The curriculum journal最新文献_第3页

‘Learning about research was confusing until we started creating our own questions and research’: Enacting student voice through a ‘Students as Enquirers’ project 在我们开始创造自己的问题和研究之前，学习研究是令人困惑的"：通过 "学生作为探究者 "项目让学生发表意见

The curriculum journal Pub Date : 2023-12-18 DOI: 10.1002/curj.237

Kate Wall, A. Hanna, Kathryn McCrorie, William Quirke, Nova Lauder‐Scott, Rebekah Sims, Lorna Ross, Elizabeth, Marysia, Brooke, Amy, Freya, Sophie

引用次数: 1

Participatory curriculum development: The case of EUTOPIA, a European university alliance 参与式课程开发：欧洲大学联盟 EUTOPIA 案例

The curriculum journal Pub Date : 2023-12-18 DOI: 10.1002/curj.243

Linde Moriau, Jo Angouri

引用次数: 0

Curriculum in Professional Practice: Opening a forum for co‐production and innovation by and for professionals 专业实践课程：为由专业人员和为专业人员进行的共同制作和创新开辟论坛

The curriculum journal Pub Date : 2023-12-13 DOI: 10.1002/curj.242

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

引用次数: 0

Fostering reflection in the intercultural classroom: What is the value? 在跨文化课堂上促进反思：价值何在？

The curriculum journal Pub Date : 2023-12-07 DOI: 10.1002/curj.241

Fabrizia A. C. Flynn

引用次数: 0

Curriculum in special school contexts: A collaged framework for personalised, individual student learning 特殊学校背景下的课程：学生个性化学习的拼贴框架

The curriculum journal Pub Date : 2023-12-07 DOI: 10.1002/curj.235

Michelle Ronksley-Pavia

{"title":"Curriculum in special school contexts: A collaged framework for personalised, individual student learning","authors":"Michelle Ronksley-Pavia","doi":"10.1002/curj.235","DOIUrl":"https://doi.org/10.1002/curj.235","url":null,"abstract":"Interpreting and enacting curriculum in any school is a complex undertaking, even more so in special school contexts where teachers must develop and enact appropriate curriculum modifications and accommodations for small groups of students and individual students. In special education contexts, educational modifications are changes teachers make based on a standardised curriculum, in order to be able to support the individual learning of students with intellectual and other profound disabilities, in terms of personalising learning for each student. These modifications are derived from teachers' curriculum (re)interpretations. Conversely, educational accommodations are the adjustments that teachers make in how they deliver the interpreted curriculum through individual learning episodes without changing the existent learning foci. This article presents a theorisation of how some special school educators interpret and reinterpret standardised curriculum to support the individual learning needs of students with moderate to profound disabilities through operationalising a theoretical framework of personalised learning. Operationalising personalised learning in special school contexts is theorised to be a collaged hermeneutical circle, where special education teachers work to (re)interpret curriculum, alongside the individual learning needs evidenced through teacher assessments and observations, and from student individual education plans. Within special school contexts, teachers approach the Australian Curriculum text as collaborative teams and engage in dialogue and planning about the curriculum to be taught and assessed. Thus, they aim to ensure that their students engage with the appropriate curriculum and have opportunities for learning on the same basis as students without their specific needs (i.e. students without disability). Unlike teachers in mainstream schooling contexts, teachers in special schools must (re)interpret curriculum that has not been explicitly developed for the unique learning needs of students with profound disability.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"42 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138593578","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 ‘Future three’ curriculum scenarios in practice: Learning from the GeoCapabilities project 在实践中探索 "未来三 "课程方案：从地理能力项目中学习

The curriculum journal Pub Date : 2023-12-07 DOI: 10.1002/curj.240

T. Béneker, G. Bladh, D. Lambert

{"title":"Exploring ‘Future three’ curriculum scenarios in practice: Learning from the GeoCapabilities project","authors":"T. Béneker, G. Bladh, D. Lambert","doi":"10.1002/curj.240","DOIUrl":"https://doi.org/10.1002/curj.240","url":null,"abstract":"This paper has its origins in the EU Comenius funded GeoCapabilities project. From its outset, the project developed and researched the notion of powerful disciplinary knowledge (PDK) as an underlying principle of curriculum making in the context of secondary school geography teaching. The work, led from the UCL Institute of Education and involving school teachers, teacher educators and other stakeholders across eight mainly European jurisdictions, was framed by Young and Muller's ‘three educational scenarios’ (Young & Muller, European Journal of Education, 45, 2010 and 11). The three futures heuristic is discussed as a means to distinguish qualities of curriculum thought. Future 3 scenarios, which posit teachers as curriculum makers with responsibility to engage in essential ‘knowledge work’, provide a principled platform on which to develop ambitious educational classroom encounters. Knowledge working with PDK and (as we go on to argue) other powerful ways of knowing the world, is seen as a bridge between social realist epistemological principles and practical classroom content selections. This opens the possibility of responding to Deng's (Journal of Curriculum Studies, 54, 2022) call for developing practical theories of content with teachers. Although the authors are geographers in education drawing on different international perspectives and traditions, the paper addresses matters of interest applicable to a variety of specialist subject domains across the secondary school curriculum.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"27 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138594362","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

Teachers' interpretation of curriculum as a window into ‘curriculum potential’ 教师对课程的解读是了解 "课程潜力 "的窗口

