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International Journal of Curriculum and Instruction最新文献

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Cognitive Development, Global Learning, and Academic Progress: Promoting Teacher Readiness for CLD Students and Families 认知发展，全球学习和学术进步:促进CLD学生和家庭的教师准备
International Journal of Curriculum and Instruction Pub Date : 2012-04-19 DOI: 10.3776/JOCI.%Y.V6I1P11-24
Kevin Murry
{"title":"Cognitive Development, Global Learning, and Academic Progress: Promoting Teacher Readiness for CLD Students and Families","authors":"Kevin Murry","doi":"10.3776/JOCI.%Y.V6I1P11-24","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V6I1P11-24","url":null,"abstract":"Despite over two decades of steady growth in the school-age population of culturally and linguistically diverse (CLD) students, recent analyses indicate that classroom teachers remain inadequately prepared for the differential needs and assets of these students. Increasingly, the accommodation readiness spiral (ARS) provides a useful heuristic for the prioritization of teacher capacity building for classroom diversity (Herrera & Murry, 2011). The ARS highlights the fundamental importance of teachers’ readiness to maximize school-family connections (especially sociocultural/culture-bound contexts and scripts for learning) to improve students’ cognitive development and academic achievement in the classroom. The ecocultural approach offers a promising line of research for the optimization of these sociocultural routines in school-based and classroom activities that target new learning. Already this approach offers a variety of ecocultural strategies for teachers and teacher educators, three of which are detailed in this article: family support networks, communities of mothers, and family spaces for educative and decisive participation.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"173 1","pages":"11-24"},"PeriodicalIF":0.0,"publicationDate":"2012-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76189614","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: 11
Globalization: Current Constraints and Promising Perspectives 全球化:当前的制约和前景
International Journal of Curriculum and Instruction Pub Date : 2012-04-19 DOI: 10.3776/JOCI.%Y.V6I1P1-10
Socorro Herrera
{"title":"Globalization: Current Constraints and Promising Perspectives","authors":"Socorro Herrera","doi":"10.3776/JOCI.%Y.V6I1P1-10","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V6I1P1-10","url":null,"abstract":"Recent statistics indicate that more than 200 million people worldwide live in a country other than the one in which they were born, with more than a third having moved from an underdeveloped to a developed country and at least another third having moved from one developed nation to another. Although the United States is the world leader as a host country, Europe’s migrant population in 2005 exceeded that of North America by almost 50 percent and Western Asia’s share of the world’s migrants now exceeds 25 million (United Nations, 2011). Most pronounced is an unprecedented migration of persons to the developing world that is both a cause and a consequence of globalization.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"66 1","pages":"1-10"},"PeriodicalIF":0.0,"publicationDate":"2012-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79469259","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
Biography-Driven Strategies as the Great Equalizer: Universal Conditions that Promote K-12 Culturally Responsive Teaching 作为伟大均衡器的传记驱动策略:促进K-12文化响应教学的普遍条件
International Journal of Curriculum and Instruction Pub Date : 2012-04-14 DOI: 10.3776/JOCI.%Y.V6I1P25-42
D. Perez, Melissa A. Holmes, Stuart S. Miller, Cristina Fanning
{"title":"Biography-Driven Strategies as the Great Equalizer: Universal Conditions that Promote K-12 Culturally Responsive Teaching","authors":"D. Perez, Melissa A. Holmes, Stuart S. Miller, Cristina Fanning","doi":"10.3776/JOCI.%Y.V6I1P25-42","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V6I1P25-42","url":null,"abstract":"The growing number of culturally and linguistically diverse (CLD) students entering our public school system demands a new pedagogical framework for teaching and learning. With its emphasis on all four dimensions of the CLD student biography (sociocultural, linguistic, cognitive, academic), biography-driven culturally responsive teaching (Herrera, 2010) addresses the limited attention currently devoted to second language learning issues in the literature and research related to culturally responsive pedagogy. This study investigates the use of biography-driven instructional (BDI) strategies by 58 general education teachers at the elementary and secondary levels with CLD students in their classrooms using the Biography-Driven Performance Rubric, which measures enactment of teaching standards and educational best practices. Findings indicate that the use of BDI strategies can facilitate the practical actualization of culturally responsive teaching. Findings also suggest that implementation of BDI strategies can help teachers overcome challenges that are unique to secondary settings as they accommodate the assets and needs of CLD learners.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"23 1","pages":"25-42"},"PeriodicalIF":0.0,"publicationDate":"2012-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73236190","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: 19
