Curriculum Journal最新文献_第6页

A counter‐narrative of curriculum enrichment in performative times 表演时代课程丰富的反叙事

IF 1.6

Curriculum Journal Pub Date : 2020-02-12 DOI: 10.1002/curj.32

K. Livingston, C. Doherty

{"title":"A counter‐narrative of curriculum enrichment in performative times","authors":"K. Livingston, C. Doherty","doi":"10.1002/curj.32","DOIUrl":"https://doi.org/10.1002/curj.32","url":null,"abstract":"Political pressures to improve schooling outcomes have typically narrowed the curriculum to that which can be measured. We explore the counter‐narrative of efforts to enrich curriculum with learning, which is difficult to measure but nevertheless valued, through a study of British Council programmes offered in Scottish schools to support curricular internationalisation. These programmes exemplify a growing number of programmes provided by external organisations to enrich official school curriculum. However, the contemporary focus on performative targets means that such hosted programmes need to argue their relevance in terms of measurable curricular outcomes. We draw on an empirical project involving semi‐structured interviews with school leaders and focus groups with teachers in Scottish schools. The research is conceptualised through Bernstein’s theory of the classification and framing of knowledge, and distinction between visible and invisible pedagogies. Analysis of two schools’ enactment of such curricular enrichment explores how programmes ostensibly cultivating international education and global citizenship are ultimately assessed and defended through their contribution to other curricular outcomes. This counter‐narrative of curricular enrichment in performative times asks whether such efforts to measure the ineffable defeat the object of the exercise, to highlight how overly simplistic measures of curricular learning can distort what matters.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/curj.32","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51273345","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

Through the Fog: Towards Inclusive Anti‐racist Teaching. Tara L.Affolter. IAP, 2019. 透过迷雾：走向包容的反种族主义教学。Tara L.Afvolter，IAP，2019。

IF 1.6

Curriculum Journal Pub Date : 2020-02-07 DOI: 10.1002/curj.35

T. Dumas

引用次数: 1

Alternative Universities: Speculative Design for Innovation in Higher EducationDavid J.Staley, 2019Baltimore, Johns Hopkins University Press $34.95 (hardcover), 268 pp. ISBN‐13: 978‐1‐4214‐2741‐6. david J.Staley, 2019巴尔的摩，约翰霍普金斯大学出版社34.95美元(精装)，268页。ISBN‐13:978‐1‐4214‐2741‐6。

IF 1.6

Curriculum Journal Pub Date : 2020-02-06 DOI: 10.1002/curj.33

Hakan Ergül

引用次数: 2

‘Core Maths chooses you; you don't choose Core Maths’. The positioning of a new mathematics course within the post‐16 curriculum in England 核心数学选择你；你不会选择核心数学。新数学课程在英国16后课程中的定位

IF 1.6

Curriculum Journal Pub Date : 2020-02-04 DOI: 10.1002/curj.30

R. Mathieson, M. Homer, I. Tasara, Indira Banner

引用次数: 3

Learning progression in the humanities: identifying tensions in articulating progression in humanities in Wales 人文学科的学习进展:确定威尔士人文学科进展的紧张关系

IF 1.6

Curriculum Journal Pub Date : 2020-01-29 DOI: 10.1002/curj.28

Sioned V. Hughes, Kara Makara, David Stacey

{"title":"Learning progression in the humanities: identifying tensions in articulating progression in humanities in Wales","authors":"Sioned V. Hughes, Kara Makara, David Stacey","doi":"10.1002/curj.28","DOIUrl":"https://doi.org/10.1002/curj.28","url":null,"abstract":"The paper explores tensions in the articulation of progression in learning across \u0000the Humanities disciplines. Informed by our review of research in the Humanities \u0000disciplines, international curricula on progression in these areas, and reflections \u0000from professional activity within the newly defined Humanities ‘Area of \u0000Learning and Experience’ (AoLE) in the new Welsh curriculum, this paper \u0000describes how learning progression in Humanities has been conceptualised within \u0000the new curriculum and then delineates and critically reviews four challenges that \u0000emerged when identifying and describing progression in learning in the new \u0000Humanities curriculum. Tensions include the relationship between disciplines; \u0000the balance between knowledge, skills and values; the differences between \u0000underlying models of progression in Humanities; and balancing the complexity of \u0000learning with practical considerations for a national curriculum. Underpinned by \u0000the Integrity Model of Change, this paper makes a contribution, through \u0000providing new insights on broad aspects of learning progression in Humanities \u0000and highlighting potential benefits and challenges of taking particular decisions \u0000within each of these four tensions. Implications for curriculum planning and \u0000future research are offered, including the fundamental role of professional \u0000learning in curriculum development and enactment.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/curj.28","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51273080","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

Tensions in current curriculum reform and the development of teachers’ professional autonomy 当前课程改革的张力与教师专业自主的发展

