It is becoming more common for students in Hong Kong to take extra lessons after school. Several surveys indicate that more than 70% of students need to take private tutoring classes after school in their final year of secondary school (Bray, 2013). This indicates that “shadow education” has become a trend in Hong Kong. There are different types of private tutoring classes in Hong Kong, such as one-on-one tutoring or tutorial classes for groups of five to eight students. These classes aim to help students to perform better in public examination, but it has become more competitive in recent years. Even if students have satisfactory results at school, they may be expected to take extra classes, since doing so has become a societal trend. However, do students really need to take so many classes after school? Does the quantity of private tutoring lessons taken correlate with good academic results? This study investigates why parents in Hong Kong are sending their children to learning centers after school. Do these children really need extra classes, or are they being affected by the surrounding area?
{"title":"A Need or a Force? Shadow Education in Hong Kong From Secondary School Parent’s Perspective","authors":"Ching-ho Raymond. Cheng","doi":"10.7459/ct/36.1.04","DOIUrl":"https://doi.org/10.7459/ct/36.1.04","url":null,"abstract":"It is becoming more common for students in Hong Kong to take extra lessons after school. Several surveys indicate that more than 70% of students need to take private tutoring classes after school in their final year of secondary school (Bray, 2013). This indicates that “shadow\u0000 education” has become a trend in Hong Kong. There are different types of private tutoring classes in Hong Kong, such as one-on-one tutoring or tutorial classes for groups of five to eight students. These classes aim to help students to perform better in public examination, but it has\u0000 become more competitive in recent years. Even if students have satisfactory results at school, they may be expected to take extra classes, since doing so has become a societal trend. However, do students really need to take so many classes after school? Does the quantity of private tutoring\u0000 lessons taken correlate with good academic results? This study investigates why parents in Hong Kong are sending their children to learning centers after school. Do these children really need extra classes, or are they being affected by the surrounding area?","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42374494","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}
The following describes a journey of collaboration across disciplines to support Universal Design for Learning (UDL) curriculum and assessment enhancements in an Elementary Education teacher preparation program within a college of education (COE). As a collaborative partner with a public university in Florida, a public state college in Florida completed a review and enhancement of the Elementary Education teacher preparation curriculum using The Roadmap for Educator Preparation Reform to create an overt and measured use of the Universal Design for Learning framework. This project was supported through a grant from the Florida Department of Education FLDOE 171-5015A-8CC01.
{"title":"Cross-Institutional, Interdepartmental UDL Infusion in Elementary Education Teacher Preparation Curriculum","authors":"Emily Hoeh, J. Curtis, Melissa McAllister","doi":"10.7459/ct/36.1.03","DOIUrl":"https://doi.org/10.7459/ct/36.1.03","url":null,"abstract":"The following describes a journey of collaboration across disciplines to support Universal Design for Learning (UDL) curriculum and assessment enhancements in an Elementary Education teacher preparation program within a college of education (COE). As a collaborative partner with a public\u0000 university in Florida, a public state college in Florida completed a review and enhancement of the Elementary Education teacher preparation curriculum using The Roadmap for Educator Preparation Reform to create an overt and measured use of the Universal Design for Learning framework.\u0000 This project was supported through a grant from the Florida Department of Education FLDOE 171-5015A-8CC01.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49654457","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}
L. Neophytou, Stavroula Valiandes, Christina Hajisoteriou
The challenge teachers and schools face nowadays is twofold: adopting an intercultural education framework and introducing high-quality teaching that will provide an equal opportunity for learning to all students, regardless of their ethnic origin or other characteristics. In this context, after we introduce the framework of Interculturally Differentiated Teaching (IDT), we examine the implementation of IDT in real classroom settings that are characterised by both mixed ability and cultural diversity. Drawing upon interview and observation data, we examine how teachers attempt to deal with this twofold challenge by focusing on their practices, the barriers they face, and their suggestions. Our findings caution that teachers are rather ill-prepared to deploy differentiated instruction in order to address both the goals of cultivating intercultural competence and maximising the learning potential for all their students. Our research bears wider implications, suggesting that for IDT to be successfully implemented in practice, education policy should promote comprehensive approaches of intercultural education and differentiated instruction, both in terms of teaching and teacher training.
