Curriculum Journal最新文献_第10页

Helping Muslim boys succeed: the case for history education 帮助穆斯林男孩成功:历史教育的案例

IF 1.6

Curriculum Journal Pub Date : 2014-07-03 DOI: 10.1080/09585176.2014.929527

M. Wilkinson

{"title":"Helping Muslim boys succeed: the case for history education","authors":"M. Wilkinson","doi":"10.1080/09585176.2014.929527","DOIUrl":"https://doi.org/10.1080/09585176.2014.929527","url":null,"abstract":"Recent research suggests that Muslim boys have become the ‘New Folk Devils’ of British education, who are characterised by resistance to formal education, especially at secondary level, and under-achievement. Since the 1990s, British Muslim boys would appear to have become increasingly alienated from compulsory schooling, especially in the humanities subjects which lack obvious instrumental value. This mixed-methods study of the performance of 295 secondary school British Muslim boys in their compulsory school history provides evidence which interrupts this narrative of the academic under-achievement and educational dis-engagement of Muslim boys, especially in the humanities subjects. When viewed through the prism of a laminated, non-reductive model of educational success, this indicative sample of British Muslim boys could be considered to have had significant success at a traditional humanities subject such as history intellectually, spiritually, emotionally, instrumentally and civically. This paper therefore proposes that history can provide a vital meaning-making tool to generate the success of Muslim boys in a variety of significant dimensions both in and out of school. It suggests how history can be more fully and effectively harnessed by teachers, parents and policy-planners to encourage internal integration and external social engagement in British Muslim pupils.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"25 1","pages":"396 - 431"},"PeriodicalIF":1.6,"publicationDate":"2014-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.929527","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590784","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

Educational assessment evaluation and research: the selected works of Mary E. James 教育评价评价与研究:玛丽·詹姆斯论文集

IF 1.6

Curriculum Journal Pub Date : 2014-07-03 DOI: 10.1080/09585176.2014.912407

P. Broadfoot

{"title":"Educational assessment evaluation and research: the selected works of Mary E. James","authors":"P. Broadfoot","doi":"10.1080/09585176.2014.912407","DOIUrl":"https://doi.org/10.1080/09585176.2014.912407","url":null,"abstract":"to me why this specific choice is made, as in describing research assessment the author seems to rely much on previous points made in terms of funding and competing commitments such as teaching versus research. In Section IV, the book offers a concise description of what universities are for, according to different schools of thought. Through these different perspectives, Furlong attempts to establish that the university is still definable. He concludes that those involved in the discipline of education should be more aware of its history, nature and tensions: ‘we need to be much clearer than we have been in the past as to what the purpose of the university-based study of education actually is. Those closest to the discipline need to be much more aware than they often have been about where the discipline comes from’ (p. 200). I believe that this book does an excellent job at beginning to unravel the tensions that underlie educational issues and the university as a whole. As such, it provides us with some of the tools needed to answer the questions he poses about the nature of the discipline of education within the university.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"25 1","pages":"461 - 463"},"PeriodicalIF":1.6,"publicationDate":"2014-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.912407","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590606","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

Education – an anatomy of the discipline: rescuing the university project? 教育——学科剖析:拯救大学计划?

IF 1.6

Curriculum Journal Pub Date : 2014-07-03 DOI: 10.1080/09585176.2014.886865

Omar Kemperman

引用次数: 1

The potential for launching a postgraduate course on sustainable energy in Saudi Arabia 在沙特阿拉伯开设可持续能源研究生课程的可能性

