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International Journal of Curriculum and Instruction最新文献

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Practices and Tools for Meeting Needs of Today's Learner 满足当今学习者需求的实践和工具
International Journal of Curriculum and Instruction Pub Date : 2008-05-15 DOI: 10.3776/JOCI.%Y.V2I2P1-8
L. Mainzer, R. Mainzer
{"title":"Practices and Tools for Meeting Needs of Today's Learner","authors":"L. Mainzer, R. Mainzer","doi":"10.3776/JOCI.%Y.V2I2P1-8","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V2I2P1-8","url":null,"abstract":"","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"22 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2008-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82499992","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
Civic Education in the NCLB Era: The Contested Mission of Schools NCLB时代的公民教育:学校的使命之争
International Journal of Curriculum and Instruction Pub Date : 2008-02-01 DOI: 10.3776/JOCI.%Y.V2I1P74-86
E. Hinde
{"title":"Civic Education in the NCLB Era: The Contested Mission of Schools","authors":"E. Hinde","doi":"10.3776/JOCI.%Y.V2I1P74-86","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V2I1P74-86","url":null,"abstract":"This paper examines the philosophic and historic foundations of educating for citizenship. Despite these foundations, like all of social studies, civic education at the elementary and middle levels has been curtailed due to the No Child Left Behind (NCLB) legislation. Implications of the reduction of elementary social studies instruction are examined. In addition, characteristics of civic education programs are described along with standards devised by the National Council for Social Studies (NCSS, 1994) and the National Standards for Civics and Government (Center for Civic Education, 1994/2003). Civic education programs that teachers can utilize in elementary and middle school settings are also discussed.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"6 1","pages":"74-86"},"PeriodicalIF":0.0,"publicationDate":"2008-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75292942","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
Practicing Critical Democracy: A Perspective from Students 实践批判民主:来自学生的视角
International Journal of Curriculum and Instruction Pub Date : 2008-01-02 DOI: 10.3776/JOCI.%Y.V2I1P38-55
S. Schmidt
{"title":"Practicing Critical Democracy: A Perspective from Students","authors":"S. Schmidt","doi":"10.3776/JOCI.%Y.V2I1P38-55","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V2I1P38-55","url":null,"abstract":"Through the experiences and voices of three high school students, this paper contributes to the conversation about utilizing a critical framework for civics education. Findings reveal that the traditional approach to civics education offers a strong content base, but fails to prepare students to expand notions about “good” citizens who are active participants in the democratic process. A critical approach that values civic participation through deliberation better prepares students to find multiple ways to participate in local, national, and global contexts.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"48 1","pages":"38-55"},"PeriodicalIF":0.0,"publicationDate":"2008-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85659757","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: 6
Character Education Through a Reflective Moral Inquiry: A Revised Model that Answers Old Questions 反思性道德探究的品格教育:一种回答老问题的修正模式
International Journal of Curriculum and Instruction Pub Date : 2008-01-02 DOI: 10.3776/JOCI.%Y.V2I1P21-37
Allen Guidry
{"title":"Character Education Through a Reflective Moral Inquiry: A Revised Model that Answers Old Questions","authors":"Allen Guidry","doi":"10.3776/JOCI.%Y.V2I1P21-37","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V2I1P21-37","url":null,"abstract":"With trends suggesting a new era of democratic pluralism in the United States, traditional notions of character education must be revisited. In this climate of diversity and cultural heterogeneity indoctrinary approaches to character education must be replaced by responsive and inclusive approaches that have an eye toward building consensus among disparate viewpoints. No character education approach to date has gained salience on all the varied issues surrounding moral schooling in today’s educational climate. In an increasingly pluralistic American society it would seem that it is necessary for character education programs in the public schools to foster a reflective, self-analytical vision of morality and character that has at its heart the reciprocity of one’s actions within the bounds of democratic society, an approach that is neither indoctrinary nor relativistic. This article forwards a process approach rooted in the social studies called reflective moral inquiry that answers many challenges of existing approaches.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"141 1","pages":"21-37"},"PeriodicalIF":0.0,"publicationDate":"2008-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77951124","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
