{"title":"Contextualising Curriculum for a Multi-Course Classroom: A Case Study","authors":"K. Kelly","doi":"10.7459/ct/37.2.04","DOIUrl":null,"url":null,"abstract":"Integrated curriculum encourages diverse cohorts of students to engage in relevant and meaningful activities that can be connected to their interests both in and beyond the classroom. This research investigated whether contextualising the content and learning activities to specific\n cohorts, while retaining the same assessments and learning outcomes, would be effective in increasing student engagement and overall grades. The findings indicated that when content was contextualised engagement and performance significantly improved. This finding holds true for both face\n to face delivery and remote delivery, indicating that the contextualisation of content has greater impact on student outcomes than mode of delivery.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Curriculum and Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7459/ct/37.2.04","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0
Abstract
Integrated curriculum encourages diverse cohorts of students to engage in relevant and meaningful activities that can be connected to their interests both in and beyond the classroom. This research investigated whether contextualising the content and learning activities to specific
cohorts, while retaining the same assessments and learning outcomes, would be effective in increasing student engagement and overall grades. The findings indicated that when content was contextualised engagement and performance significantly improved. This finding holds true for both face
to face delivery and remote delivery, indicating that the contextualisation of content has greater impact on student outcomes than mode of delivery.
期刊介绍：
Curriculum and Teaching, first published in 1985, is an established, refereed international journal publishing original research from throughout the world which deals with major up-to-date issues and trends in curriculum theory and practice. The journal uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration. The journal’s object is to advance the study and development of curriculum and teaching, with a view to improving teaching and pedagogy. Curriculum and Teaching provides an impartial forum for scholars throughout the world, working in the area of curriculum studies. Curriculum and Teaching is double blind peer reviewed. The journal has no publication fees.
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