Journal of Curriculum Studies最新文献_第8页

從教科書開展素養：小學社會領域教師的課程潛力從教科書開展素養：小學社會領域教師的課程潛力

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-09-01 DOI: 10.53106/181653382023091802001

周淑卿周淑卿, 王郁雯 Shu-Ching Chou, 陳姿佑 Yu-Wen Wang

引用次数: 0

國小社會領域論證式探究模式發展之行動研究國小社會領域論證式探究模式發展之行動研究

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-09-01 DOI: 10.53106/181653382023091802002

洪麗卿洪麗卿, 潘香汝 Li-Ching Hung

引用次数: 0

Framing curriculum making: bureaucracy and couplings in school administration 框架课程制定:学校管理中的官僚主义与耦合

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-08-30 DOI: 10.1080/00220272.2023.2251543

Wieland Wermke, Ronny Freier, D. Nordholm

{"title":"Framing curriculum making: bureaucracy and couplings in school administration","authors":"Wieland Wermke, Ronny Freier, D. Nordholm","doi":"10.1080/00220272.2023.2251543","DOIUrl":"https://doi.org/10.1080/00220272.2023.2251543","url":null,"abstract":"ABSTRACT This article aims to undertake a comparative investigation of school administration to understand further the frames of curriculum making. School administration is an under-illuminated aspect of curriculum research. The paper commences from the notion that, in mass education, a school system is operationalized by many schools, which are coupled to each other and to political decisions. Here is the curriculum vital. Building on the classic work of Stefan Hopmann, a curriculum is part of the administrational structure of the school system. The Article suggests several categories that can describe the nature and function of school administration in various contexts. There are external matters of schooling, such as school buildings, school food, etc. and internal matters of schooling, such as curriculum, pedagogy, and evaluation. Individual schools and school administration are coupled via licences, and programmatic, professional, and procedural supervision. The article employs these categories with a comparison of a decentralized Sweden and a centralized Germany. The comparison investigated 290 Swedish municipality school administrations and 45 state education authorities in 4 German federal states. In this comparison many interesting similarities between both contexts can be hightligthed.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"24 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75088093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

The racism of Maria Montessori 玛丽亚·蒙台梭利的种族主义

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-08-20 DOI: 10.1080/00220272.2023.2249067

Thomas Fallace

引用次数: 0

Vygotsky’s perezhivanies with Dewey’s occupations: Improving integration of teaching and assessing via creative learning units 维果茨基与杜威的职业:通过创造性学习单元改善教学与评估的整合

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-08-10 DOI: 10.1080/00220272.2023.2242914

J. Quay, B. Williams, Jason Pietzner, Abbey Boyer, D. Browning, Adam Brodie-McKenzie

{"title":"Vygotsky’s perezhivanies with Dewey’s occupations: Improving integration of teaching and assessing via creative learning units","authors":"J. Quay, B. Williams, Jason Pietzner, Abbey Boyer, D. Browning, Adam Brodie-McKenzie","doi":"10.1080/00220272.2023.2242914","DOIUrl":"https://doi.org/10.1080/00220272.2023.2242914","url":null,"abstract":"ABSTRACT The work of teachers is regularly quizzed and questioned. The responses called for commonly implicate assessment, as this provides answers about learning, which many believe directly translate into answers about teaching. We question teaching differently, beginning with the basic what, how and who questions, while also posing the why question: ‘Why do you teach?’ This enables us to draw student engagement and achievement of intended learning outcomes into closer relation via an improved integration of teaching and assessing. In our exploration of these questions, we engage with aspects of Vygotsky’s and Dewey’s educational theories, highlighting correspondences and differences. Our aim is to illuminate convergence around two key concepts: perezhivanies and occupations. Both speak to recognition of a unit of life as a unity of person in context that can function as a unit of study in educational terms. We bring this theoretical convergence to teaching practice via creative learning units. This unit planning framework offers a coherent approach that entwines student engagement and the achievement of intended learning outcomes.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"8 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87122638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

“Safety” and “integration”: examining the introduction of disaster into the science curriculum in South Korea “安全”与“整合”:考察韩国科学课程中灾难的引入

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-07-26 DOI: 10.1080/00220272.2023.2239887

Wonyong Park, Hyunju Lee, Yeonjoo Ko, Hyunok Lee

{"title":"“Safety” and “integration”: examining the introduction of disaster into the science curriculum in South Korea","authors":"Wonyong Park, Hyunju Lee, Yeonjoo Ko, Hyunok Lee","doi":"10.1080/00220272.2023.2239887","DOIUrl":"https://doi.org/10.1080/00220272.2023.2239887","url":null,"abstract":"ABSTRACT The diversifying impacts of global disasters such as climate change and COVID-19 call for systematic consideration of how disasters can be addressed in different school subjects. In this paper, we discuss how the relationship between disaster and science education has been codified and framed in South Korea through an analysis of national curriculum and policy documents from the 2010s, a period marked by several human-caused disasters with lingering social impacts. A genealogical reading of policy documents reveals how disaster emerged as a curricular theme at the intersection of two policy discourses: the discourse of safety and the discourse of integration. Further analysis of the documents points to three tensions about science education that underlay this process, as disaster, a non-traditional topic, was introduced into the science curriculum. Our findings provide insights into the tensions and conflicting ideas about what should be learned in school science. We contend that a stronger theoretical and empirical base is needed when introducing new curriculum topics such as disaster into the curriculum. More effort is needed to justify the new topic against the existing aims and structures of school subjects, to consider the unique social and political context, and to bridge the gap between curriculum policy and classroom practice.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"39 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81351734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Teacher expectations and ethnic minority students’ second language and foreign language learning 教师期望与少数民族学生的第二语言和外语学习

