Journal of Curriculum Studies最新文献_第9页

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

Reframing curriculum for religious education 改革宗教教育课程

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-06-21 DOI: 10.1080/00220272.2023.2226696

D. Lewin, J. Orchard, Kate Christopher, Alexander Brown

引用次数: 1

Conceptualizing powerful knowledge in economics 概念化强大的经济学知识

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-06-21 DOI: 10.1080/00220272.2023.2225194

Emanuel Mizzi

引用次数: 0

Teaching #BlackLivesMatter in the classroom: Exploring the racial pedagogical decision making of PK-12 teachers 在课堂上教授#黑人的生命也很重要:探索PK-12教师的种族教学决策

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-06-19 DOI: 10.1080/00220272.2023.2225198

Andrea M. Hawkman, R. Knowles

引用次数: 0

Design-based development of educative curriculum material for deliberative human rights education 基于设计的审议性人权教育课程材料开发

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-06-14 DOI: 10.1080/00220272.2023.2223247

Valentina Guzmán, Antonia Larrain, C. Álvarez, Ivette Fernández, David Herrera Araya, Camila Urrutia

{"title":"Design-based development of educative curriculum material for deliberative human rights education","authors":"Valentina Guzmán, Antonia Larrain, C. Álvarez, Ivette Fernández, David Herrera Araya, Camila Urrutia","doi":"10.1080/00220272.2023.2223247","DOIUrl":"https://doi.org/10.1080/00220272.2023.2223247","url":null,"abstract":"ABSTRACT Human rights education (HRE) is an urgent historically and globally recognized challenge for societies. However, it has not been sufficiently addressed by empirical and theoretical research in education. Based on the UN Declaration on Human Rights Education and Training (UNDHRET), there is wide agreement that HRE should include education about, through, and for human rights. We argue that a situated deliberative pedagogy can offer these three dimensions to HRE. However, this is not without challenges for teachers and students. One way to deal with these challenges and support this pedagogical innovation is to design curriculum material that supports teachers. To contribute to this, we conducted a design-based research (DBR) aimed at participative designing of educative curriculum material for human rights deliberative education. Four teachers participated in two phases of the study. Two participated in refining the material’s structure and its controversies and the other two participated in discussing the dilemmas and activities relating to implementation of the material at school with their 11th- and 12th-grade students. The results show participatory educative curriculum material designed for holistic HRE: about, through, and for HR. The implications and problems of the design process associated with a deliberative curriculum for HRE are discussed.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81847596","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

Multicultural teacher knowledge: examining curriculum informed by teacher and student experiences of diversity 多元文化教师知识:根据教师和学生的多样性经验考察课程

IF 2.1 3区教育学

Journal of Curriculum Studies Pub Date : 2023-05-04 DOI: 10.1080/00220272.2023.2207625

V. Ross, E. Chan

{"title":"Multicultural teacher knowledge: examining curriculum informed by teacher and student experiences of diversity","authors":"V. Ross, E. Chan","doi":"10.1080/00220272.2023.2207625","DOIUrl":"https://doi.org/10.1080/00220272.2023.2207625","url":null,"abstract":"ABSTRACT Herein, we consider how we might support teacher candidates to meet the learning needs of an increasingly diverse student population, in part by encouraging candidates to draw from their own experiences to inform their developing teacher knowledge about multicultural education. We conducted a school-based, long-term narrative inquiry to explore complexities of multicultural teacher knowledge. We document ways in which two practicing teachers, William and Janine, drew from their experiences of diversity in their teaching, and schooling, to build their body of multicultural teacher knowledge that, in turn, informed their work with their students. We recognize the importance of acknowledging teacher candidates’ experiences in shaping their developing teacher knowledge, and argue for including it deliberately as essential to teacher education curriculum. Considering the potential of a professional knowledge community developed early in a teaching career—beginning in preservice programs—is a logical implication. We argue that a pragmatic intellectual space may provide such a framework for teacher preparation programs for exploring developing multicultural teacher knowledge. In this way, teacher candidates’ experiences are constructed and reconstructed through inquiry with theoretical foundations that may offer explanations for complex, interconnected influences shaping school systems.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86453962","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