation. Twelve participants were recruited for the study. Data collection methods included semi-structured interviews, documents that involved standardized test reports and curriculum maps, and classroom observations. The results of the study indicated a strong congruence with the factors concerning initiating successful implementation identified in the literature, and they also highlighted some important aspects that are not widely discussed in the literature. The following strategies for successful curriculum mapping implementation were identified: consistency of leadership and support, sufficient and adequate training for mapping, provision of adequate resources and assistance, constant communication about the initiative, monitoring the implementation process, and providing incentives. Curriculum is central to all the processes and experiences occurring in school settings. Curriculum development, however, has traditionally been an essential responsibility of outside experts, excluding teachers from active participation in the curriculum development process (Carl, 2009; Craig & Ross, 2008). Research and practice show that there is a significant difference between the official, written curriculum developed by experts and the actual curriculum taught in the classroom because teachers, working autonomously, make different choices regarding curriculum and instruction based on their knowledge, experiences, and the realities of their classrooms (Cuban, 1993). To ensure congruence between the written curriculum and the taught curriculum, English (1980) introduced the process of curriculum mapping that describes “what is actually being taught, how long it is being taught, and the match between what is being taught and the district’s testing program” (p. 559). Initially, curriculum mapping was used as a means of curriculum audit in the school systems. In the current era of standards-based reform and accountability, curriculum mapping is increasingly used by many schools and school districts as a planning tool that allows educators to align their curricula with the required state standards and assessment practices (Udelhofen, 2005). In spite of an ever-growing use of curriculum mapping, the research on it is limited and when found is frequently in the form of published dissertations (Lucas, 2005; Shanks, 2002). The extant research has documented teachers’ positive perceptions of curriculum mapping as an effective instructional planning and curriculum alignment tool that promotes school improvement","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"128 1","pages":"20-37"},"PeriodicalIF":0.0,"publicationDate":"2013-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86398699","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}

{"title":"Moving Forward with Common Core State Standards Implementation: Possibilities and Potential Problems","authors":"Emily Liebtag","doi":"10.3776/JOCI.%Y.V7I2P56-70","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V7I2P56-70","url":null,"abstract":"The standards-based education reform has reshaped curriculum in the United States. This reform came about in large part as a result of the 1983 report A Nation at Risk (U.S. Department of Education, 1983), which urgently warned that something needed to be done to fix failing schools across the nation. This report undoubtedly transformed teaching and learning in schools, despite the fact that almost three decades later our nation still faces the problem of poor student achievement (Dee & Jacob, 2010; Toch, 2012). The No Child Left Behind Act (NCLB) of 2001 was an attempt to use recommendations from the earlier report to reform education practices, but it had questionable success. The current attempt to address student achievement concerns written by the Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGA) is the Common Core State Standards (CCSS) initiative (NGA & CCSSO, 2010). Although not fully implemented yet, there are already foreseeable advantages and disadvantages to the new standards. This perspective piece examines the possibilities and potential problems of this newest reform effort as it relates to social justice and the skills required for current and future educators to implement it.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"118 1","pages":"56-70"},"PeriodicalIF":0.0,"publicationDate":"2013-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91322976","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}

{"title":"Providing Positive Behavioral Support for All Students","authors":"L. Bloom","doi":"10.3776/JOCI.%Y.V7I1P1-5","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V7I1P1-5","url":null,"abstract":"How educators respond to children and youth with challenging behavior has changed dramatically over the years. In the past, school professionals typically dealt reactively and punitively with “problem students.” There was little attempt to discover or understand the student’s point of view or contributing environmental, instructional, or cultural factors. We now have a much better understanding of the complexity of actingout behavior and the school and teacher’s role in exacerbating or ameliorating it. Currently, we have an arsenal of effective evidence-based strategies to help educators teach and reinforce positive school-wide and class-wide behavior. This issue of the Journal of Curriculum and Instruction highlights practices that encourage academic and social success for all students. We, as educators, understand the need to go beyond a reactive approach to problematic or atypical behavior to one that views schools and their culture from a systems’ perspective, seeks to prevent the occurrence of negative behavior, understands and meets the needs of students with a wide array of ability, maturity, and skill level, and is accountable for the success of all learners. Multi-Tiered Systems of Support In the lead invited article, “School-wide Systems to Promote Positive Behaviors","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"15 4 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2013-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78619150","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}

{"title":"Creating Community and Support Using Native American Values in an Inclusive Third Grade Setting: An Action Research Case Study","authors":"Jonnie Walkingstick, L. Bloom","doi":"10.3776/JOCI.%Y.V7I1P55-78","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V7I1P55-78","url":null,"abstract":"This action research case study describes the collaboration of five third-grade teachers and a special educator to create a grade block system of support for all students to encourage learning and to meet school-wide and classroom expectations. Three goals guided the development of this integrated system: to create an inclusive caring classroom community, to provide positive behavioral support to all students, and to integrate strong ties and values of the local Native American culture. This article describes classroom and community activities, including class meetings and service learning projects. A case study of Steven, a classmate with EmotionalBehavioral Disorders (EBD) who needed intensive support, is presented. After a functional behavior analysis was conducted, individualized strategies were developed and implemented based on his needs. These included modifying assignments and encouraging peer compliments and positive attention. Results of an AB research design indicated a substantial drop in Steven’s disruptive behavior after the implementation of these individualized interventions. Recommendations for practitioners based on the integrated classroom system are presented. Schools and classrooms are complex social environments where teachers and students work together to intentionally or unintentionally create climates of support or climates of futility for students with and at risk for Emotional-Behavioral Disorders (EBD). There is strong evidence that schools and classrooms that function as supportive democratic communities have positive effects on academic outcomes and on social, emotional, and moral development of students as well (Battistich, 2010). When children with EBD are members of classrooms that foster a sense of community by generating acceptance, support, and belonging, they can thrive. When a sense of community is missing, children with EBD can be alienated and antisocial behavior can be exacerbated (Brendtro, Brokenleg, & Van Bockern, 2002; Smit & LiebenbergSiebrits, 2002). Inclusive classrooms that offer positive classroom climates with a strong sense of community can provide optimal conditions for behavioral support for students with EBD (Hieneman, Dunlap, & Kincaid, 2005; Kennedy & Kennedy, 2004). Being responsive to and integrating student culture is essential for developing a sense of community, improving classroom climate, and supporting students with learning and behavioral disabilities (Bal, Thorius, & Kozleski, 2012). In the third-grade block of a school with a predominately Native American population, teachers with a strong commitment to inclusion developed practices that","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"24 1","pages":"55-78"},"PeriodicalIF":0.0,"publicationDate":"2013-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84367450","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}