IF 1.6

Curriculum Journal Pub Date : 2014-07-03 DOI: 10.1080/09585176.2014.914444

H. Taleb

{"title":"The potential for launching a postgraduate course on sustainable energy in Saudi Arabia","authors":"H. Taleb","doi":"10.1080/09585176.2014.914444","DOIUrl":"https://doi.org/10.1080/09585176.2014.914444","url":null,"abstract":"The pressures of a growing global population, compounded by environmental degradation, escalating energy use and the depletion of natural energy resources, have led to sustainable energy (SE) holding a prominent position on the international agenda. In spite of the widespread recognition of the important role of SE education in securing a sustainable future, it has not yet received much attention within oil-rich countries such as Saudi Arabia. A single-sex private college in Saudi Arabia – referred to here as ‘Al-Ola College’ – has been selected as a case study for this study. As part of this work, a survey has been distributed to all of the female students of Al-Ola College in order to examine their potential acceptance of such a proposed course dedicated to SE. Moreover, several in-depth interviews have been conducted with senior staff of the Al-Ola College and with the potential employers of SE graduates. Issues that have been investigated herewith go beyond the likelihood of acceptance of the new course, and include a detailed examination of the potential benefits and challenges that might be encountered when incorporating the subject of SE into Saudi higher education curricula, in addition to the employment prospects for female students specialising in SE in Saudi Arabia. The primary conclusion was that the launch of a postgraduate course on SE for Saudi females might not be viable at present. This conclusion emerges from the identification of a wide range of barriers including insufficient government support for the SE agenda, a lack of sustainability awareness, a strong social resistance to accepting this field of study and lack of work opportunities for females in the highly conservative Saudi society. As a result of this empirical research, a set of practical ‘enablers’ has been proposed in order to change the status quo with regard to the poor prospects for SE education in Saudi Arabia.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"25 1","pages":"432 - 458"},"PeriodicalIF":1.6,"publicationDate":"2014-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.914444","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590678","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

Early educational provision – emphasised in education policy reforms in Norway? An analysis of education policy documents 早期教育的提供——挪威教育政策改革的重点?教育政策文件分析

IF 1.6

Curriculum Journal Pub Date : 2014-04-03 DOI: 10.1080/09585176.2013.870082

Halvor Bjørnsrud, Sven Nilsen

{"title":"Early educational provision – emphasised in education policy reforms in Norway? An analysis of education policy documents","authors":"Halvor Bjørnsrud, Sven Nilsen","doi":"10.1080/09585176.2013.870082","DOIUrl":"https://doi.org/10.1080/09585176.2013.870082","url":null,"abstract":"The article analyses how the intentions of early provision in Norwegian schools have been expressed in the education policy reforms in Norway from the 1970s to the present day. The first area deals with the intentions that most explicitly cover early provision; prevention, early detection and intervention. The second area of analysis relates to the early provision intentions with an emphasis on the correlation between individual and environmental factors seen in light of differentiation and disability. The third area examines how significance is attached to pupils’ social background with regard to early provision in learning in schools. Finally, consideration is given to the relationship between early provision intentions and efforts to prevent pupils dropping out of upper secondary education. The analysis also shows that the policy guidelines on early provision for schools and teachers have been weak and unclear. This is due to the fact that the early provision intentions have primarily been expressed in reports to the Storting, and rarely given any kind of focus in national curricula.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"25 1","pages":"260 - 281"},"PeriodicalIF":1.6,"publicationDate":"2014-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2013.870082","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590329","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: 3

Teachers’ views of their assessment practice 教师对评估实践的看法

IF 1.6

Curriculum Journal Pub Date : 2014-04-03 DOI: 10.1080/09585176.2013.874952

Päivi Atjonen

{"title":"Teachers’ views of their assessment practice","authors":"Päivi Atjonen","doi":"10.1080/09585176.2013.874952","DOIUrl":"https://doi.org/10.1080/09585176.2013.874952","url":null,"abstract":"The main aim of this research was to analyse teachers’ views of pupil assessment. The theoretical framework was based on existing literature on advances and challenges of pupil assessment in regard to support for learning, fairness, educational partnership, feedback, and favourable methods. The data were gathered by means of a questionnaire designed for teachers of comprehensive schools. Teachers were first asked to describe a good (right/fair) and a bad (wrong/unfair) case of pupil assessment selected from the period of latest three years. Second, two lists of factors were presented, and respondents were asked to indicate which were the most influential in making pupil assessment either difficult or easy. One hundred twenty-six teachers completed and returned the questionnaire. A descriptive, mainly qualitative approach was used to analyse the data. The majority of positive views concerned the use of different assessment methods, an interactive approach, encouraging feedback, and criteria clarification. Negative views dealt with improper assessment methods, level of stringency, badly implemented assessment, and weak grounds for assessment. Three factors made assessment as difficult: interpretation of fairness, pupils with special needs, and pupils’ heterogeneity. On the other hand, versatile assessment methods, curriculum advice, and pupils’ good competencies made teachers’ assessment work easy.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"25 1","pages":"238 - 259"},"PeriodicalIF":1.6,"publicationDate":"2014-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2013.874952","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590138","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: 30

