Curriculum Journal最新文献

{"title":"The ‘Reason’ of schooling: historicising curriculum studies, pedagogy, and teacher education, edited by Thomas S. Popkewitz","authors":"A. D. Du Plessis","doi":"10.1080/09585176.2016.1168675","DOIUrl":"https://doi.org/10.1080/09585176.2016.1168675","url":null,"abstract":"","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"27 1","pages":"291 - 294"},"PeriodicalIF":1.6,"publicationDate":"2016-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2016.1168675","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59591427","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}

{"title":"Developing scientific literacy skills through interdisciplinary, technology-based global simulations: GlobalEd 2","authors":"K. Lawless, Scott W. Brown","doi":"10.1080/09585176.2015.1009133","DOIUrl":"https://doi.org/10.1080/09585176.2015.1009133","url":null,"abstract":"GlobalEd 2 (GE2) is a set of technology-mediated, problem-based learning (PBL) simulations for middle-grade students, that capitalises on the multidisciplinary nature of the social sciences as an expanded curricular space for students to learn and apply scientific literacies and concepts, while simultaneously also enriching their understanding of the social sciences. This paper reports the results of an implementation of the GE2 curriculum focused on water resources with 535 seventh and eighth grade students from both suburban and urban school systems. The results indicate positive changes in students’ writing self-efficacy, interest in pursuing future science educational opportunities and the quality of their written scientific argumentation after participation in a GE2 simulation. Curricular implications and future research directions are discussed.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"26 1","pages":"268 - 289"},"PeriodicalIF":1.6,"publicationDate":"2015-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2015.1009133","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59591087","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}

{"title":"Rethinking the design approach to digitally enhanced curriculum development: a postscript","authors":"Bob Moon, Jae-Eun Joo","doi":"10.1080/09585176.2015.1050242","DOIUrl":"https://doi.org/10.1080/09585176.2015.1050242","url":null,"abstract":"In this postscript, we want to share a few ideas that have arisen from our joint reading of the papers in this special issue. We do this in the sense of keeping the debate open to further interpretations. The ideas, therefore, are tentative and we would welcome further communication with scholars across the world. Our first observation relates to the ‘ubiquity’ of digital processes now available in the classrooms of the richer parts of the world (and increasingly in low-income countries as well). We appear to have moved beyond the question of ‘does investment in digital technologies represent value for money?’ towards a situation that takes for granted digital affordances in the formulation of curriculum and the practice of pedagogy. There might be discussion about the particular systems to be used in schools and colleges but few seriously question whether the technological changes and opportunities that exist generally across society should not be available for educational purposes. Rather, the focus of technology integration in classroom has shifted to figure out which combination of technologies and teaching strategies would maximise their effect on student learning outcomes. To those involved in teaching and learning on a daily basis, this might seem self-evident but in the wider policy environment this transition is important. For the last few decades, the debate about ‘digital’ has been dominated by the value for money agenda. The pressure on digital advocates was to prove that ‘digital made a difference’ and digital in that sense was often equated with kit and high costs. In order to ‘leapfrog’, for example, low-income countries used ‘digital’ interventions to catch up with richer countries. Much energy was expended trying to establish causal links between provisions of equipment and learning outcomes. This often proved disappointing to those providing the investment as the literature analyses in some of the papers demonstrate. Digital was not, and is not, a magic bullet and it was and is na€ıve to suggest it could be.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"26 1","pages":"335 - 339"},"PeriodicalIF":1.6,"publicationDate":"2015-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2015.1050242","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59591258","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}

{"title":"Integrating emerging technologies in teaching Ugandan traditional dances in K-12 schools in New York City","authors":"Alfdaniels Mabingo","doi":"10.1080/09585176.2015.1035734","DOIUrl":"https://doi.org/10.1080/09585176.2015.1035734","url":null,"abstract":"Schools in New York City have made attempts to embrace and support the strand of ‘making connections’, which is laid out in the New York City Department of Dance blueprint for teaching and learning in dance for grades PreK-12. Accordingly, some schools have integrated Ugandan traditional dances into the dance curriculum, and dance teachers have employed emerging technologies as part of instructional methodologies in teaching these dances. Anchored in the theoretical framework of constructivism and the idea of concept and realisation in constructing dance knowledge, this article reveals how the author employed emerging technologies and online platforms such as ipads, smartboards, ipods, iphones, audio recorders, YouTube and wikispace in teaching Ugandan traditional dances to: reconcile contextual and content knowledge in the classroom; engage students in reflective and interpretive analyses and deconstruction of dance songs and movements; give feedback to and receive reflections from students; and explore issues relating to learning to dance, learning through dance, and learning about dance. The author further divulges how dilemmas that relate to re/presentation and appropriation of ephemerally, culturally and contextually celebrated, embodied and defined dances imposed limitations on execution of technologically mediated class activities.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"26 1","pages":"313 - 334"},"PeriodicalIF":1.6,"publicationDate":"2015-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2015.1035734","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59591136","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}

