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Curriculum Matters最新文献

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Editorial: Curriculum research and “glocal” potential 社论:课程研究与“全球本土化”潜力
IF 0.1 4区 教育学
Curriculum Matters Pub Date : 2018-12-12 DOI: 10.18296/cm.0026
J. Abbiss
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引用次数: 0
How “tight/loose” curriculum dynamics impact the treatment of knowledge in two national contexts “紧/松”课程动态如何影响两个国家背景下的知识处理
IF 0.1 4区 教育学
Curriculum Matters Pub Date : 2018-12-12 DOI: 10.18296/CM.0028
A. Zohar, R. Hipkins
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引用次数: 7
Under-recognised, underused, and undervalued: School libraries and librarians in New Zealand secondary school curriculum planning and delivery 未被认可、未被充分利用和低估:新西兰中学课程规划和交付中的学校图书馆和图书馆员
IF 0.1 4区 教育学
Curriculum Matters Pub Date : 2018-12-12 DOI: 10.18296/CM.0029
L. Emerson, Ken Kilpin, Senga White, A. Greenhow, Anne C. Macaskill, Angela Feekery, Heather M. Lamond, C. Doughty, Rose O’Connor
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引用次数: 2
Searching the New Zealand curriculum landscape for clarity and coherence: Some tensions in Mathematics and Statistics 寻找新西兰课程格局的清晰性和连贯性：数学和统计学中的一些紧张关系
IF 0.1 4区 教育学
Curriculum Matters Pub Date : 2017-12-15 DOI: 10.18296/cm.0025
J. McChesney
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引用次数: 4
Curriculum developments: Looking back, looking forward (Editorial) 课程发展:回顾与展望(社论)
IF 0.1 4区 教育学
Curriculum Matters Pub Date : 2017-12-15 DOI: 10.18296/CM.0017
J. Abbiss
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引用次数: 1
Te marautanga o Aotearoa: History of a national Māori curriculum 奥特罗亚:国家课程Māori的历史
IF 0.1 4区 教育学
Curriculum Matters Pub Date : 2017-12-15 DOI: 10.18296/cm.0018
G. Stewart, T. Trinick, Darrell Dale
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引用次数: 3
Health education in The New Zealand Curriculum: A matter of policy 新西兰课程中的健康教育：一个政策问题
IF 0.1 4区 教育学
Curriculum Matters Pub Date : 2017-12-15 DOI: 10.18296/cm.0019
J. Robertson, R. Dixon
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引用次数: 2
Te Whāriki a mat for "all" to stand: The weaving of Pasifika voices Te Whāriki是“所有人”站着的垫子：Pasifika声音的编织
IF 0.1 4区 教育学
Curriculum Matters Pub Date : 2017-12-15 DOI: 10.18296/cm.0021
M. Leaupepe, J. Matapo, Elizabeth Ravlich
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引用次数: 6
Towards a Systems View of Science Education in New Zealand. 新西兰科学教育的系统观。
IF 0.1 4区 教育学
Curriculum Matters Pub Date : 2017-12-15 DOI: 10.18296/CM.0024
Cathy Buntting, Bronwen Cowie
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引用次数: 3
Building epistemic thinking through disciplinary inquiry: Contrasting lessons from history and biology 通过学科探究建立认识思维：历史与生物学的对比
IF 0.1 4区 教育学
Curriculum Matters Pub Date : 2017-12-15 DOI: 10.18296/CM.0020
Michael Johnston, R. Hipkins, M. Sheehan
{"title":"Building epistemic thinking through disciplinary inquiry: Contrasting lessons from history and biology","authors":"Michael Johnston, R. Hipkins, M. Sheehan","doi":"10.18296/CM.0020","DOIUrl":"https://doi.org/10.18296/CM.0020","url":null,"abstract":"This article explores the effect of high-stakes assessment on the representation of epistemic knowledge in the enacted curriculum—that is, the curriculum experienced by students in the classroom. Epistemic knowledge concerns the processes for constructing and evaluating theories that explain phenomena in the natural and social worlds. Knowledge-building disciplines such as history and science each have their own epistemic processes. We explore the extent to which these processes are reflected in the standards used to assess history and biology for the National Certificates of Educational Achievement (NCEA). We show that these processes are not well represented in the externally assessed (examination-based) standards for either discipline, and that biological epistemology is not well represented by its internally assessed standards either. The internally assessed standards for history, however, do involve students in a simplified version of authentic historical enquiry. In a statistical component of the research, we show that internally assessed standards for history are a stronger predictor of subsequent achievement in history than the externally assessed standards for history, whereas the converse is the case for biology. We suggest that the epistemic focus of the internally assessed standards in history has resulted in the enacted curriculum for this subject being more epistemically based than is the case for biology. Introduction: What is epistemic thinking and why does it matter? This article reports on an investigation of the kinds of knowledge that are valued in the achievement standards used to assess senior secondary","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":"13 1","pages":"80-102"},"PeriodicalIF":0.1,"publicationDate":"2017-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48562618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
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