The Curriculum Journal最新文献

Moving from transmissive to transformative: Closing the policy‐practice gap in teacher professional learning in Scotland 从传授式转向变革式：缩小苏格兰教师专业学习政策与实践之间的差距

The Curriculum Journal Pub Date : 2024-07-22 DOI: 10.1002/curj.289

Stuart Farmer

引用次数: 0

Towards a motivating language acquisition curriculum 打造激发学习动机的语言习得课程

The Curriculum Journal Pub Date : 2024-07-09 DOI: 10.1002/curj.287

Liam Printer

引用次数: 0

Unique practices in teaching affective learning in a higher education applied curriculum 在高等教育应用课程中开展情感学习教学的独特实践

The Curriculum Journal Pub Date : 2024-07-02 DOI: 10.1002/curj.285

Evora Mais‐Thompson, Byron Brown, Nanibala Paul

{"title":"Unique practices in teaching affective learning in a higher education applied curriculum","authors":"Evora Mais‐Thompson, Byron Brown, Nanibala Paul","doi":"10.1002/curj.285","DOIUrl":"https://doi.org/10.1002/curj.285","url":null,"abstract":"Affective learning is important for the holistic development of students. Yet, not much is reported about how it is achieved in the higher education classroom. The purpose of this paper was to appraise the Hospitality and Tourism Management curriculum and pedagogical practices being utilized to deliver affective learning outcomes in Community Colleges in Jamaica. Adopting a qualitative tradition, involving analysis of the hospitality and tourism curriculum documents and personal interviews of 35 purposively selected academic and non‐academic participants, the study found that while affective learning practices were infused in pedagogy, the educational activities were not linked to clearly defined learning outcomes in the formal curriculum. Cognitive learning outcomes dominated the formal curriculum. Students' access to affective learning experience was facilitated through an improvised informal curriculum, that is, learning experiences that occurred outside the planned curriculum. The article theorized that design flaws in the planned curriculum contributed to the experience. This research has implications for staff professional development, practical‐based subject curriculum design and for standard setters who monitor alignment between higher education and industry requirements.","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":"7 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141688641","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: 0

Recontextualising Stenhouse: Instantiations of the ‘teacher as researcher’ metaphor in Greece and Cyprus 重新认识史登豪斯：希腊和塞浦路斯的 "教师即研究者 "隐喻实例

The Curriculum Journal Pub Date : 2024-07-01 DOI: 10.1002/curj.286

S. Philippou, Vassilis Tsafos

{"title":"Recontextualising Stenhouse: Instantiations of the ‘teacher as researcher’ metaphor in Greece and Cyprus","authors":"S. Philippou, Vassilis Tsafos","doi":"10.1002/curj.286","DOIUrl":"https://doi.org/10.1002/curj.286","url":null,"abstract":"This paper explores the transfer, translation and recontextualisation of Laurence Stenhouse's work, as encapsulated in the ‘teacher as researcher’ metaphor, to the Greek language and in the fields of research and policy in Greece and Cyprus. We first briefly frame action research work as emerging through and within a specific space‐time (and in conversation with others in North America, Australia and Europe). We then trace its translation from English to Greek in specific key publications in books and articles (including his 1975 seminal work An introduction to curriculum research and development), which have since been central to curriculum studies as an academic field in both countries. We then construct four vignettes as cases of different uses of the metaphor in different fields. The first two refer to the institutional context of a new type of school called ‘second chance schools’ and a state policy for the professional development of teachers in Greece. The other two refer to an initial teacher education university programme and to the most recent school curriculum change in the Republic of Cyprus. We conclude by discussing certain patterns of constriction across the four vignettes in the recontextualisation of the ‘teacher as researcher’ to particular aspects of the metaphor as it morphed in two rather centralised contexts with a strong historical presence of a formal, state‐mandated curriculum and of teachers as public servants. Despite these patterns of constriction, we also note how other aspects of the metaphor provided conditions for some transformation.","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141716576","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: 0

Perspectives from university tutors on the use of collaborative enquiry‐based approaches to develop pre‐service teachers' pedagogies and understanding of inclusive practice 大学导师对使用协作探究式方法培养职前教师的教学法和对全纳实践的理解的看法

The Curriculum Journal Pub Date : 2024-06-11 DOI: 10.1002/curj.278

Elizabeth Gregory, Lisa Murtagh, Karen Beswick

引用次数: 0

Curriculum in early childhood education: Global policy discourses and country‐level responses in Aotearoa New Zealand and England 幼儿教育课程：新西兰奥特亚罗瓦和英格兰的全球政策论述和国家层面的回应

