This study examined how a group of Korean international students enrolled in a writing class in a United States business programme navigated their literacy practices through the use of KakaoTalk, a social networking application for smartphones. On the basis of 29 student interviews and a detailed narrative of one focal student’s activities in KakaoTalk group sessions, the study aimed to elucidate the less studied feature of literacy studies: the social networking methods that students mobilise to make meaning of their school literacy activities collaboratively and individually. The study findings suggest that students’ identities and literacy performances shape one another through the intersection of local and global forces. Theories of identity and the Korean concept of “in-maek” offer important insights into the dynamic interchange of students’ social and literacy practices and identities. This study provides insights into the influence of such identity work on students’ academic experiences and the development of a curriculum for a business programme writing class.
{"title":"Korean students’ transnational literacy and social networks in a business college","authors":"Jungyin Kim","doi":"10.18296/cm.0057","DOIUrl":"https://doi.org/10.18296/cm.0057","url":null,"abstract":"This study examined how a group of Korean international students enrolled in a writing class in a United States business programme navigated their literacy practices through the use of KakaoTalk, a social networking application for smartphones. On the basis of 29 student interviews and a detailed narrative of one focal student’s activities in KakaoTalk group sessions, the study aimed to elucidate the less studied feature of literacy studies: the social networking methods that students mobilise to make meaning of their school literacy activities collaboratively and individually. The study findings suggest that students’ identities and literacy performances shape one another through the intersection of local and global forces. Theories of identity and the Korean concept of “in-maek” offer important insights into the dynamic interchange of students’ social and literacy practices and identities. This study provides insights into the influence of such identity work on students’ academic experiences and the development of a curriculum for a business programme writing class.","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45671990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cathy Bunnting, Azra Moeed, Dayle Anderson, Richie Miller
As part of a multiyear research project investigating the affordances of online citizen science (OCS) projects for enhancing school students’ learning in relation to science and digital technology, teacher–researchers have designed and implemented classroom interventions incorporating one or more OCS projects. The project is situated in New Zealand, and each intervention has embedded an OCS project within a wider unit of learning focusing on one or more “science capabilities” (Ministry of Education, n.d.). This article presents one of the case studies generated in the wider project. It is of a Year 9 class that engaged with the OCS project Planet Four as part of a wider inquiry unit emphasising the science capability Use evidence: “Can humans live on Mars?” The findings demonstrate that a deliberate focus on using evidence throughout the unit gave students multiple opportunities to practise and develop this science capability within the engaging context of space travel.
{"title":"An evidence-based approach to secondary school science: Online citizen science and the science capabilities","authors":"Cathy Bunnting, Azra Moeed, Dayle Anderson, Richie Miller","doi":"10.18296/cm.0059","DOIUrl":"https://doi.org/10.18296/cm.0059","url":null,"abstract":"As part of a multiyear research project investigating the affordances of online citizen science (OCS) projects for enhancing school students’ learning in relation to science and digital technology, teacher–researchers have designed and implemented classroom interventions incorporating one or more OCS projects. The project is situated in New Zealand, and each intervention has embedded an OCS project within a wider unit of learning focusing on one or more “science capabilities” (Ministry of Education, n.d.). This article presents one of the case studies generated in the wider project. It is of a Year 9 class that engaged with the OCS project Planet Four as part of a wider inquiry unit emphasising the science capability Use evidence: “Can humans live on Mars?” The findings demonstrate that a deliberate focus on using evidence throughout the unit gave students multiple opportunities to practise and develop this science capability within the engaging context of space travel.","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44549817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Poetry can be a significant aspect of a person’s literacy experiences (Tomlinson & Lynch-Brown, 2002). It is an excellent genre for learning, but what are the best methods and should poetry be required for English as a foreign language (EFL) literature majors? The main purpose of this study is to determine how effective poetry can be in increasing EFL literature majors’ English reading, writing, listening, and speaking skills, and examine if the learners can reach a higher level of higher order thinking. This study examines communicative language teaching (CLT) and how a CLT poetry course can impact EFL literature majors’ language and higher order thinking skills. This article introduces the benefits of such pedagogies and advocates for making poetry classes a requirement for all EFL literature majors. The results of the study indicate that the EFL participants improved all four English language skills, reached a higher level of critical thinking, and also improved their vocabulary knowledge. Therefore, the theory of making a poetry class a requirement for EFL literature majors is sound as long as the class is based on CLT approaches and methods. It is also recommended that more EFL teachers carry out CLT poetry teaching in their courses to benefit their EFL learners’ language and critical thinking skills.
