Curriculum Journal最新文献_第8页

Fostering teachers' design expertise in teacher design teams: conducive design and support activities 在教师设计团队中培养教师的设计专长:有益的设计和支持活动

IF 1.6

Curriculum Journal Pub Date : 2015-01-02 DOI: 10.1080/09585176.2014.990395

Tjark Huizinga, Adam Handelzalts, N. Nieveen, J. Voogt

引用次数: 29

Critical thinking, social education and the curriculum: foregrounding a social and relational epistemology 批判性思维、社会教育与课程:社会与关系认识论的前景

IF 1.6

Curriculum Journal Pub Date : 2015-01-02 DOI: 10.1080/09585176.2014.975733

L. Lim

{"title":"Critical thinking, social education and the curriculum: foregrounding a social and relational epistemology","authors":"L. Lim","doi":"10.1080/09585176.2014.975733","DOIUrl":"https://doi.org/10.1080/09585176.2014.975733","url":null,"abstract":"In this article, I examine the extent to which, given how critical thinking has been most commonly conceptualised and taught in schools, the subject indeed develops modes of thinking, relating and reasoning that allow individuals to collectively work towards the appreciation and solution of social problems. In the first section, I outline a number of perspectives among social studies researchers and educators that demonstrate the importance of developing critical thinking capacities in students. This is followed by, in the next section, a close examination of two widely popular approaches through which critical thinking is taught – one in the general school curriculum and the other within social studies lessons. I argue that in their current forms and for a number of reasons these understandings of critical thinking fall short of developing the social and relational dimensions of thinking that are more than a little necessary in fulfilling the raison d’être of the subject. Towards this end, the final section presents a social epistemological framework for the teaching of critical thinking in the school curriculum, highlights a number of principles of its application and provides some examples of its use in classrooms.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"26 1","pages":"23 - 4"},"PeriodicalIF":1.6,"publicationDate":"2015-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.975733","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590625","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: 24

Assessing pupils at the age of 16 in England – approaches for effective examinations 评估英国16岁学生——有效考试的方法

IF 1.6

Curriculum Journal Pub Date : 2015-01-02 DOI: 10.1080/09585176.2014.944198

Qingping He, Dennis Opposs, Matthew Glanville, Fatima Lampreia-Carvalho

{"title":"Assessing pupils at the age of 16 in England – approaches for effective examinations","authors":"Qingping He, Dennis Opposs, Matthew Glanville, Fatima Lampreia-Carvalho","doi":"10.1080/09585176.2014.944198","DOIUrl":"https://doi.org/10.1080/09585176.2014.944198","url":null,"abstract":"In England, pupils aged 16 take the General Certificate of Secondary Education (GCSE) examinations for a range of subjects. The current assessment models for GCSE include a two-tier structure for some subjects and a non-tier model for the others. The tiered subjects have a higher tier designed for high achieving pupils and a lower tier for low achieving pupils. The higher tier paper is targeted at grades A*–D (with A* the highest grade available), while the lower tier paper at grades C–G (with G the lowest grade). The UK government has proposed a comprehensive reform of GCSEs. It suggested that, with tiered papers, pupils are forced to choose between higher and lower tier papers, which will place a cap on the ambition of those entering for the lower tier. The government therefore suggests avoiding tiering in the reformed GCSEs when possible. This paper discusses the technical and equity issues with the use of tiered examinations in current GCSEs and reviews potential alternative assessment approaches for effective differentiation between pupils for the reformed GCSEs.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"26 1","pages":"70 - 90"},"PeriodicalIF":1.6,"publicationDate":"2015-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.944198","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590838","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: 4

The perceptions of high-level officers in Cyprus about intercultural education and their underlying assumptions 塞浦路斯高级官员对跨文化教育的看法及其基本假设

