The present review traces the historical trajectory of special educational needs and disabilities, depicting the changing attitudes towards children with disabilities over time. The tracing of the history presents how special educational needs evolved and was broadened instead of categorization and labelling. The meaning and nature of special education is reviewed with concrete examples. The concept of special education from mild to severe, transitory to permanent and specific to global are presented. Finally, how special education encompasses professionals, curriculum, resources with environmental and educational modifications are provided.
{"title":"How exceptional is Special Education?","authors":"Poulomee Datta","doi":"10.7459/ct/35.1.06","DOIUrl":"https://doi.org/10.7459/ct/35.1.06","url":null,"abstract":"The present review traces the historical trajectory of special educational needs and disabilities, depicting the changing attitudes towards children with disabilities over time. The tracing of the history presents how special educational needs evolved and was broadened instead of categorization\u0000 and labelling. The meaning and nature of special education is reviewed with concrete examples. The concept of special education from mild to severe, transitory to permanent and specific to global are presented. Finally, how special education encompasses professionals, curriculum, resources\u0000 with environmental and educational modifications are provided.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":"35 1","pages":"85-94"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43604936","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}
Mobile technology continues to change and evolve the way people and society function in their everyday lives. Much like the phenomenon that was the Internet 20 years ago, educators now find themselves facing increasing pressure to adapt classroom instruction to accommodate for new and emerging technologies. This article offers practical considerations from our own classroom experiences surrounding the benefits and barriers of incorporating mobile technology in social studies instruction. We provide readers with a rationale for the use of mobile technology in social studies classrooms, as well as general lists of benefits and barriers to using this technology in the classroom to hopefully assist educators in overcoming common fears associated with the use of mobile technology in the classroom.
{"title":"A Practical Guide to the Benefits & Barriers to Mobile Technology Integration In Social Studies","authors":"Stewart Waters, Matt Hensley","doi":"10.7459/ct/35.1.04","DOIUrl":"https://doi.org/10.7459/ct/35.1.04","url":null,"abstract":"Mobile technology continues to change and evolve the way people and society function in their everyday lives. Much like the phenomenon that was the Internet 20 years ago, educators now find themselves facing increasing pressure to adapt classroom instruction to accommodate for new and\u0000 emerging technologies. This article offers practical considerations from our own classroom experiences surrounding the benefits and barriers of incorporating mobile technology in social studies instruction. We provide readers with a rationale for the use of mobile technology in social studies\u0000 classrooms, as well as general lists of benefits and barriers to using this technology in the classroom to hopefully assist educators in overcoming common fears associated with the use of mobile technology in the classroom.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":"35 1","pages":"53-61"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48989655","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}
Drawing partly on publicly accessible commentary on 2015 Programme for International Students Assessment (PISA) scores (Organisation for Economic Cooperation Development, [OECD], 2016),i this article reminds educators of the need to reflect on past, present, and possible future interventions and strategies to help all students be academically successful. Discussion includes how a STEM/STEAM-based 21st century skills framework can have a positive impact on student achievement by creating an engaging, challenging, rigorous, student-centered teaching and learning environment. The article stresses the importance of taking a unified ecological approach involving home, school, and community settings when attempting to understand how and why students have been academically successful, and conversely unsuccessful. Reminding educators of the importance of reform across the entire PK-21 setting, this article provides a timely (re)discussion of a perennial yet crucial educational topic on how to meet the needs of current and future students in a rapidly changing world.
{"title":"Minding the Gap: A (Re)consideration of Influences on Student Success","authors":"Tracy Worthington","doi":"10.7459/CT/34.2.04","DOIUrl":"https://doi.org/10.7459/CT/34.2.04","url":null,"abstract":"Drawing partly on publicly accessible commentary on 2015 Programme for International Students Assessment (PISA) scores (Organisation for Economic Cooperation Development, [OECD], 2016),i this article reminds educators of the need to reflect on past, present, and possible\u0000 future interventions and strategies to help all students be academically successful. Discussion includes how a STEM/STEAM-based 21st century skills framework can have a positive impact on student achievement by creating an engaging, challenging, rigorous, student-centered\u0000 teaching and learning environment. The article stresses the importance of taking a unified ecological approach involving home, school, and community settings when attempting to understand how and why students have been academically successful, and conversely unsuccessful. Reminding educators\u0000 of the importance of reform across the entire PK-21 setting, this article provides a timely (re)discussion of a perennial yet crucial educational topic on how to meet the needs of current and future students in a rapidly changing world.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44699542","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}
Jenni Sullanmaa, K. Pyhältö, T. Soini, J. Pietarinen
Teachers play a key role in transforming the national curriculum reform into classroom practice. This study explored individual variation in Finnish teachers’ (N = 901) perceptions of curriculum coherence during a one-year follow-up during the early stages of its implementation in schools. Latent profile analysis revealed five distinctive profiles. The development of perceived curriculum coherence over the two measurements and the perceived school-level impact of the reform differed between the profiles. The results imply that teachers may need various kinds of support to arrive at a coherent understanding of the curriculum over the process of its development and implementation.