{"title":"Benefits of poetry: An argument for making poetry a required course for EFL literature majors","authors":"Aaron David Mermelstein","doi":"10.18296/cm.0058","DOIUrl":"https://doi.org/10.18296/cm.0058","url":null,"abstract":"Poetry can be a significant aspect of a person’s literacy experiences (Tomlinson & Lynch-Brown, 2002). It is an excellent genre for learning, but what are the best methods and should poetry be required for English as a foreign language (EFL) literature majors? The main purpose of this study is to determine how effective poetry can be in increasing EFL literature majors’ English reading, writing, listening, and speaking skills, and examine if the learners can reach a higher level of higher order thinking. This study examines communicative language teaching (CLT) and how a CLT poetry course can impact EFL literature majors’ language and higher order thinking skills. This article introduces the benefits of such pedagogies and advocates for making poetry classes a requirement for all EFL literature majors. The results of the study indicate that the EFL participants improved all four English language skills, reached a higher level of critical thinking, and also improved their vocabulary knowledge. Therefore, the theory of making a poetry class a requirement for EFL literature majors is sound as long as the class is based on CLT approaches and methods. It is also recommended that more EFL teachers carry out CLT poetry teaching in their courses to benefit their EFL learners’ language and critical thinking skills.","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46406676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teacher expectations influence how children fare in education. However, we know little about how 4- and 5-year-old children in Aotearoa New Zealand perceive their curriculum experiences. This qualitative study utilised interviews to explore the perceptions of 12 children (attending kindergarten and school) regarding their teachers’ expectations of ability/mixed ability grouping, the learning environment, and goal setting. Findings showed that the children held positive views of their learning environment, especially their teachers’ support, care, and expectations, and were also cognisant of their curriculum experiences and what improvements could be made to support their learning. These findings suggest that a mana-enhancing education can occur when teachers promote high expectations of all children and ensure that children have opportunities to contribute to curriculum decisions.
{"title":"Four- and five-year-old children’s views and perceptions related to their teachers’ expectations","authors":"Maria Cooper, L. McDonald, C. Rubie-Davies","doi":"10.18296/cm.0050","DOIUrl":"https://doi.org/10.18296/cm.0050","url":null,"abstract":"Teacher expectations influence how children fare in education. However, we know little about how 4- and 5-year-old children in Aotearoa New Zealand perceive their curriculum experiences. This qualitative study utilised interviews to explore the perceptions of 12 children (attending kindergarten and school) regarding their teachers’ expectations of ability/mixed ability grouping, the learning environment, and goal setting. Findings showed that the children held positive views of their learning environment, especially their teachers’ support, care, and expectations, and were also cognisant of their curriculum experiences and what improvements could be made to support their learning. These findings suggest that a mana-enhancing education can occur when teachers promote high expectations of all children and ensure that children have opportunities to contribute to curriculum decisions.","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45952931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Little effort has been made to understand the changes and issues faced by Korean teachers at the Innovation School, a type of public school with a progressive agenda. This qualitative research focuses on Korean teachers’ lived experiences at their Innovation School sites. Narrative interviews were conducted with eight elementary school level Innovation School teachers to understand their thinking and practices, which revealed that teachers’ thoughts and feelings shifted as they worked at the Innovation School. The teachers found that horizontal relationships and the administrative support of the Innovation School helped them to understand teacher agency in curriculum making. They also developed a sense of ownership of their curriculum by being involved in the collative culture of the school. However, most of them were concerned about whether they will keep their agency after leaving the Innovation School. Based on these findings, this research suggests several implications for policy and future research to sustain the Innovation School model to innovate Korean education.
{"title":"A narrative approach to understand Korean teacher agency in the context of the recent Innovation School model","authors":"Kyunghee Shin","doi":"10.18296/cm.0055","DOIUrl":"https://doi.org/10.18296/cm.0055","url":null,"abstract":"Little effort has been made to understand the changes and issues faced by Korean teachers at the Innovation School, a type of public school with a progressive agenda. This qualitative research focuses on Korean teachers’ lived experiences at their Innovation School sites. Narrative interviews were conducted with eight elementary school level Innovation School teachers to understand their thinking and practices, which revealed that teachers’ thoughts and feelings shifted as they worked at the Innovation School. The teachers found that horizontal relationships and the administrative support of the Innovation School helped them to understand teacher agency in curriculum making. They also developed a sense of ownership of their curriculum by being involved in the collative culture of the school. However, most of them were concerned about whether they will keep their agency after leaving the Innovation School. Based on these findings, this research suggests several implications for policy and future research to sustain the Innovation School model to innovate Korean education.","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47667549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teachers’ educational philosophies regulate their curriculum-design orientations, shaping their teaching decisions and practices. However, theoretical assumptions in this relationship were not tested empirically in different contexts. To this end, this cross-sectional survey design study aimed to examine the relationships between teachers’ educational philosophies and their curriculum-design orientations using data from 295 in-service teachers from Turkey. The correlations among the teachers’ educational philosophies and curriculum design orientations were examined with Pearson coefficients. The stepwise multiple regression technique was used to identify the best set of educational philosophies that significantly estimate curriculum design orientations for each design type. The study revealed that the associations between Turkish teachers’ educational philosophies and their curriculum design orientations align with the theoretical literature with some divergence in problem-centered design. The study may contribute to the literature in testing the theoretical assumptions of curriculum design orientations in a non-Western context.