CYCLES: A Culturally-relevant Approach to Climate Change Education in Native Communities 周期:土著社区气候变化教育的文化相关方法
International Journal of Curriculum and Instruction Pub Date : 2012-04-14 DOI: 10.3776/JOCI.%Y.V6I1P73-89
G. Roehrig, Karen Campbell, D. Dalbotten, Keisha Varma
{"title":"CYCLES: A Culturally-relevant Approach to Climate Change Education in Native Communities","authors":"G. Roehrig, Karen Campbell, D. Dalbotten, Keisha Varma","doi":"10.3776/JOCI.%Y.V6I1P73-89","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V6I1P73-89","url":null,"abstract":"This perspective article presents the CYCLES approach to climate change education for American Indian students. Our framework blends integrative science, technology, engineering, and mathematics (STEM) approaches to teaching and learning, place-based education, and inquiry-based strategies to provide cultural relevance to science learning that will empower American Indian students. Our integrative approach to STEM is aligned with the holistic, Indigenous world view that takes into account the myriad of interconnections between living and natural entities. Our place-based approach respects the close and sacred connections between Native peoples and the Earth. Our inquiry-based approach is designed to allow students to understand and value both scientific and Native ways of knowing about the world.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"17 1","pages":"73-89"},"PeriodicalIF":0.0,"publicationDate":"2012-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76747393","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: 21
Time, Space, and Culture: Diversifying and Globalizing "Minds" 时间、空间与文化:“思想”的多元化与全球化
International Journal of Curriculum and Instruction Pub Date : 2012-03-29 DOI: 10.3776/JOCI.%Y.V6I1P55-72
Roberta Levitt, Joseph Piro
{"title":"Time, Space, and Culture: Diversifying and Globalizing \"Minds\"","authors":"Roberta Levitt, Joseph Piro","doi":"10.3776/JOCI.%Y.V6I1P55-72","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V6I1P55-72","url":null,"abstract":"Trend data from multiple sources increasingly point to major demographic shifts in population classifications for the United States. In light of this development, this article presents a rationale for the introduction of education globalization, which is globally-focused learning, in American education that addresses the needs of an increasingly diverse student population. This article argues for change in how content and delivery of core curriculum and instruction in American schools must accommodate more flexible learning environments that incorporate not only demographic change but also political, linguistic, technological, and economic shifts driving an increasingly diverse society. As a framework, we suggest introducing Gardner’s (2008) Five Minds for the Future as a curriculum organizer. In addition, the conceptual development, complexities, and challenges of globalizing American curriculum tied to diversity and how these connect to contemporary teacher practices are discussed.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"25 1","pages":"55-72"},"PeriodicalIF":0.0,"publicationDate":"2012-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88403249","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
Conducting Successful Home Visits in Multicultural Communities 在多元文化社区成功进行家访
International Journal of Curriculum and Instruction Pub Date : 2012-03-29 DOI: 10.3776/JOCI.%Y.V6I1P43-54
David R. Byrd
{"title":"Conducting Successful Home Visits in Multicultural Communities","authors":"David R. Byrd","doi":"10.3776/JOCI.%Y.V6I1P43-54","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V6I1P43-54","url":null,"abstract":"The connection between home and school is vital in the success of all students; however, this connection faces a significant challenge when educators and caregivers do not share a common language or culture. With the increase of immigrant children in schools today, educators cannot assume that all parents will understand the U.S. school system and its expectations. One means of achieving purposeful dialogue between home and school is through home visits. Drawing on the professional literature and personal experiences of in-service educators, this article describes the process for conducting successful home visits in multicultural communities. It also discusses alternative ways of working with those families who do not wish to have school personnel come to their homes. The ideas presented are applicable to the teacher as well as the teacher educator who wishes to address and apply this important form of communication between educators and non-native English speaking families.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"30 1","pages":"43-54"},"PeriodicalIF":0.0,"publicationDate":"2012-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77742389","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: 9
Finding and Redefining the Meaning of Teaching: Exploring the Experiences of Mid-career Teachers 寻找和重新定义教学的意义:探索职业中期教师的经验
