The curriculum journal最新文献_第8页

Teacher agency in the reform of universal primary education in Uganda 乌干达普及初等教育改革中的教师代理

The curriculum journal Pub Date : 2022-10-14 DOI: 10.1002/curj.187

Tomson Ogwang

引用次数: 0

Towards preparing teachers for guiding inter‐affective learning experiences in a higher vocational education curriculum 为教师在高职教育课程中引导相互情感学习经验做准备

The curriculum journal Pub Date : 2022-10-02 DOI: 10.1002/curj.183

Pamela Den Heijer, Ton Zondervan, Carlos A. van Kan, J. Voogt

引用次数: 0

English as an additional language ( EAL ): Decolonising provision and practice 英语作为附加语言:非殖民化的规定和实践

The curriculum journal Pub Date : 2022-09-29 DOI: 10.1002/curj.182

O. Welply

引用次数: 1

Editorial: 33–4

The curriculum journal Pub Date : 2022-09-27 DOI: 10.1002/curj.185

M. Priestley, S. Philippou

引用次数: 0

Finding ‘pockets of possibility’ for anti‐racism in a curriculum for student teachers: From absence to action 在学生教师课程中寻找反种族主义的“可能性”:从缺席到行动

The curriculum journal Pub Date : 2022-09-26 DOI: 10.1002/curj.177

Heather J. Smith, V. Lander

引用次数: 6

Including visual representations within senior high school biology assessment: Considerations of grammatical complexity 在高中生物评估中包括视觉表达:对语法复杂性的考虑

The curriculum journal Pub Date : 2022-09-20 DOI: 10.1002/curj.181

L. Fenwick, L. Unsworth

{"title":"Including visual representations within senior high school biology assessment: Considerations of grammatical complexity","authors":"L. Fenwick, L. Unsworth","doi":"10.1002/curj.181","DOIUrl":"https://doi.org/10.1002/curj.181","url":null,"abstract":"This paper analyses the opportunities for presenting knowledge that are created when assessment allows senior high school biology students to draw on linguistic and visual resources when constructing meaning in response to short-answer examination-style questions requiring a sequential explanation. Students within one senior high school biology class were given the opportunity to respond to an examination-style question through both written and visual representations. Analysis of the student responses for high and middle-achieving students, from a systemic functional linguistics perspective, indicates that high-achieving students use a broader range of grammatical forms more often than middle-achieving students to pres-ent key understandings of classification and composition within both written and visual representations. Including opportunities within assessment for students to express knowledge through written and visual representations allows for students to elaborate within their short-answer responses and to construct the broader range of representations that is valued within the discipline, but explicit guidance is required to support all students to make use of the complex grammatical patterns within written and visual representation. For senior high school biology students to be successful in the final stages of schooling, explicitness about the complex grammars of visual and written representations is required within curriculum and pedagogy.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87145749","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

A figurational viewpoint of the complexity of policy enactment: An opportunity for agonistic dialogue? 政策制定复杂性的形象观点:一个激烈对话的机会?

The curriculum journal Pub Date : 2022-09-15 DOI: 10.1002/curj.179

Dylan Scanlon, A. MacPhail, Antonio Calderón

引用次数: 1

Curriculum as mindfully lived in relationships 课程是用心地生活在人际关系中

The curriculum journal Pub Date : 2022-09-09 DOI: 10.1002/curj.180

Hannah Hunter‐Lynch, Denise Kimblern, D. Sexton, Hongyu Wang

{"title":"Curriculum as mindfully lived in relationships","authors":"Hannah Hunter‐Lynch, Denise Kimblern, D. Sexton, Hongyu Wang","doi":"10.1002/curj.180","DOIUrl":"https://doi.org/10.1002/curj.180","url":null,"abstract":"In the context of the COVID‐19 pandemic, this co‐authored paper grew out of a graduate course on mindfulness and an extended inquiry into what it means to cultivate mindful relationships in curriculum as lived experience. Centring three graduate students' experiential projects, including two projects of interactions with nature and one project of interpersonal interactions, this paper demonstrates the process of practicing mindfulness from students' perspectives as individual inquiry, a process that was filled with curves and frustrations as well as revelations and potentiality. The teacher educator created pedagogical conditions but the students enacted their own curriculum in their lived experience of forming mindful relationships. A further layer of inquiry was conducted in the conversations among the three graduate students and the teacher educator, from which shared meanings of time, self‐understanding, gender and making connections across difference emerged. A reconstructed conversation was composed to demonstrate this inquiry process. Curriculum as lived experience, including curriculum as a complicated conversation, is the orientation for this individual and group inquiry. This study shows that curriculum as mindfully lived in relationship is an emergent process of cultivating both deepened self‐understanding and relational attunement, sustained through a lived body, lived time and space, and lived connections across difference. [ FROM AUTHOR] Copyright of Curriculum Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"445 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79000693","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

Gender voices in Afghanistan primary and secondary school English textbooks 阿富汗中小学英语教科书中的性别声音

The curriculum journal Pub Date : 2022-09-04 DOI: 10.1002/curj.178

Sayeed Naqibullah Orfan

引用次数: 3

IT teachers' beliefs about alternative curriculum designs: Results from a mixed methods study IT教师对另类课程设计的看法:一项混合方法研究的结果

The curriculum journal Pub Date : 2022-08-28 DOI: 10.1002/curj.176

H. Drenoyianni, Nikos Bekos

引用次数: 0