{"title":"Testing the relationships between teachers’ curriculum-design orientations and their underlying educational philosophies","authors":"Cahit Erdem","doi":"10.18296/cm.0054","DOIUrl":"https://doi.org/10.18296/cm.0054","url":null,"abstract":"Teachers’ educational philosophies regulate their curriculum-design orientations, shaping their teaching decisions and practices. However, theoretical assumptions in this relationship were not tested empirically in different contexts. To this end, this cross-sectional survey design study aimed to examine the relationships between teachers’ educational philosophies and their curriculum-design orientations using data from 295 in-service teachers from Turkey. The correlations among the teachers’ educational philosophies and curriculum design orientations were examined with Pearson coefficients. The stepwise multiple regression technique was used to identify the best set of educational philosophies that significantly estimate curriculum design orientations for each design type. The study revealed that the associations between Turkish teachers’ educational philosophies and their curriculum design orientations align with the theoretical literature with some divergence in problem-centered design. The study may contribute to the literature in testing the theoretical assumptions of curriculum design orientations in a non-Western context.","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46906606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since its emergence as a distinct subject area in the nineteenth century, English has been an important, but contested, subject. Competing discourses, resulting in different models of English, have vied for prominence, each with ideologies about the purposes of education and the needs of students and the state. However, while international research into subject English is plentiful, little has been written about the current state of subject English in New Zealand. Using content analysis and critical discourse analysis this article examines senior subject English in the New Zealand Curriculum. The results reveal that while subject English in New Zealand retains progressive features, it has been colonised by neoliberal educational discourses. This article argues that the results of these discourses include the commodification of learning, the entrenching of inequalities, and the reframing of teachers as mere technicians. While senior subject English in the New Zealand Curriculum is examined here, the results have implications across the curriculum, particularly in light of the NCEA review which began in 2018 and will result in changes from 2024.
{"title":"What is English? Understanding how subject English is framed in The New Zealand Curriculum","authors":"Felicia Ward","doi":"10.18296/cm.0052","DOIUrl":"https://doi.org/10.18296/cm.0052","url":null,"abstract":"Since its emergence as a distinct subject area in the nineteenth century, English has been an important, but contested, subject. Competing discourses, resulting in different models of English, have vied for prominence, each with ideologies about the purposes of education and the needs of students and the state. However, while international research into subject English is plentiful, little has been written about the current state of subject English in New Zealand. Using content analysis and critical discourse analysis this article examines senior subject English in the New Zealand Curriculum. The results reveal that while subject English in New Zealand retains progressive features, it has been colonised by neoliberal educational discourses. This article argues that the results of these discourses include the commodification of learning, the entrenching of inequalities, and the reframing of teachers as mere technicians. While senior subject English in the New Zealand Curriculum is examined here, the results have implications across the curriculum, particularly in light of the NCEA review which began in 2018 and will result in changes from 2024.","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44681413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article shares insights from a survey of primary school teachers across the Manawatū–Whanganui region about history teaching at Years 1 to 6. By focusing on the voices of primary teachers, the article aims to fill a gap in public debates about the new Aotearoa New Zealand’s histories curriculum so far outweighed by the viewpoints of policy makers, journalists, university historians, and secondary school representatives. Teachers’ answers suggest that despite differences of approach, focus, and depth, local primary schools have already been teaching Aotearoa New Zealand’s histories long before the 2019 government announcement, and through creative and critical approaches.
{"title":"Learning in and from primary schools: Teaching Aotearoa New Zealand’s histories at Years 1 to 6","authors":"Genaro Oliveira, Matt Kennedy","doi":"10.18296/cm.0051","DOIUrl":"https://doi.org/10.18296/cm.0051","url":null,"abstract":"This article shares insights from a survey of primary school teachers across the Manawatū–Whanganui region about history teaching at Years 1 to 6. By focusing on the voices of primary teachers, the article aims to fill a gap in public debates about the new Aotearoa New Zealand’s histories curriculum so far outweighed by the viewpoints of policy makers, journalists, university historians, and secondary school representatives. Teachers’ answers suggest that despite differences of approach, focus, and depth, local primary schools have already been teaching Aotearoa New Zealand’s histories long before the 2019 government announcement, and through creative and critical approaches.","PeriodicalId":37874,"journal":{"name":"Curriculum Matters","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49596044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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