Curriculum Matters最新文献

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A matter of choice: Controversial histories, citizenship, and the challenge of a high-autonomy curriculum 选择问题：有争议的历史、公民身份和高度自治课程的挑战

IF 0.1 4区教育学 Q3 Social Sciences

Curriculum Matters

Pub Date : 2017-12-15 DOI: 10.18296/CM.0023

M. Sheehan

引用次数: 6

Joining in the dance: What can be learned from high self-efficacy teachers about teaching dance? 参与舞蹈:高自我效能教师在舞蹈教学方面可以学到什么?

IF 0.1 4区教育学 Q3 Social Sciences

Curriculum Matters

Pub Date : 2016-12-01 DOI: 10.18296/cm.0013

Suzanne Renner,David Bell

引用次数: 1

Enhancing parental involvement in student learning 加强家长对学生学习的参与

IF 0.1 4区教育学 Q3 Social Sciences

Curriculum Matters

Pub Date : 2016-12-01 DOI: 10.18296/cm.0016

Robin Averill, Abby Metson, Susan Bailey

There is much international evidence that parental involvement in children’s learning can positively influence achievement. New Zealand policy expects schools to nurture such involvement, particularly in relation to Máori and Pasifika learners. Despite policy imperatives and valuable professional development projects, such involvement has proved challenging to embed within many English-medium school settings. We examined policy, theoretical, and research literature to identify key supports and barriers to establishing strong parental involvement in children’s learning, with a particular focus on the context of mathematics. A review of literature shows that parental involvement can be nurtured by school-wide commitment, learning-focused parent–teacher partnerships, effective communication, purposeful home-based learning, and shared home and school decision making. However, establishing sustained parental involvement in learning is challenging, with time constraints, language and cultural differences, and varied expectations posing barriers. Further guidance, support, and New Zealand-based research are needed to ensure such involvement can be maximised, including investigation into the effects of such involvement on achievement, affect, and well-being, particularly in relation to Máori and Pasifika students in English-medium settings.

国际上有很多证据表明，父母参与孩子的学习对孩子的成就有积极的影响。新西兰的政策期望学校培养这种参与，特别是与Máori和帕西菲卡语学习者有关的参与。尽管有政策要求和有价值的专业发展项目，但事实证明，在许多以英语为媒介的学校环境中，这种参与具有挑战性。我们研究了政策、理论和研究文献，以确定建立强有力的父母参与儿童学习的关键支持和障碍，特别关注数学背景。对文献的回顾表明，家长参与可以通过学校范围内的承诺、以学习为中心的家长-教师伙伴关系、有效的沟通、有目的的家庭学习以及共同的家庭和学校决策来培养。然而，由于时间限制、语言和文化差异以及不同的期望构成障碍，建立持续的父母参与学习是具有挑战性的。需要进一步的指导、支持和以新西兰为基础的研究，以确保这种参与可以最大化，包括调查这种参与对成就、影响和福祉的影响，特别是与Máori和帕西菲卡学生在英语媒体环境中的关系。

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引用次数: 9

Influences on self-worth: Students’ and teachers’ perspectives 对自我价值感的影响:学生和教师的观点

IF 0.1 4区教育学 Q3 Social Sciences

Curriculum Matters

Pub Date : 2016-12-01 DOI: 10.18296/cm.0014

Jackie Cowan, Ian Culpan

This article reports on aspects of an interpretative qualitative single case study that investigated teachers’ and students’ understanding of how self-worth is influenced in the teaching and learning environment. Findings indicate that important determinants in the development of self-worth include personal teacher qualities such as humour, justice (fairness) and trust; teaching strategies associated with meeting individual needs; establishing safe environments and providing leadership opportunities for students; and positive teacher/student relationships. The article concludes by highlighting how the influences on the development of self-worth can be enhanced through the coalescing of reciprocal relationships and critical reflection.

本文报告了一项解释性定性单一案例研究的各个方面，该研究调查了教师和学生对教学环境中自我价值感如何受到影响的理解。研究结果表明，自我价值感发展的重要决定因素包括幽默、公正(公平)和信任等教师个人素质;满足个人需要的教学策略;建立安全的环境，为学生提供领导机会;积极的师生关系。文章最后强调了如何通过相互关系和批判性反思的结合来增强对自我价值发展的影响。

引用次数: 3

Editorial: Curriculum research for the public good 社论:面向公共利益的课程研究

IF 0.1 4区教育学 Q3 Social Sciences

Curriculum Matters

Pub Date : 2016-12-01 DOI: 10.18296/cm.0010

Jane Abbiss

引用次数: 0

An equitable curriculum for a digital age 数字时代的公平课程

IF 0.1 4区教育学 Q3 Social Sciences

Curriculum Matters

Pub Date : 2016-12-01 DOI: 10.18296/cm.0012

Louise Starkey

引用次数: 5

The future just happened: Lessons for 21st-century learning from the secondary school music classroom 未来就这样发生了:21世纪中学音乐课堂的课程

IF 0.1 4区教育学 Q3 Social Sciences

Curriculum Matters

Pub Date : 2016-12-01 DOI: 10.18296/cm.0011

Graham McPhail

引用次数: 1

Biomechanics, the health and physical education curriculum and Confucius? Considerations for teaching, learning and assessment 生物力学、健康与体育课程与孔子?关于教学、学习和评估的考虑