{"title":"Addressing Students’ Need in Mixed Ability Intercultural Classrooms: An Examination of Teachers’ Perspectives and Practices of Interculturally Differentiated Teaching","authors":"L. Neophytou, Stavroula Valiandes, Christina Hajisoteriou","doi":"10.7459/ct/35.2.06","DOIUrl":"https://doi.org/10.7459/ct/35.2.06","url":null,"abstract":"The challenge teachers and schools face nowadays is twofold: adopting an intercultural education framework and introducing high-quality teaching that will provide an equal opportunity for learning to all students, regardless of their ethnic origin or other characteristics. In this context,\u0000 after we introduce the framework of Interculturally Differentiated Teaching (IDT), we examine the implementation of IDT in real classroom settings that are characterised by both mixed ability and cultural diversity. Drawing upon interview and observation data, we examine how teachers attempt\u0000 to deal with this twofold challenge by focusing on their practices, the barriers they face, and their suggestions. Our findings caution that teachers are rather ill-prepared to deploy differentiated instruction in order to address both the goals of cultivating intercultural competence and\u0000 maximising the learning potential for all their students. Our research bears wider implications, suggesting that for IDT to be successfully implemented in practice, education policy should promote comprehensive approaches of intercultural education and differentiated instruction, both in terms\u0000 of teaching and teacher training.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":"35 1","pages":"83-108"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48893373","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}
This qualitative case study investigated why and how a teacher used his agency in curriculum-making. The study uses in-depth interviews, classroom observation, and teaching artefacts to understand the socio-cultural perspective on the interplay among agency, resources, schema, and structure. It finds that in this case, teacher agency was triggered by the perturbation resulting from a misalignment between the teacher’s personal beliefs and the school’s cultural schema. Strategies for reconciling were enacted through resource creation, cultural schema integration, negotiation for curriculum space, and researching. More attention is needed to understand how the perturbation emerged in the practices, the coupling relationships between resources and cultural schema, and the agency transformation.
{"title":"Strategies to reconcile beliefs and practices: A case study of teacher agency enactment in curriculum making","authors":"L. W. Ching","doi":"10.7459/ct/35.2.05","DOIUrl":"https://doi.org/10.7459/ct/35.2.05","url":null,"abstract":"This qualitative case study investigated why and how a teacher used his agency in curriculum-making. The study uses in-depth interviews, classroom observation, and teaching artefacts to understand the socio-cultural perspective on the interplay among agency, resources, schema, and structure.\u0000 It finds that in this case, teacher agency was triggered by the perturbation resulting from a misalignment between the teacher’s personal beliefs and the school’s cultural schema. Strategies for reconciling were enacted through resource creation, cultural schema integration, negotiation\u0000 for curriculum space, and researching. More attention is needed to understand how the perturbation emerged in the practices, the coupling relationships between resources and cultural schema, and the agency transformation.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":"35 1","pages":"65-82"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49207678","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}
C. Chan, Jiahui Luo, Katherine K. W. Lee, Hannah Y. H. Wong, Emma K. Y. Liu
Scholars are calling increasingly for educational reform to embed meaningful out-of-class events in the current curriculum, in order to enhance students’ generic competency development. Towards this goal, featuring self-confidence as an important generic competency, this mixed-method study explores key characteristics of extracurricular activities that lead to enhancement of students’ self-confidence. Based on an extracurricular program designed for developing students’ generic competencies, including self-confidence, questionnaire data was collected from 423 secondary school students in Hong Kong alongside 133 reflective journals. Four important activity characteristics—i.e. authenticity, being challenging, expressivity and reflectivity—have been identified to inform future activity and curricular design.