The Curriculum Journal Pub Date : 2024-06-06 DOI: 10.1002/curj.280

Elizabeth Wood, Helen Hedges

{"title":"Curriculum in early childhood education: Global policy discourses and country‐level responses in Aotearoa New Zealand and England","authors":"Elizabeth Wood, Helen Hedges","doi":"10.1002/curj.280","DOIUrl":"https://doi.org/10.1002/curj.280","url":null,"abstract":"In early childhood education (ECE), global policy discourses influence national policy frameworks for curriculum, pedagogy and assessment practices. Although aspects of these discourses travel across national boundaries via policy borrowing, we argue that consideration is needed of the cultural–historical evolution of country‐level systems, their epistemological foundations and different goals or aspirations. We combine a cultural–historical perspective with critical policy text analysis to examine two curricular frameworks—England's Early Years Foundation Stage and Aotearoa New Zealand's Te Whāriki. Both nations share similar historical influences and timeframe for the development of ECE policies from the 1990s, but with different local responses, principles and values. Three questions about curriculum inform our policy text analysis: how are children are positioned and understood; what knowledge is valued and what outcomes are valued? The analysis indicates similar influences and discourses, but with dissimilar responses to these questions and distinctive ways of understanding curriculum in each country. We argue that although global discourses promote generic policy drivers and goals, country‐level policy responses need to be understood genealogically and locally in relation to cultures, contexts and values. Taking a global–local approach to policy analysis also raises critical questions about the opportunities and limitations of policy borrowing across international contexts and the importance of contextualisation.","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":"122 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141375813","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: 0

Curriculum in Professional Practice: A spotlight on professionalism‐in‐context through dialogue 专业实践课程：通过对话聚焦语境中的专业精神

The Curriculum Journal Pub Date : 2024-03-25 DOI: 10.1002/curj.264

G. Healy, Matthew Courtney, Hermione Paddle, Letizia Riddell

引用次数: 0

Re‐imagining historical thinking: An Indigenous informed view of history education's philosophical roots 重新想象历史思维：从本土角度看历史教育的哲学根源

The Curriculum Journal Pub Date : 2024-03-01 DOI: 10.1002/curj.254

Katherine E. Wallace

引用次数: 0

What can curriculum contribute to preventing forced marriage? 课程能为防止强迫婚姻做出哪些贡献？

The Curriculum Journal Pub Date : 2024-02-22 DOI: 10.1002/curj.255

Lottie Howard-Merrill

引用次数: 0

Fostering teacher agency in school‐based climate change education in England, UK 在英国英格兰的校本气候变化教育中培养教师的能动性

The Curriculum Journal Pub Date : 2024-02-16 DOI: 10.1002/curj.253

E. Rushton, Lynda Dunlop, L. Atkinson

{"title":"Fostering teacher agency in school‐based climate change education in England, UK","authors":"E. Rushton, Lynda Dunlop, L. Atkinson","doi":"10.1002/curj.253","DOIUrl":"https://doi.org/10.1002/curj.253","url":null,"abstract":"Drawing on conceptualisations of teacher agency through the ecological approach, and in the context of recent policy activity, we explored primary and secondary school teachers' experiences of agency in relation to climate change education in England. Data collection occurred over two distinct but related phases. Firstly, we completed a series of interviews with the same three secondary geography teachers at the outset of their careers (15 interviews during 2020–2022) which included 1 year of Initial Teacher Education and 2 years as Early Career Teachers (ECTs). Secondly, we captured the experiences of further 24 in‐service science and geography teachers (with expertise beyond the ECT period) through two online workshops held in November 2022, the first for primary teachers (n = 10) and the second for secondary teachers (n = 10). Interviews were held with four teachers (two primary and two secondary) who could not attend the workshops (n = 4). Our findings underline the importance of structures (e.g. school leadership) and culture (e.g. ideas and values) in fostering teacher agency. Teachers across primary and secondary phases and at different career stages highlighted the value of curricular and extra‐curricular spaces for climate change education. If all children and young people are to access effective climate change education, researchers and policy makers will need to further consider ways to ensure teachers can achieve agency, including through access to transformative professional learning which fosters agency in relation to climate change education.","PeriodicalId":508528,"journal":{"name":"The Curriculum Journal","volume":"58 43","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139961111","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: 0