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-07-04 DOI: 10.1080/00220272.2023.2233741

Xinglong Wang, Zhengdan Li

{"title":"Teacher expectations and ethnic minority students’ second language and foreign language learning","authors":"Xinglong Wang, Zhengdan Li","doi":"10.1080/00220272.2023.2233741","DOIUrl":"https://doi.org/10.1080/00220272.2023.2233741","url":null,"abstract":"ABSTRACT This study investigated whether teacher expectations had significant effects on ethnic minority students’ second language and foreign language learning in senior high schools. The participants of this study were 52 teachers and 836 ethnic minority students from 10 senior high schools in southwest China. Data of teacher expectations for students’ second language achievement, teacher expectations for students’ foreign language achievement, students’ prior achievement in a standardized test of the second language and foreign language at the beginning of senior high school, and students’ achievement in a standardized test of the second language and foreign language at the end of senior high schools were collected respectively. Regression analysis showed that with students’ prior achievement being controlled, 1) teacher expectations had significant effects on ethnic minority students’ foreign language learning, but 2) teacher expectations were not closely related to ethnic minority students’ second language learning, suggesting a moderation effect of the subject. Implications for expectancy theories and multilingual instructions are further discussed.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"126 1","pages":"458 - 470"},"PeriodicalIF":2.1,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83415058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 1

School principals as translators – examining Swedish school principals’ translations of the standards-based curriculum 作为翻译的学校校长——考察瑞典学校校长对标准课程的翻译

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-07-04 DOI: 10.1080/00220272.2023.2234006

Katarina Ståhlkrantz

{"title":"School principals as translators – examining Swedish school principals’ translations of the standards-based curriculum","authors":"Katarina Ståhlkrantz","doi":"10.1080/00220272.2023.2234006","DOIUrl":"https://doi.org/10.1080/00220272.2023.2234006","url":null,"abstract":"ABSTRACT This study takes the policy idea of the standards-based curriculum as a point of departure. Drawing on discursive institutionalism and pragmatic institutionalism, the study’s purpose is to critically examine school principals empirically as translators, enacting Sweden’s standards-based curriculum into local schools’ practices. The data were collected through interviews with principals from four compulsory schools in different geographical regions of Sweden, selected through purposive sampling. Røvik’s ‘translator competence’ framework and Schmidt’s ‘sentient agents’ framework were used as analytical tools. In the empirical material, examples of school principals as knowledgeable, creative, patient and strong translators were identified, interpreted as their ‘background ideational abilities’. Discourses on ‘foreground ideational abilities’ also were identified in the principals’ experiences as translators through their critical and deliberative reflections on the standards-based curriculum. By integrating discursive institutionalism and pragmatic institutionalism into the study, ideas and discourse, as well as agency and contextual and normative experiences, were interpreted as important aspects of policy translation. This provided opportunities for a broader understanding of school principals’ translations of the standards-based curriculum, which hopefully also can help develop the theoretical and methodological discursive institutional approach within education research.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"11 1","pages":"440 - 457"},"PeriodicalIF":2.1,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74770236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Powerful knowledge in the social studies classroom and beyond 强大的知识在社会研究课堂和超越

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-07-04 DOI: 10.1080/00220272.2023.2234427

Peter N. Aashamar, Kirsti Klette

引用次数: 1

If images could speak: A social semiotics analysis of gender representation in science textbook images 如果图像会说话:科学教科书图像中性别表征的社会符号学分析

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-06-25 DOI: 10.1080/00220272.2023.2228376

Yiping Wang, A. Tlili, Ahmed Hosny Saleh Metwally, Jialu Zhao, Zhimin Li, Boulus Shehata, Ronghuai Huang

{"title":"If images could speak: A social semiotics analysis of gender representation in science textbook images","authors":"Yiping Wang, A. Tlili, Ahmed Hosny Saleh Metwally, Jialu Zhao, Zhimin Li, Boulus Shehata, Ronghuai Huang","doi":"10.1080/00220272.2023.2228376","DOIUrl":"https://doi.org/10.1080/00220272.2023.2228376","url":null,"abstract":"ABSTRACT Textbooks use images, in addition to text, for delivering knowledge, thereby convey attitudes and values of students including those on gender bias. The gender bias presented in textbook images affects in subtle ways the students’ learning outcomes, career choices, and how they perceive science. However, prior research has relied on explicit information presented by textbook images of several subjects to investigate gender representation, overlooking the implicit meaning behind images with a very limited attention to science textbooks. Therefore, this study uses the social semiotic framework to analyse the implicit meaning that images convey related to gender representation in Chinese and Egyptian science textbooks. Specifically, four (two for each country) science textbooks of grade nine were coded and analysed. The findings revealed that gender gap still exists in the images of both Chinese and Egyptian science textbooks. Specifically, females were less represented in the textbook images compared to males, and their role was mostly a caring role. Notably, unlike the Chinese females and the common gender stereotype, Egyptian females were represented in a more active and powerful way compared to males. The findings of this study could help in better designing science textbook images to reduce gender bias.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"4 1","pages":"471 - 488"},"PeriodicalIF":2.1,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86576813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 1