{"title":"What are the Essential Characteristics for Curriculum Design to Engage Asian Students in Developing Their Self-Confidence?","authors":"C. Chan, Jiahui Luo, Katherine K. W. Lee, Hannah Y. H. Wong, Emma K. Y. Liu","doi":"10.7459/ct/35.2.03","DOIUrl":"https://doi.org/10.7459/ct/35.2.03","url":null,"abstract":"Scholars are calling increasingly for educational reform to embed meaningful out-of-class events in the current curriculum, in order to enhance students’ generic competency development. Towards this goal, featuring self-confidence as an important generic competency, this mixed-method\u0000 study explores key characteristics of extracurricular activities that lead to enhancement of students’ self-confidence. Based on an extracurricular program designed for developing students’ generic competencies, including self-confidence, questionnaire data was collected from 423\u0000 secondary school students in Hong Kong alongside 133 reflective journals. Four important activity characteristics—i.e. authenticity, being challenging, expressivity and reflectivity—have been identified to inform future activity and curricular design.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":"35 1","pages":"25-44"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47417673","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}
The United States and the United Kingdom have used standardized high-stakes testing as a measurement of students’ cognitive level to determine success in the 21st century. Standardized tests have given teachers guidance to help them determine what to teach students and how to teach to the test. With such increased emphasis on high-stakes standardized tests, students are being taught based on tested content. This study evaluates the frequency of higher-and lower-order items in the respective country’s standardized test, and analyzes the teaching of higher-order thinking within classroom instruction.
{"title":"A Comparative Study of Higher-Order Thinking and Teaching in the United States and United Kingdom","authors":"Vibhakumari Solanki, Brian R. Evans","doi":"10.7459/ct/35.2.04","DOIUrl":"https://doi.org/10.7459/ct/35.2.04","url":null,"abstract":"The United States and the United Kingdom have used standardized high-stakes testing as a measurement of students’ cognitive level to determine success in the 21st century. Standardized tests have given teachers guidance to help them determine what to teach students and how to\u0000 teach to the test. With such increased emphasis on high-stakes standardized tests, students are being taught based on tested content. This study evaluates the frequency of higher-and lower-order items in the respective country’s standardized test, and analyzes the teaching of higher-order\u0000 thinking within classroom instruction.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":"35 1","pages":"45-63"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44781443","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}
The current study quantitatively examines the professional identity of 150 EFL teachers in the Israeli educational system. Findings indicate that native English-speaking teachers (“NESTs”) rate themselves higher than non-native English-speaking teachers. Still, fewer differences between the groups were found than predicted. While the results of this study support the idea of considering native English proficiency to be advantageous, the global situation of English use suggests that a different direction should be adopted. Taking advantage of the strengths of each group by embracing cooperation between teachers from different linguistic backgrounds could contribute to a stronger professional identity for language teachers, thus reducing the dichotomy between native English speakers and those who do not speak English natively.
{"title":"The Professional Identity of EFL Teachers: The Complexity of Nativeness","authors":"Adina Mannes, Y. Katz","doi":"10.7459/ct/35.2.02","DOIUrl":"https://doi.org/10.7459/ct/35.2.02","url":null,"abstract":"The current study quantitatively examines the professional identity of 150 EFL teachers in the Israeli educational system. Findings indicate that native English-speaking teachers (“NESTs”) rate themselves higher than non-native English-speaking teachers. Still, fewer differences\u0000 between the groups were found than predicted. While the results of this study support the idea of considering native English proficiency to be advantageous, the global situation of English use suggests that a different direction should be adopted. Taking advantage of the strengths of each\u0000 group by embracing cooperation between teachers from different linguistic backgrounds could contribute to a stronger professional identity for language teachers, thus reducing the dichotomy between native English speakers and those who do not speak English natively.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":"35 1","pages":"5-24"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43107615","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}
E. Bijsterbosch, T. Béneker, W. Kuiper, Joop van der Schee
Teachers’ classroom assessment practices tend to encourage rote learning instead of meaningful learning. To enhance teachers’ classroom assessment practices, teacher involvement in assessment construction appears necessary. To foster teacher professional growth in relation to this issue, a professional development programme on summative assessment and meaningful learning in pre-vocational geography education in the Netherlands was designed. In 2016, a prototype of the programme was tested and evaluated in a small-scale case study. The results suggest that the programme was feasible and practical and contributed to change in teachers’ knowledge, skills and practices.