The curriculum journal Pub Date : 2023-12-01 DOI: 10.1002/curj.239

Emily Ross

{"title":"Teachers' interpretation of curriculum as a window into ‘curriculum potential’","authors":"Emily Ross","doi":"10.1002/curj.239","DOIUrl":"https://doi.org/10.1002/curj.239","url":null,"abstract":"Ben‐Peretz's (1975) concept of intended curriculum describes a version of curriculum that ‘official’ curriculum developers create to provide a detailed guide to what teachers are required to teach in schools. While some curricula are intended to guide learning, others give a more definitive regulation of what must be taught. Either way, they are a product of curriculum developers writing government policy that defines what is considered essential for students to know. The teacher then undertakes the technical task of interpreting these policy texts to discern how they will introduce the content to their students. Once the teacher receives the curriculum text, they begin a translation process. While the curriculum developer has a vision of how teachers will interpret the curriculum, the teacher's translation of the curriculum text is filtered through the teachers' understanding of the subject matter. This notion of ‘curriculum potential’ represents the culmination of the teacher's subject matter knowledge acquired throughout their education and career which serves as the reference point for curriculum interpretation. This article describes the process of curriculum interpretation used by primary teachers during the implementation of Australian curriculum reform. The study examined the interpretation process from the intended curriculum to the planned curriculum to the enacted curriculum used by the teachers and the influences impacting upon these processes. The analysis of the teachers' interpretations was demonstrated through a process for curriculum mapping developed for this study. This work will present the teachers' pathways to curriculum enactment as a hermeneutic interpretation of curriculum, revealing the teachers' curriculum potential. While frequently descriptions of curriculum potential focuss on subject matter knowledge, analysis of primary teacher curriculum interpretation necessitates a broader definition. The paper concludes that the primary teachers' interpretation process is drawn from a wider curriculum potential that intersects their knowledge of subject matter and knowledge of their students.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138618813","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: 1

Teaching music unmusically: The impact of the COVID‐19 pandemic on secondary school music curricula in England 无音乐地教授音乐：COVID-19 大流行对英格兰中学音乐课程的影响

The curriculum journal Pub Date : 2023-11-23 DOI: 10.1002/curj.236

Anthony Anderson

{"title":"Teaching music unmusically: The impact of the COVID‐19 pandemic on secondary school music curricula in England","authors":"Anthony Anderson","doi":"10.1002/curj.236","DOIUrl":"https://doi.org/10.1002/curj.236","url":null,"abstract":"The COVID‐19 pandemic, which emerged during 2020, had a wide‐ranging impact on all forms of social engagement in England until February 2022, when all COVID restrictions were lifted. Schools were widely affected during this time in both tangible and tacet interactions. The impact of COVID restrictions on curricula for 11–14‐year‐olds in the Key Stage 3 secondary music classroom in schools has been among the more hidden educational impacts, and research in this area has been limited. This article discusses research conducted between November 2020 and June 2021, which took the form of an online survey with 59 classroom music teachers and semi‐structured interviews with 12 music teacher participants. Adopting a methodology of descriptive coding and thematic analysis for interviews and open‐response survey questions, the findings reveal 10 unintended consequences of COVID‐19 safety measures for curriculum music teaching in schools. The article concludes by developing the concept of the ‘funnelling’ of music teaching during this time and explores the lasting impacts of such treatment, tracing the implications for the future of music curriculum in school and policy contexts.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"139 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139244286","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

The formation of language teacher identity: A narrative inquiry of an EFL teacher's ER implementation 语言教师身份的形成：一名英语教师实施 ER 的叙事调查

The curriculum journal Pub Date : 2023-11-20 DOI: 10.1002/curj.234

Xiaomei Sun, Farah Akbar

引用次数: 0

Teachers' perspectives on the relationship between secondary school departments of science and religious education: Independence or mutual enrichment? 教师对中学理科与宗教教育关系的看法:独立还是相互充实?

The curriculum journal Pub Date : 2023-11-02 DOI: 10.1002/curj.233

Mary Woolley, Robert A. Bowie, Sabina Hulbert, Caroline Thomas, John‐Paul Riordan, Lynn Revell

{"title":"Teachers' perspectives on the relationship between secondary school departments of science and religious education: Independence or mutual enrichment?","authors":"Mary Woolley, Robert A. Bowie, Sabina Hulbert, Caroline Thomas, John‐Paul Riordan, Lynn Revell","doi":"10.1002/curj.233","DOIUrl":"https://doi.org/10.1002/curj.233","url":null,"abstract":"Abstract There is a gap in the research on the relationship between secondary school subject departments, particularly where, as in the case of science and religious education (RE), there is not the traditional relationship that may be seen in science and maths or across humanities subjects. More awareness of content taught in other departments is important for pupils' coherent experience of curriculum and schooling. This article reports on data from 10 focus groups with 50 participants from six universities, where student teachers of science and RE revealed a complex picture of relationships between the two departments in their placement schools. Furthermore, this article reports findings from a survey where 244 teachers and student teachers of science and RE shared their perspectives on the relationship between the two school departments. The measure was adapted from Barbour's typology, a classification describing the nature of the relationship between science and religion in a range of literature. The terms ‘conflict’, ‘independence’, ‘dialogue’, ‘collaboration’ and ‘integration’ were presented to teachers of both subjects. Little evidence was found of conflict between science and RE departments, but more ‘independence’ than ‘dialogue’ between the two departments was reported. In the light of these findings, the benefits of boundary crossing are explored alongside the role teachers should play in boundary crossing.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"14 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135972818","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: 1