{"title":"Trajectories of Teachers’ Perceived Curriculum Coherence in the Context of Finnish Core Curriculum Reform","authors":"Jenni Sullanmaa, K. Pyhältö, T. Soini, J. Pietarinen","doi":"10.7459/ct/34.2.03","DOIUrl":"https://doi.org/10.7459/ct/34.2.03","url":null,"abstract":"Teachers play a key role in transforming the national curriculum reform into classroom practice. This study explored individual variation in Finnish teachers’ (N = 901) perceptions of curriculum coherence during a one-year follow-up during the early stages of its implementation\u0000 in schools. Latent profile analysis revealed five distinctive profiles. The development of perceived curriculum coherence over the two measurements and the perceived school-level impact of the reform differed between the profiles. The results imply that teachers may need various kinds of support\u0000 to arrive at a coherent understanding of the curriculum over the process of its development and implementation.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47321139","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 purpose of this study was to compare students’ results in mathematics from a large-scale standardized assessment, the National Assessment Program: Literacy and Numeracy (NAPLAN), with a set of teacher-developed, school-based assessments. A case study of an all-boys secondary school in Sydney, New South Wales, Australia, was conducted over three years with a total 1,456 student-participants. We found strong positive correlations existed between the NAPLAN data and certain school-based assessment data, such as monthly tests, but such results were not consistent across all classes. We conclude that NAPLAN data when considered in isolation, might be of limited benefit to teachers and students for diagnostic purposes. We therefore offer practical suggestions as to how student performance data generated from a large-scale assessment like NAPLAN might be best utilized and interpreted for formative assessment purposes in the school to optimally benefit individual students’ learning.
{"title":"NAPLAN versus In-School Assessment: How Similar or Different are Students’ Results?","authors":"Jihyun Lee, W. McArthur, N. Ellis","doi":"10.7459/ct/34.2.02","DOIUrl":"https://doi.org/10.7459/ct/34.2.02","url":null,"abstract":"The purpose of this study was to compare students’ results in mathematics from a large-scale standardized assessment, the National Assessment Program: Literacy and Numeracy (NAPLAN), with a set of teacher-developed, school-based assessments. A case study of an all-boys secondary\u0000 school in Sydney, New South Wales, Australia, was conducted over three years with a total 1,456 student-participants. We found strong positive correlations existed between the NAPLAN data and certain school-based assessment data, such as monthly tests, but such results were not consistent\u0000 across all classes. We conclude that NAPLAN data when considered in isolation, might be of limited benefit to teachers and students for diagnostic purposes. We therefore offer practical suggestions as to how student performance data generated from a large-scale assessment like NAPLAN might\u0000 be best utilized and interpreted for formative assessment purposes in the school to optimally benefit individual students’ learning.","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71346678","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 goal of this study was to explore the shared meaning of ‘ethics in school practice’ based on educators' attitudes. Our analysis focused on a random sample of 30 codes of ethics for educators that were developed by educational leaders in various countries. The data analysis was based on qualitative analysis. The findings generated a multidimensional model of ‘ethics in school practice’ that included six dimensions: ‘caring about students,’ ‘teachers' professionalism,’ ‘collegial relationships,’ ‘parental involvement,’ ‘community involvement’ and ‘respecting the law and regulations.’ The findings may promote lifelong learning programs toward understanding the multidimensional structure of ‘ethics in school practice.’
{"title":"Toward Lifelong Learning: A Cross-National Analysis of Codes of Ethics for Educators","authors":"Orly Shapira – Lishchinsky","doi":"10.7459/ct/34.2.05","DOIUrl":"https://doi.org/10.7459/ct/34.2.05","url":null,"abstract":"The goal of this study was to explore the shared meaning of ‘ethics in school practice’ based on educators' attitudes. Our analysis focused on a random sample of 30 codes of ethics for educators that were developed by educational leaders in various countries. The data analysis\u0000 was based on qualitative analysis. The findings generated a multidimensional model of ‘ethics in school practice’ that included six dimensions: ‘caring about students,’ ‘teachers' professionalism,’ ‘collegial relationships,’ ‘parental involvement,’\u0000 ‘community involvement’ and ‘respecting the law and regulations.’ The findings may promote lifelong learning programs toward understanding the multidimensional structure of ‘ethics in school practice.’","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41707483","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}
Rafaela Mae Alburo, E. Flores, Josephine Yee, J. Barrot
{"title":"Examining the Secondary English Curriculum in the Philippines: A Step to Move Forward","authors":"Rafaela Mae Alburo, E. Flores, Josephine Yee, J. Barrot","doi":"10.7459/ct/34.1.02","DOIUrl":"https://doi.org/10.7459/ct/34.1.02","url":null,"abstract":"","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43585891","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}
{"title":"Motor-Reduced Visual Perception and Visual‐Motor Integration of Chinese-Speaking Children With Dyslexia","authors":"M. Lai, K. Carson","doi":"10.7459/ct/34.1.05","DOIUrl":"https://doi.org/10.7459/ct/34.1.05","url":null,"abstract":"","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46122926","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}
{"title":"Discrepancy in Conceptualizing Critical Thinking by Scholars and Secondary Students","authors":"Shui Lan Wan","doi":"10.7459/ct/34.1.06","DOIUrl":"https://doi.org/10.7459/ct/34.1.06","url":null,"abstract":"","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47997026","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}
{"title":"Current Research of Theories and Models of Intelligence","authors":"J. Zajda","doi":"10.7459/ct/34.1.07","DOIUrl":"https://doi.org/10.7459/ct/34.1.07","url":null,"abstract":"","PeriodicalId":35186,"journal":{"name":"Curriculum and Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.7459/ct/34.1.07","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48267811","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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