{"title":"Teacher Professional Growth in Summative Assessment and Meaningful Learning: A Case Study in Pre-Vocational Geography Education in The Netherlands","authors":"E. Bijsterbosch, T. Béneker, W. Kuiper, Joop van der Schee","doi":"10.7459/ct/35.1.05","DOIUrl":"https://doi.org/10.7459/ct/35.1.05","url":null,"abstract":"Teachers’ classroom assessment practices tend to encourage rote learning instead of meaningful learning. To enhance teachers’ classroom assessment practices, teacher involvement in assessment construction appears necessary. To foster teacher professional growth in relation\u0000 to this issue, a professional development programme on summative assessment and meaningful learning in pre-vocational geography education in the Netherlands was designed. In 2016, a prototype of the programme was tested and evaluated in a small-scale case study. The results suggest that the\u0000 programme was feasible and practical and contributed to change in teachers’ knowledge, skills and practices.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":"35 1","pages":"63-84"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.7459/ct/35.1.05","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48771531","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}
There has been a worldwide interdisciplinary curriculum development. By examining several official interdisciplinary curriculum in Hong Kong, this paper argues that curriculum integration which incorporates learning about globalization and global citizenship has gradually developed since the late 1990s. By using cross-sectional focus group interviews with experienced teachers and a sample of students, the author identified benefits such as enhancing students’ interdisciplinary knowledge and applying critical thinking. But limitations can be found in having a weak disciplinary knowledge and difficult to develop transferrable skills, which necessitates teacher training. This paper also discusses the recent Liberal Studies controversy and youth protests. KEYWORDSInterdisciplinary curriculum, competencies-based, knowledge transferable skills, Liberal Studies, globalization, Hong Kong
{"title":"How Does Globalization Shape the Interdisciplinary Curriculum Development in Hong Kong’s Education Reform?","authors":"E. Chong","doi":"10.7459/ct/35.1.03","DOIUrl":"https://doi.org/10.7459/ct/35.1.03","url":null,"abstract":"There has been a worldwide interdisciplinary curriculum development. By examining several official interdisciplinary curriculum in Hong Kong, this paper argues that curriculum integration which incorporates learning about globalization and global citizenship has gradually developed\u0000 since the late 1990s. By using cross-sectional focus group interviews with experienced teachers and a sample of students, the author identified benefits such as enhancing students’ interdisciplinary knowledge and applying critical thinking. But limitations can be found in having a weak\u0000 disciplinary knowledge and difficult to develop transferrable skills, which necessitates teacher training. This paper also discusses the recent Liberal Studies controversy and youth protests. KEYWORDSInterdisciplinary curriculum, competencies-based, knowledge transferable\u0000 skills, Liberal Studies, globalization, Hong Kong","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":"35 1","pages":"23-51"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48461207","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}
Citizenship education is an important part of current debates about future education. In contrast, educational philosopher Gert Biesta calls for a shift “from teaching citizenship to learning democracy”. This study wants to contribute to this shift. A Delphi-method is applied on a Dutch case study, presenting a way to collect and analyze data from experts that can be applied in different political, cultural and geographical contexts. The Delphi panel consists of experts from three categories of expertise in the field of democracy and Dutch education. A thematic analysis of the data collected through two succeeding rounds showed four emerging themes when turning the scope from citizenship to democracy: the distribution of responsibility of teachers and school leaders, the questions revolving around the freedom of education secured by the Dutch constitution, the nature of citizenship education, and most importantly, the school as a playground to practice democracy. This final theme was singled out by the experts as a higher purpose of democracy in education. This study argues that the concept of the school as a playground to practice democracy should be the focus to make the shift from teaching citizenship to learning democracy.
{"title":"Understanding Democracy in Dutch Curriculum Change through a Delphi Method","authors":"S. L. Parra, C. Bakker, L. V. Liere","doi":"10.7459/ct/35.1.02","DOIUrl":"https://doi.org/10.7459/ct/35.1.02","url":null,"abstract":"Citizenship education is an important part of current debates about future education. In contrast, educational philosopher Gert Biesta calls for a shift “from teaching citizenship to learning democracy”. This study wants to contribute to this shift. A Delphi-method is applied on a Dutch case study, presenting a way to collect and analyze data from experts that can be applied in different political, cultural and geographical contexts. The Delphi panel consists of experts from three categories of expertise in the field of democracy and Dutch education. A thematic analysis of the data collected through two succeeding rounds showed four emerging themes when turning the scope from citizenship to democracy: the distribution of responsibility of teachers and school leaders, the questions revolving around the freedom of education secured by the Dutch constitution, the nature of citizenship education, and most importantly, the school as a playground to practice democracy. This final theme was singled out by the experts as a higher purpose of democracy in education. This study argues that the concept of the school as a playground to practice democracy should be the focus to make the shift from teaching citizenship to learning democracy.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":"35 1","pages":"5-22"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.7459/ct/35.1.02","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43085900","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}
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