{"title":"Raising literacy levels using digital learning: a design-based approach in New Zealand","authors":"R. Jesson, S. McNaughton, Aaron T. Wilson","doi":"10.1080/09585176.2015.1045535","DOIUrl":"https://doi.org/10.1080/09585176.2015.1045535","url":null,"abstract":"This paper reports on a design-based intervention in urban primary and secondary schools serving culturally diverse students from low socio-economic status (SES) communities. The intervention capitalises on a partially implemented programme in seven schools which use digital devices (netbooks) and applications to raise literacy levels. Learning and teaching measures have been used to identify effective components which can be more systematically implemented. Classroom observations were employed to provide a profile of the use and quality of the literacy instruction and to identify effective instructional practices, thereby contributing to the redesign of instruction for cluster wide implementation. The study adds to a growing number of interventions which use a design-based approach to tackle problems associated with school effectiveness. It contributes to the identification of promising new practices and to the design of more effective instruction in the context of a national system (New Zealand) that is already generally of high quality in literacy teaching but with low equity. A specific outcome is further evidence about how new technologies and digital learning are being implemented in low SES classrooms and the relationships with valued student outcomes.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"36 1","pages":"198 - 223"},"PeriodicalIF":1.6,"publicationDate":"2015-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2015.1045535","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59591191","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}

{"title":"Editors' Choice paper prize","authors":"G. Biesta, L. Hayward, S. Higgins, K. Livingston, D. Wyse","doi":"10.1080/09585176.2015.1053181","DOIUrl":"https://doi.org/10.1080/09585176.2015.1053181","url":null,"abstract":"","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"26 1","pages":"340 - 340"},"PeriodicalIF":1.6,"publicationDate":"2015-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2015.1053181","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59591305","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}

{"title":"Adventure learning as a curricular approach that transcends geographies and connects people to place","authors":"Brant G. Miller, Christopher Cox, R. Hougham, V. Walden, K. Eitel, Anthony D. Albano","doi":"10.1080/09585176.2015.1043925","DOIUrl":"https://doi.org/10.1080/09585176.2015.1043925","url":null,"abstract":"Effectively communicating scientific research has taken on greater importance as climate change impacts the world we live in. It is increasingly incumbent upon the science and education communities to produce and deliver curriculum that is timely, accessible, and scientifically accurate. In the summer of 2012, scientists and educators worked together to develop and conduct the Adventure Learning @ Greenland (AL@GL) project, which explored the capacity of hands-on and web-based climate science education experiences that occurred in Greenland and the US. The Adventure Learning approach and associated framework was used to design the learning experience during AL@GL activities. Participating students were from Greenland, Denmark, and the US; these students included participants who were diverse, rural, and traditionally underrepresented. Participating students worked closely with educators and scientists to learn about an atmospheric observatory at Summit Station, located on the Greenland Ice Sheet. The purpose of this article is to inform readers in how they may use Adventure Learning and the newly developed curriculum model called Content, Transition, Inquiry, and Synthesis for the education and outreach of research projects.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"26 1","pages":"290 - 312"},"PeriodicalIF":1.6,"publicationDate":"2015-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2015.1043925","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59591146","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}