Worldmindedness: Taking Off the Blinders 世界观:摘掉眼罩
International Journal of Curriculum and Instruction Pub Date : 2008-01-02 DOI: 10.3776/JOCI.%Y.V2I1P6-20
M. Merryfield, J. Lo, S. Po, Masataka Kasai
{"title":"Worldmindedness: Taking Off the Blinders","authors":"M. Merryfield, J. Lo, S. Po, Masataka Kasai","doi":"10.3776/JOCI.%Y.V2I1P6-20","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V2I1P6-20","url":null,"abstract":"A dynamic web of global interconnectedness has expanded the engagement and political efficacy of citizens in the 21st century. The acceleration of knowledge creation, the dynamics of electronic communication and the resulting availability of global perspectives are changing the nature of public discourse and action. As more and more people gain access to information and interact with individuals and communities across the planet, they acquire new worldminded ways of learning, debating, and creating which in turn expand the scope of civic consciousness and responsibilities beyond national borders. In this article we look at ways in which teachers in Hong Kong, Japan and the United States are preparing young people to become worldminded citizens.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"41 1","pages":"6-20"},"PeriodicalIF":0.0,"publicationDate":"2008-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80934852","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: 74
What Does it Mean to be a Citizen?: Defining Social Studies in the Age of Marginalization and Globalization 成为一名公民意味着什么?:定义边缘化和全球化时代的社会研究
International Journal of Curriculum and Instruction Pub Date : 2008-01-02 DOI: 10.3776/JOCI.%Y.V2I1P1-5
T. Heafner
{"title":"What Does it Mean to be a Citizen?: Defining Social Studies in the Age of Marginalization and Globalization","authors":"T. Heafner","doi":"10.3776/JOCI.%Y.V2I1P1-5","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V2I1P1-5","url":null,"abstract":"Current educational rhetoric rings of goals to educate for 21 century skills preparing students for the competitive challenges of a global economy and interdependent society. Concerns about the American educational system falling behind other leading world nations have fueled national legislation to improve current educational practices. In efforts to promote what are considered essential skills and to ensure the teaching of core competencies, the No Child Left Behind (NCLB) legislation has emerged as the driving force defining academic curriculum. Emphases are placed on reading, writing, mathematics, science, and technology skills. Unfortunately, these curricula are emerging not only as core content but also the only content in some grade levels.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"21 4 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2008-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91233263","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
Fostering Students' Global Awareness: Technology Applications in Social Studies Teaching and Learning 培养学生的全球意识:科技在社会科学教学中的应用
International Journal of Curriculum and Instruction Pub Date : 2008-01-02 DOI: 10.3776/JOCI.%Y.V2I1P56-73
Elizabeth O. Crawford, Misty M. Kirby
{"title":"Fostering Students' Global Awareness: Technology Applications in Social Studies Teaching and Learning","authors":"Elizabeth O. Crawford, Misty M. Kirby","doi":"10.3776/JOCI.%Y.V2I1P56-73","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V2I1P56-73","url":null,"abstract":"Global education is essential to students’ development of knowledge, skills, and attitudes necessary for future employment and for building successful relationships in an increasingly interconnected and pluralistic society. Incorporation of technology in meaningful and authentic learning experiences with students in the classroom as supported by the Technological Pedagogical Content Knowledge (TPCK) framework allows teachers to foster students’ understandings of the interrelationships of peoples worldwide, thereby preparing them to participate meaningfully as global citizens. An overview of web-based organizations that foster global awareness and a description of professional development opportunities in global education are provided. “Children in this country must be provided an education that more than adequately prepares them for citizenship in the society and world they will soon inherit” (Schukar, 1993, p. 57).","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"15 1","pages":"56-73"},"PeriodicalIF":0.0,"publicationDate":"2008-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91158287","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: 44