Powerful knowledge and geographical education 强大的知识和地理教育

IF 1.6

Curriculum Journal Pub Date : 2014-04-03 DOI: 10.1080/09585176.2014.894481

Margaret Roberts

引用次数: 79

Assessment for Learning in the writing classroom: an incomplete realisation 写作课堂学习评价:不完全实现

IF 1.6

Curriculum Journal Pub Date : 2014-04-03 DOI: 10.1080/09585176.2013.862172

E. Hawe, J. Parr

{"title":"Assessment for Learning in the writing classroom: an incomplete realisation","authors":"E. Hawe, J. Parr","doi":"10.1080/09585176.2013.862172","DOIUrl":"https://doi.org/10.1080/09585176.2013.862172","url":null,"abstract":"An Observation Guide, designed to help New Zealand teachers identify areas of teaching strength and aspects for development, was developed as part of a wider project. In the second phase of this project, 18 middle school teachers used the Guide to gather and record evidence as they participated in seven rounds of reciprocal peer observation and feedback during writing lessons with Grades 6–8 students. We report here on data from round 6 observations about the assessment for learning (AfL) strategies reported as evident in teachers’ practices, how these strategies were implemented and potential gaps in practice. AfL has at its heart a core of interdependent strategies that collectively contribute to the development of autonomous, self-regulating learners and quality learning. While the middle school teachers shared goals for learning and communicated what counted as successful achievement to students, they appeared to struggle when articulating goals in terms of literacy learning and conveying the substantive aspects and quality expected in students’ writing. In addition, despite AfL's promotion of learner autonomy, few teachers openly afforded students focused opportunities to take a meaningful role in their learning through the appraisal of their own and peers’ writing and the joint construction of feedback. As such, teachers’ AfL practice in the writing classroom failed to realise its full potential. It is argued that the promise of AfL can only be reached when strategies are enacted in ways that reflect its unitary nature, promote quality outcomes and give students a central role in their learning.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"25 1","pages":"210 - 237"},"PeriodicalIF":1.6,"publicationDate":"2014-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2013.862172","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590242","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: 58

Editors’ Choice paper prize 编辑选择论文奖

IF 1.6

Curriculum Journal Pub Date : 2014-04-03 DOI: 10.1080/09585176.2014.906544

引用次数: 0

What is global education and where is it taking us? 什么是全球教育，它将把我们带向何方?

IF 1.6

Curriculum Journal Pub Date : 2014-04-03 DOI: 10.1080/09585176.2013.870081

A. Standish

{"title":"What is global education and where is it taking us?","authors":"A. Standish","doi":"10.1080/09585176.2013.870081","DOIUrl":"https://doi.org/10.1080/09585176.2013.870081","url":null,"abstract":"Global education began as a movement to reform education and society in the 1960s and 1970s, through the work of educationalists, NGOs and also intergovernmental organisations. The global approach seeks to break with a curriculum that is grounded in subject knowledge and national culture. Instead, it seeks to explore alternative rationales for education and alternate futures. A second wave of global or international education occurred from the 1990s alongside discussion of globalisation, which brought the movement into mainstream education. One of the characteristics of global/international education is its ambiguity. It seeks to break with the past curriculum, but it is not always clear what will take its place. For some, preparing young people for the global market is foremost, while others aim to facilitate the child's sense of himself or herself as a personal being. What is common to both is a desire to challenge the boundaries that previously gave meaning to education (especially theoretical knowledge and culture) and a search for meaning and opportunity in the projection of power beyond national boundaries. We conclude by questioning whether children are adequately prepared to act as global citizens without an education based on academic knowledge and an ethical framework that is culturally grounded.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"25 1","pages":"166 - 186"},"PeriodicalIF":1.6,"publicationDate":"2014-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2013.870081","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590257","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: 37