{"title":"Engagement and resistance at Last Chance High: a case study of twenty-first-century literacies and identities in one English classroom","authors":"M. Hines, Michael L. Kersulov","doi":"10.1080/09585176.2015.1045536","DOIUrl":"https://doi.org/10.1080/09585176.2015.1045536","url":null,"abstract":"This article investigates the nature of student resistance to and engagement with digital media and twenty-first-century literacies in the English classroom at Last Chance High, an alternative high school. It traces the dynamic interplay of literacy practices and identity performances with and around digital media, exploring one student's engagement, disengagement, and resistance to officially sanctioned classroom activities. Drawing from a larger project, we highlight the ways in which the classroom teacher, Becky, a national board-certified English teacher and member of a digital media committee in the (US) National Writing Project, used digital media and twenty-first-century literacies in her classroom inquiry. While observing Terrin, a student at Last Chance High, over the course of a year, we identified key identity performances for her: ‘too cool for school,’ digital drama diva, and ‘driven mind.’ We explore her situated identity performances and digital practices as she fashioned overlapping and competing identities – from the resistant student intent on gaining social capital to the successful, savvy student who used digital tools to chart a different future.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"26 1","pages":"224 - 248"},"PeriodicalIF":1.6,"publicationDate":"2015-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2015.1045536","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59591202","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}

{"title":"Editorial introduction","authors":"Jae-Eun Joo, James Seale-Collazo","doi":"10.1080/09585176.2015.1050240","DOIUrl":"https://doi.org/10.1080/09585176.2015.1050240","url":null,"abstract":"Some time ago, it was commonplace to hear that classrooms and teaching, unlike many other aspects of daily life, had remained largely unchanged throughout the twentieth century: teachers at the front, with chalk (later markers), talking to students sitting in rows, transmitting information they would later be expected to regurgitate. Freire (1999) does not hesitate to name this the ‘banking’ concept of education, predicated on the assumption of the fundamentally passive and didactic nature of teaching and learning in classrooms. By receiving, filing, and storing deposits of information and withdrawing them later, students are considered to perform their duties. How much that has changed is, of course, still subject to debate, but the turn of the 21st century has seen computers and other digital devices progressively taking up more space in classrooms (and, metaphorically, in syllabi, assignments, and teachers’ and students’ lives). Perhaps more significantly, the large-scale entry some might say intrusion of digital communication technologies into classrooms at all levels of instruction has introduced new dynamics, and particularly challenges to magisterial authority. Law professors’ interpretations may be questioned by googling students, and high school teachers must deal with students’ surreptitious in-class texting and gaming. Freire argues that if we believe that knowledge emerges through invention and reinvention, our view of knowledge as ‘motionless, static, compartmentalized and predictable (p. 67)’ needs to be challenged. He claims, instead, that knowledge is ‘restless, impatient and continuing (p. 68)’, which new technologies have enormous potential to supply to classrooms (Freire & Macedo, 1998). For example, the advent of networked technologies, accessible to millions of people, and the availability of information on a scale surpassing any library in history, have set the stage for a dispersed wave of unprecedented curricular innovation, away from the historic centres of industrial and colonial power. The rapid pace of technological change has also left many educators lagging far behind their students’ abilities to learn and utilise though not necessarily take the best advantage of the latest devices and applications. Classroom teachers around the world will attest to the difficulties these developments present to teaching, as it was known throughout most of the past century.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"26 1","pages":"193 - 197"},"PeriodicalIF":1.6,"publicationDate":"2015-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2015.1050240","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59591246","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}

{"title":"Does online game-based learning work in formal education at school? A case study of VISOLE","authors":"M. Jong","doi":"10.1080/09585176.2015.1018915","DOIUrl":"https://doi.org/10.1080/09585176.2015.1018915","url":null,"abstract":"VISOLE (Virtual Interactive Student-Oriented Environment) is a teacher-facilitated pedagogical approach to integrating constructivist online game-based learning into formal curriculum teaching in school education. This paper reports a case study on the implementation of VISOLE in secondary Geography education. We compared the pedagogical effectiveness of VISOLE and the traditional classroom teaching approach, in terms of students' knowledge acquisition with respect to a formal curriculum. One hundred and ninety-eight students from top, middle, and bottom academic-banding schools were selected and divided into three experimental groups and three control groups to participate in the research. Results showed that, in comparison with the traditional approach, VISOLE had a positive pedagogical effect on both low and moderate academic-achievement students, but not on high academic-achievement students. The findings shed light on enhancing the existing design of VISOLE, and provide researchers and educators with new insights into harnessing online games in formal school education in practice.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"26 1","pages":"249 - 267"},"PeriodicalIF":1.6,"publicationDate":"2015-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2015.1018915","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59591098","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}