International Journal of Curriculum and Instruction Pub Date : 2011-12-10 DOI: 10.3776/JOCI.%Y.V5I2P5-26
S. Coulter, J. Lester
{"title":"Finding and Redefining the Meaning of Teaching: Exploring the Experiences of Mid-career Teachers","authors":"S. Coulter, J. Lester","doi":"10.3776/JOCI.%Y.V5I2P5-26","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V5I2P5-26","url":null,"abstract":"We carried out a grounded theory study to describe how mid-career English teachers make meaning of becoming teachers and persisting in the field. We explored the experiences of mid-career teachers in order to understand the experiences of those who made it “over the hump,” yet were far enough away from retirement so as not to be focused on such. After participant interviews were transcribed and analyzed using the constant comparative method, we developed the four themes, referred to as activities: (a) changing over time, (b) seeing the big picture, (c) sticking around, and (d) receiving rewards. Participants identified the primary reasons why they became teachers to be the intrinsic and subjective qualities of being a teacher and making a difference in students’ lives. These reasons were also the only motivators for why they remained in the field. A model describing the process of identity formation for teachers was proposed.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"22 1","pages":"5-26"},"PeriodicalIF":0.0,"publicationDate":"2011-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72715820","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
Navigating the Ever-Changing Educational System 驾驭不断变化的教育体系
International Journal of Curriculum and Instruction Pub Date : 2011-10-26 DOI: 10.3776/JOCI.%Y.V5I2P1-4
A. Broemmel, Karen K. Lucas
{"title":"Navigating the Ever-Changing Educational System","authors":"A. Broemmel, Karen K. Lucas","doi":"10.3776/JOCI.%Y.V5I2P1-4","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V5I2P1-4","url":null,"abstract":"This article provides an overview of the articles in this issue of the Journal of Curriculum and Instruciton.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"73 1","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2011-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86022610","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
"Just Another Brick in the Wall": Standardization and the Devaluing of Education “墙上的又一块砖”:标准化和教育贬值
International Journal of Curriculum and Instruction Pub Date : 2011-10-20 DOI: 10.3776/JOCI.%Y.V5I2P94-108
D. Rubin, Christopher J. Kazanjian
{"title":"\"Just Another Brick in the Wall\": Standardization and the Devaluing of Education","authors":"D. Rubin, Christopher J. Kazanjian","doi":"10.3776/JOCI.%Y.V5I2P94-108","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V5I2P94-108","url":null,"abstract":"Standardization and curriculum alignment are the dominant curricular forces in education today. Due in part to the No Child Left Behind Act (NCLB) of 2001, education has become singularly focused on teaching towards the test in order to meet Adequate Yearly Progress (AYP), yet data has shown that using standardized testing does not result in increased student learning or development. This article discusses the current state of education in this country as well as the detrimental effects that standardization and strict curriculum alignment have, not only on students, but on educators as well.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"31 1","pages":"94-108"},"PeriodicalIF":0.0,"publicationDate":"2011-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73199893","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: 36
High school philosophy teachers’ use of textbooks: Critical thinking or teaching to the text? 高中哲学教师对教科书的使用:批判性思维还是文本教学?
International Journal of Curriculum and Instruction Pub Date : 2011-10-20 DOI: 10.3776/JOCI.%Y.V5I2P45-78
L. Pinto, G. McDonough, Sharon Bailin
{"title":"High school philosophy teachers’ use of textbooks: Critical thinking or teaching to the text?","authors":"L. Pinto, G. McDonough, Sharon Bailin","doi":"10.3776/JOCI.%Y.V5I2P45-78","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V5I2P45-78","url":null,"abstract":"Ontario is the only North American, English-speaking jurisdiction to include philosophy in secondary schools. In this first study to examine Ontario high school philosophy courses, we investigated what sorts of textbooks teachers used, how they used them, and the reasons for their pedagogical choices when using textbooks. Despite claims that philosophy promotes critical thinking, an online survey of 53 high school philosophy teachers and personal interviews with a subset of 14 revealed their use of textbooks did not match this ideal. Teachers cited insecurities with knowledge, a lack of pedagogical training, their own perception that students were incapable of challenging texts, and pressure to meet provincial curriculum policy demands as factors that contributed to their pedagogical choices.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"150 1","pages":"45-78"},"PeriodicalIF":0.0,"publicationDate":"2011-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76734952","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: 13
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