IF 1.6

Curriculum Journal Pub Date : 2015-01-02 DOI: 10.1080/09585176.2014.985321

Christina Hajisoteriou, L. Neophytou, P. Angelides

{"title":"The perceptions of high-level officers in Cyprus about intercultural education and their underlying assumptions","authors":"Christina Hajisoteriou, L. Neophytou, P. Angelides","doi":"10.1080/09585176.2014.985321","DOIUrl":"https://doi.org/10.1080/09585176.2014.985321","url":null,"abstract":"Since 2004, the Ministry of Education and Culture in Cyprus has launched an educational reform. The Ministry highlighted Cyprus’ participation in the European context and, by extension, the turning-into-multicultural character of the Cypriot society as the most important reasons, which necessitated such a reform. This paper seeks to examine the perceived curriculum of intercultural education in Cyprus. To this end, we explore how the conceptual and theoretical framework of the ‘new’ national curriculum influences key stakeholders’ understandings of intercultural education. Do they share similar understandings? Do they use the same terminologies? How consistent is their knowledge with the contemporary literature on Intercultural Education? All these questions will help us establish an understanding about the next level of curriculum development – the implementation level – and illuminate their possible tacit assumptions concerning the role of the teachers in carrying out of the declared policy on Intercultural Education. Most importantly, we will discuss the tacit assumptions that come to light through their expressed perceptions, addressing not only to the practises but also the essence of the term intercultural education and its originating interest in terms of human agency. Within this context we will deliberate how a broadly accepted policy, namely intercultural educational policy, becomes a vehicle that can be used to control, interact with or empower people and in particular those delegated with its implementation-in our case the teachers.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"26 1","pages":"115 - 136"},"PeriodicalIF":1.6,"publicationDate":"2015-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.985321","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59591409","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

Formative assessment: translating high-level curriculum principles into classroom practice 形成性评价:将高水平的课程原则转化为课堂实践

IF 1.6

Curriculum Journal Pub Date : 2015-01-02 DOI: 10.1080/09585176.2014.990911

I. Clark

{"title":"Formative assessment: translating high-level curriculum principles into classroom practice","authors":"I. Clark","doi":"10.1080/09585176.2014.990911","DOIUrl":"https://doi.org/10.1080/09585176.2014.990911","url":null,"abstract":"The curriculum is the totality of experiences which are planned for young learners through their education, wherever they are being educated. It determines the ethos of the school as a learning community, curriculum subjects and areas, interdisciplinary learning, and opportunities to attain personal and learning goals. An effective curriculum, which meets the needs of the twenty-first century learner improves numeracy and literacy, promotes health and well-being, and supports the social and technical skills required for learning, life and work (lifelong learning). Relatively recent developments in the policy frameworks of numerous nations have seen the implementation of an interactive style of teaching and learning called formative assessment. Formative classroom assessment is a potentially powerful instructional process because the practice of sharing assessment information that supports learning is embedded into the instructional process by design. This article uses a range of sources, including policy and framework documentation relating to the development and implementation of a curriculum which drives interactive assessment practices designed to make evidence of learning visible as assessment data with potentially lifelong effects. The purpose of this article is to delineate a ‘formative curriculum’ designed to drive classroom practices that create responsible citizens, confident individuals, effective contributors, and successful learners.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"26 1","pages":"114 - 91"},"PeriodicalIF":1.6,"publicationDate":"2015-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.990911","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590996","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: 36

Assessment for Learning in International Contexts: exploring shared and divergent dimensions in teacher values and practices 国际背景下的学习评估:探索教师价值观和实践的共同和不同维度

IF 1.6

Curriculum Journal Pub Date : 2015-01-02 DOI: 10.1080/09585176.2014.975732

P. Warwick, Stuart Shaw, Martin Johnson

引用次数: 13

Fidelity of implementation: bringing written curriculum materials into the equation 实施的保真性:将书面课程材料纳入等式