IF 1.6

Curriculum Journal Pub Date : 2020-01-19 DOI: 10.1002/curj.25

Sioned V. Hughes, H. Lewis

{"title":"Tensions in current curriculum reform and the development of teachers’ professional autonomy","authors":"Sioned V. Hughes, H. Lewis","doi":"10.1002/curj.25","DOIUrl":"https://doi.org/10.1002/curj.25","url":null,"abstract":"Current curriculum reform in Wales provides an opportunity for teachers to have greater freedom to develop pedagogical approaches that meet the needs of their pupils. The Successful Futures report (Donaldson, 2015) recommends that teachers should have a greater autonomy in choosing how to deliver the curriculum, and ensuring it is done so in a manner that is meaningful and relevant to their pupils. Strengthening teachers’ agency in relation to pedagogy, however, can sometimes be difficult to achieve because, for example, of perceived issues around workload and accountability. There are many ‘off-the-peg’ or ready-made solutions to the challenges of curriculum reform, and in many cases, schools are responding to such challenges by using ready-made or bespoke approaches. This paper explores the nature of the tensions between the drive to empower professional contributions to curriculum reform, and increase autonomy for teachers, and the existing professional practices. In particular, as an example of the tensions, the paper considers how and why one school selected a commercial mindfulness package to contribute to the newly defined Health and Wellbeing Area of Experience, and the implication of this choice on teacher autonomy and pedagogical practice.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2020-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/curj.25","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51272994","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

Teachers as curriculum‐makers: the case of citizenship education in Dutch schools 教师作为课程制定者:荷兰学校公民教育的案例

IF 1.6

Curriculum Journal Pub Date : 2020-01-14 DOI: 10.1002/curj.21

Y. Leeman, N. Nieveen, F. D. Beer, J. Steen

{"title":"Teachers as curriculum‐makers: the case of citizenship education in Dutch schools","authors":"Y. Leeman, N. Nieveen, F. D. Beer, J. Steen","doi":"10.1002/curj.21","DOIUrl":"https://doi.org/10.1002/curj.21","url":null,"abstract":"Due to socio‐political issues in Dutch society, citizenship education (CE) became obligatory by law in the Netherlands in 2006. Schools were to decide on their local CE curriculum. This contribution intends to open up the black box of school‐based curriculum‐making efforts for CE. It reports on a four‐year study in four schools for secondary education. In each school, teachers designed (parts of) their CE curriculum with guidance during weekly coaching sessions. The central question is, what are the professional experiences and results of teachers who are involved in guided school‐based CE curriculum‐making? The qualitative data set comprised of interview and focus group data as well as artefacts such as CE‐activities designed by teachers. Findings show teachers' preference for broad and integrated approaches to CE, and that teachers needed guidance not only to improve their CE‐knowledge and design abilities, but also to increase their socio‐political skills for school‐wide implementation. These results are discussed in view of the current tendency in the Netherlands to define CE in a more centralised and content‐specific manner and in doing so limiting the space for teachers as curriculum‐makers.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"31 1","pages":"495-516"},"PeriodicalIF":1.6,"publicationDate":"2020-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/curj.21","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47468469","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

Optimising learning opportunities for students in complementary classroom and museum settings 优化学生在互补性课堂和博物馆环境中的学习机会

IF 1.6

Curriculum Journal Pub Date : 2020-01-09 DOI: 10.1002/curj.19

Natasha Ziebell, L. Suda

引用次数: 3

The European Federation of the Pharmaceutical Industry and Associations' Research and Animal Welfare Group: Assessing and benchmarking 'Culture of Care' in the context of using animals for scientific purpose. 欧洲制药业及协会联合会研究与动物福利小组：在为科学目的使用动物的背景下评估 "关爱文化 "并设定基准。

IF 2.4

Curriculum Journal Pub Date : 2019-11-19 DOI: 10.1177/0023677219887998

Sally Robinson, Sue Sparrow, Bella Williams, Thierry Decelle, Thomas Bertelsen, Kirsty Reid, Magda Chlebus

{"title":"The European Federation of the Pharmaceutical Industry and Associations' Research and Animal Welfare Group: Assessing and benchmarking 'Culture of Care' in the context of using animals for scientific purpose.","authors":"Sally Robinson, Sue Sparrow, Bella Williams, Thierry Decelle, Thomas Bertelsen, Kirsty Reid, Magda Chlebus","doi":"10.1177/0023677219887998","DOIUrl":"10.1177/0023677219887998","url":null,"abstract":"<p><p>The European Federation of Pharmaceutical Industries and Associations' Research and Animal Welfare group members reflected on the concept of a Culture of Care in relation to animal care and use and on differences in its understanding and application across European pharmaceutical companies. The term 'Culture of Care' is used across different regions and organizations but rarely with any defined indicators to support working practice. The European Federation of Pharmaceutical Industries and Associations' Research and Animal Welfare group has developed a framework to help organizations identify gaps or potential areas for improvement in support of a positive Culture of Care. The framework is a tool that identifies five areas of focus for a Culture of Care: company values; strategic approach at establishment level; implementation structures; staff support; and animal care and procedures. The framework is intended as an aid for continuous improvement, highlighting where indicators of good practice are present. We expect it to provide points of reflection and ideas for those looking to implement a Culture of Care in a structured way, while facilitating a professional and strategic approach. To prevent it supporting a 'tick-box' exercise, the framework must not be used as an auditing tool, but as a starting point for consideration and discussion about how care manifests within the context and constraints of individual establishments.</p>","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"5 1","pages":"23677219887998"},"PeriodicalIF":2.4,"publicationDate":"2019-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7564339/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81616269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evaluating the suitability of mathematical thinking problems for senior high-school students by including mathematical sense making and global planning 以数学意义建构与整体规划评估高中生数学思维问题的适宜性

IF 1.6

Curriculum Journal Pub Date : 2016-07-02 DOI: 10.1080/09585176.2016.1174140

Joke H. van Velzen

引用次数: 6