IF 0.1 4区教育学 Q3 Social Sciences

Curriculum Matters

Pub Date : 2016-12-01 DOI: 10.18296/cm.0015

Glenn Fyall

引用次数: 1

Knowledge and the Curriculum 知识与课程

IF 0.1 4区教育学 Q3 Social Sciences

Curriculum Matters

Pub Date : 2010-01-01 DOI: 10.4324/9780203969953-12

Carolyn Mutch

Recently, I had the opportunity to listen to Michael F. D. Young, whose book Knowledge and Power (1971) was very influential on my early thinking about curriculum. Michael Young is an emeritus professor at the University of London and was in New Zealand to give the prestigious Hood lecture at The University of Auckland. He began his talk, titled "Curriculum for a knowledge society: Lessons from the sociology of knowledge", with this challenge: Much is written in current educational policies about preparing students for a knowledge society and the important role education has to play. However, these policies say very little about the question of knowledge itself. What is it we want young people to know? More worrying than this, many of these policies almost systematically neglect or marginalise the question of knowledge ... (1) Professor Young went on to distinguish between a traditional view of a subject-based curriculum and his view of a reconceptualised curriculum. The former, he claimed, is something that students comply with, and the latter is something that students acquire by engagement. His argument against the current curriculum reforms in the United Kingdom is based on his concern about the notion of viewing curriculum as an instrument for "motivating students". He contends that this (a) misunderstands what curriculum can do and (b) confuses curriculum with pedagogy. Curriculum he defines as the knowledge that a country agrees is important for all students to have access to, and pedagogy as the activities that teachers use to motivate students and enable them to engage with concepts stipulated by the curriculum. While I didn't always agree with aspects of Professor Young's argument as it developed in his lecture, he did put up challenges that were worthy of consideration. It made me reflect on the body of knowledge that we in New Zealand consider is essential for our learners to engage with. What and whose knowledge is important? Who chooses this knowledge and with what authority? Professor Young went on to argue that the curriculum needs to be seen as an end in itself, that is, for the intellectual development of students, not as a means, for example, of motivating disaffected students or solving social problems. This intellectual development is concept-based rather than content-based, but there must be content on which to build this conceptual understanding. The conceptual knowledge base, he claims, comes from specialist fields developed by scholars and communities of researchers over time. The claim he made that I found most challenging was this: "The curriculum should exclude the everyday knowledge of students, whereas it is a resource for the pedagogic work of teachers." He continued, "Students do not come to school to learn what they already know." Professor Young was very clear in his mind where the boundary lay between curriculum and pedagogy, between an agreed intellectual knowledge base and the links that teachers make to stude

最近，我有机会听了迈克尔·f·d·杨(Michael F. D. Young)的书《知识与力量》(Knowledge and Power, 1971)，他的书对我早期对课程的思考影响很大。迈克尔·杨是伦敦大学的名誉教授，他来新西兰是为了在奥克兰大学做著名的胡德讲座。他的演讲题为“知识社会的课程:知识社会学的教训”，演讲一开始就提出了这样的挑战:当前的教育政策中有很多内容是关于让学生为知识社会做好准备，以及教育必须发挥的重要作用。然而，这些政策很少提及知识本身的问题。我们想让年轻人知道什么?更令人担忧的是，许多政策几乎系统性地忽视或边缘化了知识问题。杨教授接着区分了传统的以学科为基础的课程观和他的重新概念化的课程观。他声称，前者是学生遵守的，后者是学生通过参与获得的。他反对当前英国课程改革的论点是基于他对将课程视为“激励学生”工具的概念的担忧。他认为这(a)误解了课程能做什么，(b)混淆了课程和教育学。他将课程定义为一个国家认可的对所有学生都有机会获得的重要知识，将教学法定义为教师用来激励学生并使他们能够参与课程规定的概念的活动。虽然我并不总是同意杨教授在讲座中提出的观点，但他确实提出了一些值得考虑的挑战。这让我反思了我们新西兰人认为对学习者来说至关重要的知识体系。什么知识和谁的知识是重要的?谁以何种权威选择这些知识?杨教授接着说，课程本身应该被视为目的，也就是说，是为了学生的智力发展，而不是作为一种手段，例如，激励心怀不满的学生或解决社会问题。这种智力发展是以概念为基础的，而不是以内容为基础的，但必须有内容来建立这种概念理解。他声称，概念知识库来自学者和研究人员群体长期发展起来的专业领域。我发现他提出的最具挑战性的主张是:“课程应该排除学生的日常知识，而它是教师教学工作的资源。”他接着说:“学生来学校不是为了学习他们已经知道的东西。”杨教授在他的头脑中非常清楚课程和教学法之间的界限，在公认的知识基础和教师与学生自己的知识和经验之间的联系。套用他的话来说，课程是公认的知识基础，而教学法是教师承担的工作，即利用学生的日常知识，使他们能够参与并理解这个知识基础中概念的相关性。从这个前提出发，世界和其中的概念需要被视为一个“思想的对象”，而不是一个“经验的地方”。让我引用他的例子:如果学生不能理解把奥克兰作为一个城市的地理概念的例子和他们在奥克兰生活的经历之间的区别，当他们利用他们的日常概念时，他们将在学习地理方面遇到问题，类比地说，任何试图让他们超越他们经验的学校科目都将遇到问题。他继续解释说，因此，教师有两项基本任务:1。…

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