Curriculum Matters最新文献_第5页

A matter of choice: Controversial histories, citizenship, and the challenge of a high-autonomy curriculum 选择问题：有争议的历史、公民身份和高度自治课程的挑战

IF 0.1 4区教育学

Curriculum Matters Pub Date : 2017-12-15 DOI: 10.18296/CM.0023

M. Sheehan

引用次数: 6

Joining in the dance: What can be learned from high self-efficacy teachers about teaching dance? 参与舞蹈:高自我效能教师在舞蹈教学方面可以学到什么?

IF 0.1 4区教育学

Curriculum Matters Pub Date : 2016-12-01 DOI: 10.18296/cm.0013

Suzanne Renner,David Bell

引用次数: 1

Enhancing parental involvement in student learning 加强家长对学生学习的参与

IF 0.1 4区教育学

Curriculum Matters Pub Date : 2016-12-01 DOI: 10.18296/cm.0016

Robin Averill, Abby Metson, Susan Bailey

{"title":"Enhancing parental involvement in student learning","authors":"Robin Averill, Abby Metson, Susan Bailey","doi":"10.18296/cm.0016","DOIUrl":"https://doi.org/10.18296/cm.0016","url":null,"abstract":"There is much international evidence that parental involvement in children’s learning can positively influence achievement. New Zealand policy expects schools to nurture such involvement, particularly in relation to Máori and Pasifika learners. Despite policy imperatives and valuable professional development projects, such involvement has proved challenging to embed within many English-medium school settings. We examined policy, theoretical, and research literature to identify key supports and barriers to establishing strong parental involvement in children’s learning, with a particular focus on the context of mathematics. A review of literature shows that parental involvement can be nurtured by school-wide commitment, learning-focused parent–teacher partnerships, effective communication, purposeful home-based learning, and shared home and school decision making. However, establishing sustained parental involvement in learning is challenging, with time constraints, language and cultural differences, and varied expectations posing barriers. Further guidance, support, and New Zealand-based research are needed to ensure such involvement can be maximised, including investigation into the effects of such involvement on achievement, affect, and well-being, particularly in relation to Máori and Pasifika students in English-medium settings.","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":"420 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506229","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: 9

Influences on self-worth: Students’ and teachers’ perspectives 对自我价值感的影响:学生和教师的观点

IF 0.1 4区教育学

Curriculum Matters Pub Date : 2016-12-01 DOI: 10.18296/cm.0014

Jackie Cowan, Ian Culpan

引用次数: 3

Editorial: Curriculum research for the public good 社论:面向公共利益的课程研究

IF 0.1 4区教育学

Curriculum Matters Pub Date : 2016-12-01 DOI: 10.18296/cm.0010

Jane Abbiss

引用次数: 0

An equitable curriculum for a digital age 数字时代的公平课程

IF 0.1 4区教育学

Curriculum Matters Pub Date : 2016-12-01 DOI: 10.18296/cm.0012

Louise Starkey

引用次数: 5

The future just happened: Lessons for 21st-century learning from the secondary school music classroom 未来就这样发生了:21世纪中学音乐课堂的课程

IF 0.1 4区教育学

Curriculum Matters Pub Date : 2016-12-01 DOI: 10.18296/cm.0011

Graham McPhail

引用次数: 1

Biomechanics, the health and physical education curriculum and Confucius? Considerations for teaching, learning and assessment 生物力学、健康与体育课程与孔子?关于教学、学习和评估的考虑

IF 0.1 4区教育学

Curriculum Matters Pub Date : 2016-12-01 DOI: 10.18296/cm.0015

Glenn Fyall

引用次数: 1

Knowledge and the Curriculum 知识与课程

IF 0.1 4区教育学

Curriculum Matters Pub Date : 2010-01-01 DOI: 10.4324/9780203969953-12

Carolyn Mutch

{"title":"Knowledge and the Curriculum","authors":"Carolyn Mutch","doi":"10.4324/9780203969953-12","DOIUrl":"https://doi.org/10.4324/9780203969953-12","url":null,"abstract":"Recently, I had the opportunity to listen to Michael F. D. Young, whose book Knowledge and Power (1971) was very influential on my early thinking about curriculum. Michael Young is an emeritus professor at the University of London and was in New Zealand to give the prestigious Hood lecture at The University of Auckland. He began his talk, titled \"Curriculum for a knowledge society: Lessons from the sociology of knowledge\", with this challenge: Much is written in current educational policies about preparing students for a knowledge society and the important role education has to play. However, these policies say very little about the question of knowledge itself. What is it we want young people to know? More worrying than this, many of these policies almost systematically neglect or marginalise the question of knowledge ... (1) Professor Young went on to distinguish between a traditional view of a subject-based curriculum and his view of a reconceptualised curriculum. The former, he claimed, is something that students comply with, and the latter is something that students acquire by engagement. His argument against the current curriculum reforms in the United Kingdom is based on his concern about the notion of viewing curriculum as an instrument for \"motivating students\". He contends that this (a) misunderstands what curriculum can do and (b) confuses curriculum with pedagogy. Curriculum he defines as the knowledge that a country agrees is important for all students to have access to, and pedagogy as the activities that teachers use to motivate students and enable them to engage with concepts stipulated by the curriculum. While I didn't always agree with aspects of Professor Young's argument as it developed in his lecture, he did put up challenges that were worthy of consideration. It made me reflect on the body of knowledge that we in New Zealand consider is essential for our learners to engage with. What and whose knowledge is important? Who chooses this knowledge and with what authority? Professor Young went on to argue that the curriculum needs to be seen as an end in itself, that is, for the intellectual development of students, not as a means, for example, of motivating disaffected students or solving social problems. This intellectual development is concept-based rather than content-based, but there must be content on which to build this conceptual understanding. The conceptual knowledge base, he claims, comes from specialist fields developed by scholars and communities of researchers over time. The claim he made that I found most challenging was this: \"The curriculum should exclude the everyday knowledge of students, whereas it is a resource for the pedagogic work of teachers.\" He continued, \"Students do not come to school to learn what they already know.\" Professor Young was very clear in his mind where the boundary lay between curriculum and pedagogy, between an agreed intellectual knowledge base and the links that teachers make to stude","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":"1 1","pages":"1"},"PeriodicalIF":0.1,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70601140","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: 0