Journal of Curriculum Studies最新文献_第8页

Participation in national curriculum reform - coherence from complexity 参与国家课程改革——从复杂走向连贯

3区教育学

Journal of Curriculum Studies Pub Date : 2023-09-03 DOI: 10.1080/00220272.2023.2256388

Sanna-Mari Salonen-Hakomäki, Tiina Soini

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引用次数: 0

Profession, organization, and academic discipline. Differentiation of a special education science in Germany since 1900 专业、组织、学科。1900年以来德国特殊教育科学的分化

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-09-02 DOI: 10.1080/00220272.2023.2248213

Vera Moser

引用次数: 0

National Curriculum and Assessment in England and the continuing narrowed experiences of lower-attainers in primary schools 英国的国家课程和评估，以及小学低年级学生的持续狭窄经历

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-09-02 DOI: 10.1080/00220272.2023.2253455

E. Hargreaves, Laura Quick, Denise Buchanan

{"title":"National Curriculum and Assessment in England and the continuing narrowed experiences of lower-attainers in primary schools","authors":"E. Hargreaves, Laura Quick, Denise Buchanan","doi":"10.1080/00220272.2023.2253455","DOIUrl":"https://doi.org/10.1080/00220272.2023.2253455","url":null,"abstract":"A considerable body of global educational literature has examined how schooling policy based on measuring and managing performance has narrowed children’s access both to curriculum breadth and to diversity in pedagogy. This article approaches these curriculum dilemmas within the global concern for children’s wellbeing and social justice. In particular, it focuses on the experiences of children designated by this system as lower-attaining, which is a much under-researched aspect of these concerns. Based on an innovative five-year life-history study of 23 seven to 12 year-old lower-attaining school-children in the English system, this article examines how these children themselves depicted their schooling experiences. We conclude, drawing on term-by-term experiences narrated by these children, that the current curriculum and assessment arrangements narrowed their opportunities for participation in engaged learning, especially in comparison to higher-attaining children; which undermined their wellbeing and brought social justice into question. The children high-lighted the negative impact of curriculum emphases on mathematics and English rather than on non-core and outside-school curriculum areas for lower-attaining in particular; and the emphasis on attainment rather than participation in learning. They had few opportunities to have their specific preferences validated, leading in some cases to these lower-attainers being excluded from participation in school-learning.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83927124","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

高等教育英語授課的本土化經驗：評《高等教育的 EMI 教學：理論與本土實務的對話》高等教育英語授課的本土化經驗：評《高等教育的 EMI 教學：理論與本土實務的對話》

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-09-01 DOI: 10.53106/181653382023091802004

林子斌林子斌

引用次数: 0

以循環探索的深度學習來提升教師課程設計的潛力與實踐以循環探索的深度學習來提升教師課程設計的潛力與實踐

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-09-01 DOI: 10.53106/181653382023091802003

張堯卿張堯卿, 梁慧雯 Yao-Ching Chang

引用次数: 0

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":null,"pages":null},"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":null,"pages":null},"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