IF 1.6

Curriculum Journal Pub Date : 2015-01-02 DOI: 10.1080/09585176.2014.990910

Alison Castro Superfine, A. Marshall, C. Kelso

{"title":"Fidelity of implementation: bringing written curriculum materials into the equation","authors":"Alison Castro Superfine, A. Marshall, C. Kelso","doi":"10.1080/09585176.2014.990910","DOIUrl":"https://doi.org/10.1080/09585176.2014.990910","url":null,"abstract":"Fidelity of curriculum implementation (FOI) is an important area of research because of the critical role it plays in understanding how and why curriculum materials work and how they can be improved. This analysis explores written features within the Math Trailblazers curriculum that may influence the ways teachers implement mathematics curriculum materials. In particular, we examine FOI data from prior research in order to identify features within the materials themselves that may influence why teachers adhere to the intended curriculum to varying degrees. This paper reports on our analysis of examining five whole number lessons previously analysed for level of FOI alongside an analysis scale of written curriculum features. Our purpose in this analysis is to examine features of the written curriculum that potentially mediate teachers’ implementation of the materials in line with the intended curriculum. In doing so, our analysis further emphasises the critical role teachers play in curriculum implementation, and thus may provide some insight for curriculum developers as they consider ways in which to design the written curriculum that increase the likelihood that teachers will adhere to the intended curriculum.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"26 1","pages":"164 - 191"},"PeriodicalIF":1.6,"publicationDate":"2015-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.990910","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590987","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: 16

List of reviewers, volume 25 审稿人名单，第25卷

IF 1.6

Curriculum Journal Pub Date : 2015-01-02 DOI: 10.1080/09585176.2015.992638

引用次数: 0

Distorted representations of the ‘capability approach’ in Australian school education 澳大利亚学校教育中“能力方法”的扭曲表述

IF 1.6

Curriculum Journal Pub Date : 2015-01-02 DOI: 10.1080/09585176.2014.955512

A. Skourdoumbis

{"title":"Distorted representations of the ‘capability approach’ in Australian school education","authors":"A. Skourdoumbis","doi":"10.1080/09585176.2014.955512","DOIUrl":"https://doi.org/10.1080/09585176.2014.955512","url":null,"abstract":"Recently, curriculum developments in Australia have seen the incorporation of functionalist ‘general capabilities’ as essential markers of schooling, meaning that any pedagogical expression of classroom-based practice, including subsequent instruction, should entail the identification and development of operational general capabilities. The paper questions and critiques recent curriculum developments in Australia that characterises capabilities purely in functionalist terms, something that the broader capabilities literature eschews. The analysis is informed by aspects of the theoretical frameworks of Martin Heidegger and Pierre Bourdieu. It examines the notion of ‘general capabilities’ in the Australian Curriculum. The paper argues that there is an inherent contradiction in Australian education policy, namely a vocationally oriented national school curriculum with implied functionings that cannot fulfil designated purposes. The paper finds that the curriculum's connection to increased individual and national economic prosperity, one championing ‘jobs and careers of the twenty-first century’, is evident, although current populous forms and categories of employment seem to suggest otherwise.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"26 1","pages":"24 - 38"},"PeriodicalIF":1.6,"publicationDate":"2015-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.955512","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590866","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

What (more) can, and should, assessment do for learning? Observations from ‘successful learning context’ in Singapore 评估对学习还能做什么，也应该做什么?来自新加坡“成功学习环境”的观察

IF 1.6

Curriculum Journal Pub Date : 2014-10-02 DOI: 10.1080/09585176.2014.970207

W. Leong, Kelvin Tan

{"title":"What (more) can, and should, assessment do for learning? Observations from ‘successful learning context’ in Singapore","authors":"W. Leong, Kelvin Tan","doi":"10.1080/09585176.2014.970207","DOIUrl":"https://doi.org/10.1080/09585176.2014.970207","url":null,"abstract":"Singapore has earned accolades as one of the leading education systems in the world, based on its record in international assessments, including TIMMS and PISA. This has contributed to the entrenchment of ‘assessment’ becoming an institutional authority of standards, teaching (performativity) and classroom learning. It is against, and amidst such contexts, that this article traces how the notion and discourse of formative assessment and Assessment for Learning (AfL) are widely introduced and used formally across all Singaporean schools, particularly after a recent introduction of new ‘Holistic and Balanced Assessment’ policies. We argue that the very institutional authority of successful high-stake examination results, which served as critical standards of performativity of teaching and learning in the classroom, is being challenged. The changing assessment context of Singaporean schools, therefore serves as an interesting case study site for studying how formative assessment and AfL can be adapted and understood when ‘learning’ is already seen to be successful.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":"25 1","pages":"593 - 619"},"PeriodicalIF":1.6,"publicationDate":"2014-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.970207","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590547","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: 28