Literacy and Accountability: The High Stakes of High-Stakes Assessments 识字和问责:高风险评估的高风险
International Journal of Curriculum and Instruction Pub Date : 2007-11-06 DOI: 10.3776/JOCI.%Y.V1I1P1-6
T. Atkinson
{"title":"Literacy and Accountability: The High Stakes of High-Stakes Assessments","authors":"T. Atkinson","doi":"10.3776/JOCI.%Y.V1I1P1-6","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V1I1P1-6","url":null,"abstract":"This inaugural issue of the Journal of Curriculum and Instruction (JoCI) highlights the efforts of teachers, teacher educators, and reading researchers as they seek to implement exemplary literacy practice during a time when such efforts have been seriously challenged, undermined, and impacted by a variety of political influences. Since the No Child Left Behind Act (NCLB) was signed into law in January of 2002, federal, state, and local accountability mandates have mushroomed resulting in the administration of high-stakes assessments at alltime highs. Policymakers from both sides of the aisle echoed the sentiments of Democratic Senator Ted Kennedy who described this landmark legislation in apocalyptic terms.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"16 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2007-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72735905","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: 1
The Impact of High-Stakes Assessments on Beliefs about Reading, Perceptions of Self-as-Reader, and Reading Proficiency of Two Urban Students Retained in Third Grade 高风险评估对两名三年级城市学生阅读信念、自我读者认知和阅读能力的影响
International Journal of Curriculum and Instruction Pub Date : 2007-06-11 DOI: 10.3776/JOCI.%Y.V1I1P48-64
Prisca Martens
{"title":"The Impact of High-Stakes Assessments on Beliefs about Reading, Perceptions of Self-as-Reader, and Reading Proficiency of Two Urban Students Retained in Third Grade","authors":"Prisca Martens","doi":"10.3776/JOCI.%Y.V1I1P48-64","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V1I1P48-64","url":null,"abstract":"This yearlong study explores the perceptions of self-as-reader, beliefs about reading, and reading proficiency of two urban students retained in third grade on the basis of high-stakes assessment scores. The data presented focus on four individual reading and retrospective miscue analysis (RMA) sessions each student had with the researcher across one school year. When the study began, the students were less focused on reading for meaning and did not perceive themselves as good readers. In RMA sessions the students read and retold stories and then analyzed high quality miscues with the researcher facilitating their revaluation of reading as a process of constructing meaning and themselves as capable readers. Findings show that while the students grew in their understanding of the reading process and in their reading proficiency, they did not fully change their perceptions of themselves as readers. Thus the impact of the high-stakes assessment superseded the understanding the students gained while participating in more authentic reading experiences.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"35 1","pages":"48-64"},"PeriodicalIF":0.0,"publicationDate":"2007-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91165003","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: 5
Thriving in a High-Stakes Testing Environment 在高风险的测试环境中茁壮成长
International Journal of Curriculum and Instruction Pub Date : 2007-06-11 DOI: 10.3776/JOCI.2007.V1N1P7-13
Gerald G. Duffy
{"title":"Thriving in a High-Stakes Testing Environment","authors":"Gerald G. Duffy","doi":"10.3776/JOCI.2007.V1N1P7-13","DOIUrl":"https://doi.org/10.3776/JOCI.2007.V1N1P7-13","url":null,"abstract":"These are difficult times for those of us who think literacy is more than basic skills and teaching is more than testing. We see more and more schools put test preparation ahead of “best practices” in reading in an attempt to avoid low test scores. But, interestingly, this is not the case everywhere. Some schools deal with high-stakes testing while also providing rich literacy instruction. So what is the difference? Why are some schools merely surviving while others are thriving?","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"31 1","pages":"7-13"},"PeriodicalIF":0.0,"publicationDate":"2007-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80845327","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: 5
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