The curriculum journal最新文献_第2页

Editorial 35‐2 编辑 35-2

The curriculum journal Pub Date : 2024-03-15 DOI: 10.1002/curj.261

Mark Priestley, Stavroula Philippou

引用次数: 0

Affective responses to curriculum making in Aotearoa New Zealand 对新西兰奥特亚罗瓦课程设置的情感反应

The curriculum journal Pub Date : 2024-03-13 DOI: 10.1002/curj.256

John Etty

引用次数: 0

Factors influencing teachers' sustained implementation of a kindergarten curriculum within the United States: A qualitative analysis 影响教师在美国持续实施幼儿园课程的因素：定性分析

The curriculum journal Pub Date : 2024-03-12 DOI: 10.1002/curj.257

Ryan E. Fink, Katarina Suwak, Gwendolyn M. Lawson, Abigail Gray, A. B. Bowden

{"title":"Factors influencing teachers' sustained implementation of a kindergarten curriculum within the United States: A qualitative analysis","authors":"Ryan E. Fink, Katarina Suwak, Gwendolyn M. Lawson, Abigail Gray, A. B. Bowden","doi":"10.1002/curj.257","DOIUrl":"https://doi.org/10.1002/curj.257","url":null,"abstract":"Teachers play a critical role in deciding what curricula are used in their classrooms. We examine the factors that teachers describe as influencing their sustainment or discontinuation of a literacy curriculum, Zoology One, following their participation in a randomised controlled trial (RCT) examining the curriculum's efficacy. This study was conducted in a large urban district in the United States and the curriculum was implemented in kindergarten classrooms with children who are typically 5 and 6 years old. One year after their participation in the RCT, teachers who had been randomised to implement Zoology One during the efficacy study (N = 19) participated in interviews about their ongoing use of the curriculum. We analysed the interview data using a staged coding approach to understand the factors that teachers described influencing their sustainment or discontinuation of the curriculum. We used a multilevel framework to organise results across three levels: individual‐level, school‐level and macro‐level. Results indicate that teacher perceptions of the curriculum, including those related to its effectiveness and age‐appropriateness, contributed to sustained use. At the same time, some teachers' perceptions that the curriculum approaches were not sufficient for their students led them to discontinue some curriculum components. The implementation climate at their school, as well as the widespread adoption of a particular phonics programme within the school district, also influenced teachers' sustainment or discontinuation. Taken together, these results highlight the importance of teachers' perceptions of a curriculum as well as the critical role that the school and district context play in curricular sustainment.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"14 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140248345","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

Stenhouse in Scotland and England: Context and culture in curriculum development 斯滕豪斯在苏格兰和英格兰：课程开发中的背景与文化

The curriculum journal Pub Date : 2024-03-12 DOI: 10.1002/curj.260

Walter Humes

{"title":"Stenhouse in Scotland and England: Context and culture in curriculum development","authors":"Walter Humes","doi":"10.1002/curj.260","DOIUrl":"https://doi.org/10.1002/curj.260","url":null,"abstract":"This paper uses biographical, historical and comparative perspectives to examine some of the work of Lawrence Stenhouse, widely regarded as one of the leading curriculum theorists of the twentieth century. Although his best‐known work was carried out in England, he had strong Scottish connections and some of the influences on his output can be traced to his higher education in Scotland, his teaching experience in Glasgow and Fife, and his time as Principal Lecturer in Education at Jordanhill College of Education. Particular attention is given to Culture and Education (1967), written during Stenhouse's time in Scotland, and An Introduction to Curriculum Research and Development (1975), the product of his experience as Director of the Humanities Curriculum Project and subsequently as Director of the Centre for Applied Research in Education at the University of East Anglia. Stenhouse's personal intellectual journey is related to policy developments in Scotland and England and, in particular, to the different approaches to curriculum development in the two countries. His early death in 1982 meant that he did not live to see the assault on his creative, teacher‐centred approach to curriculum development mounted by the political right in the 1980s and 1990s, but his ideas were kept alive by members of the team he had built up. The paper ends by summarising the reasons for Stenhouse's continuing importance. It is noted, however, that the many tributes to Stenhouse's achievements in England have not been matched by similar recognition in Scotland. Arguably, his ideas could have enabled Scotland's Curriculum for Excellence reform programme, launched in 2004, to have avoided some of the problems it encountered in the transition from conception to implementation.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"12 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140250462","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

Secondary school teachers' perceptions of the shared creative processes and the potential role of technology in the expressive arts 中学教师对共同创作过程的看法以及技术在表现艺术中的潜在作用

The curriculum journal Pub Date : 2024-03-11 DOI: 10.1002/curj.259

S. Chapman, Gary Beauchamp, Merris Griffiths

引用次数: 0

Reconceptualising the school curriculum to address global challenges: Marrying aims‐based and ‘powerful knowledge’ approaches 重新认识学校课程，应对全球挑战：将基于目标的方法与 "强大知识 "方法相结合

The curriculum journal Pub Date : 2024-03-08 DOI: 10.1002/curj.258

Andy Markwick, Michael J. Reiss

引用次数: 0

Undoing discourses of deficit with EAL learners: The centrality of social relations in teachers' curriculum work 消除对 EAL 学习者的赤字论述：社会关系在教师课程工作中的中心地位

The curriculum journal Pub Date : 2024-01-10 DOI: 10.1002/curj.244

Jennifer Alford

{"title":"Undoing discourses of deficit with EAL learners: The centrality of social relations in teachers' curriculum work","authors":"Jennifer Alford","doi":"10.1002/curj.244","DOIUrl":"https://doi.org/10.1002/curj.244","url":null,"abstract":"Teachers of English as an Additional Language learners in high schools have long navigated the seemingly intransigent deficit thinking about their learners' capacity to engage fully with the intended or required curriculum. These learners are frequently constructed as the problem, as if the curriculum exists in a vacuum. This gives rise to the need to explore how deficit thinking about students, as core actors in the web of curriculum relations, may be challenged through the curriculum work of specialist English language teachers. In this paper, I use critical discourse analysis to explore how the pervasive deficit discourse can be differently construed through language use in two dimensions: power (social hierarchy or low‐high) and solidarity (social distance, close‐far). Three teachers were interviewed, and their lessons were observed to explore how social relations with diverse learners are rendered in the teachers' language. Findings show that by adopting a more nuanced stance towards their learners, many of whom are refugee‐background and have interrupted schooling, the teachers speak back to deficit views, offering alternative ways of positioning diverse learners in relation to required curriculum. Images of curriculum as transmission are disrupted, presenting it rather as complex entanglement with social relations.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139438990","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

Exploring decolonial and anti‐racist perspectives in teacher education and curriculum through dialogue 通过对话探索师范教育和课程中的非殖民主义和反种族主义观点

The curriculum journal Pub Date : 2024-01-09 DOI: 10.1002/curj.246

H. Gandolfi, Terra Glowach, Lee Walker, Sharon Walker, E. Rushton

引用次数: 0

The criticality of sensemaking in climate change education: Closing the gap between information gathering and curriculum making in schools 气候变化教育中的感性认识至关重要：缩小学校信息收集与课程设置之间的差距

The curriculum journal Pub Date : 2023-12-22 DOI: 10.1002/curj.238

Heena Dave, Leigh Hoath

引用次数: 0

Towards curricular entanglements: Extending, complicating and (re)imagining curriculum work 走向课程纠葛：扩展、复杂化和（重新）想象课程工作

The curriculum journal Pub Date : 2023-12-22 DOI: 10.1002/curj.245

Steven Hodge

引用次数: 0