Pub Date : 2020-01-01DOI: 10.18848/2327-7963/cgp/v27i02/17-37
Jonathan Smith, Daniela Moreau, S. Paquin, Jérôme St-Amand, R. Chouinard
{"title":"The Evolution of Motivation to Learn in the Context of the Transition to Secondary School: Developmental Trajectories and Relational Determinants","authors":"Jonathan Smith, Daniela Moreau, S. Paquin, Jérôme St-Amand, R. Chouinard","doi":"10.18848/2327-7963/cgp/v27i02/17-37","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v27i02/17-37","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"27 1","pages":"17-37"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67608835","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}
Pub Date : 2020-01-01DOI: 10.18848/2327-7963/cgp/v27i01/1-16
P. Angu, Naomi Boakye, O. Eybers
: This article explores the concept of decolonization and its implications for the teaching of academic literacy in the Unit for Academic Literacy at a South African university. It draws on existing literature on decolonizing knowledge in Africa and different models of curricula as well as on teaching and assessment practices in the Unit for Academic Literacy to provide a conceptual discussion on possibilities to rethink the teaching of academic literacy. The article acknowledges that the Unit for Academic Literacy has attempted to incorporate principles of curriculum transformation in the contents of its courses, teaching, and assessment practices, but these attempts are still not adequate. This article therefore argues that since the demographics of South African universities continue to shift rapidly toward a black majority, the design, teaching, and assessment of academic literacy should be more responsive to the epistemic injustice in South African higher education. To do this, the article proposes that the Unit for Academic Literacy should open up more space for epistemic plurality, which allows for the representation of African ways of being, knowing and doing embodied in its growing population of African students.
{"title":"Rethinking the Teaching of Academic Literacy in the Context of Calls for Curriculum Decolonization in South Africa","authors":"P. Angu, Naomi Boakye, O. Eybers","doi":"10.18848/2327-7963/cgp/v27i01/1-16","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v27i01/1-16","url":null,"abstract":": This article explores the concept of decolonization and its implications for the teaching of academic literacy in the Unit for Academic Literacy at a South African university. It draws on existing literature on decolonizing knowledge in Africa and different models of curricula as well as on teaching and assessment practices in the Unit for Academic Literacy to provide a conceptual discussion on possibilities to rethink the teaching of academic literacy. The article acknowledges that the Unit for Academic Literacy has attempted to incorporate principles of curriculum transformation in the contents of its courses, teaching, and assessment practices, but these attempts are still not adequate. This article therefore argues that since the demographics of South African universities continue to shift rapidly toward a black majority, the design, teaching, and assessment of academic literacy should be more responsive to the epistemic injustice in South African higher education. To do this, the article proposes that the Unit for Academic Literacy should open up more space for epistemic plurality, which allows for the representation of African ways of being, knowing and doing embodied in its growing population of African students.","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67608876","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}
Pub Date : 2020-01-01DOI: 10.18848/2327-7963/cgp/v27i02/39-47
S. Waly
{"title":"Culturally Responsive Education in Today’s Schools: Application and Challenges","authors":"S. Waly","doi":"10.18848/2327-7963/cgp/v27i02/39-47","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v27i02/39-47","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"27 1","pages":"39-47"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67608926","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}
Pub Date : 2020-01-01DOI: 10.18848/2327-7963/cgp/v27i02/49-60
Deborah A. Stevens-Smith, David Fleming
{"title":"Impact of After-School Programs on Pre-Service Teachers’ Educational Practices","authors":"Deborah A. Stevens-Smith, David Fleming","doi":"10.18848/2327-7963/cgp/v27i02/49-60","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v27i02/49-60","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"27 1","pages":"49-60"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67609145","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}
Pub Date : 2020-01-01DOI: 10.18848/2327-7963/cgp/v28i01/15-28
A. Vahed, Babalwa Ndzimande, Bhekumenzi Mkhwanazi
{"title":"Eliciting Students’ Knowledge and Perceptions of the Dental Technology Extended Curriculum Program at a South African University of Technology","authors":"A. Vahed, Babalwa Ndzimande, Bhekumenzi Mkhwanazi","doi":"10.18848/2327-7963/cgp/v28i01/15-28","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v28i01/15-28","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67609338","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}
Pub Date : 2019-01-01DOI: 10.18848/2327-7963/cgp/v26i02/35-44
N. Alsmari
{"title":"Saudi Female Students’ Communicative Strategies: A Socio-pragmatic Exploration on EFL Speech Acts","authors":"N. Alsmari","doi":"10.18848/2327-7963/cgp/v26i02/35-44","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v26i02/35-44","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67608680","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}
Pub Date : 2019-01-01DOI: 10.18848/2327-7963/cgp/v26i01/27-41
M. Maja
{"title":"Creating a Multimodal Learning Environment to Enhance Grade 5 Learners’ Communicative Competence in English First Additional Language","authors":"M. Maja","doi":"10.18848/2327-7963/cgp/v26i01/27-41","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v26i01/27-41","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"118 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67608175","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}
Pub Date : 2019-01-01DOI: 10.18848/2327-7963/cgp/v26i01/43-58
T. de Jager
{"title":"Are Principles of the Sheltered Instruction Observation Protocol Model Promoting ESL Teaching and Learning?","authors":"T. de Jager","doi":"10.18848/2327-7963/cgp/v26i01/43-58","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v26i01/43-58","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67608319","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}
Pub Date : 2019-01-01DOI: 10.18848/2327-7963/cgp/v19i02/48901
Kimberly Downing-Robinson, M. Whiting
Guiding Principles & Assessment Processes Guiding Principles 1. The university recognizes that the primary motive for academic assessment is to improve student learning. 2. The assessment of student learning should be meaningful to all stakeholders: • Students will be better positioned to take responsibility for their own learning if educational goals and objectives are clearly defined and measured. • The University of Northern Iowa is accredited by the Higher Learning Commission. A primary component of achieving accreditation is evidence of an active program of assessment of student learning within all academic and co-curricular programs. • Assessment provides faculty and staff with a forum to discuss student learning. 3. Faculty/staff are expected to be active participants in assessment activities. 4. Programs will engage in the continuous direct assessment of student learning. 5. The process of assessment begins with the establishment of measurable student learning outcomes (SLOs).
{"title":"Student Learning Outcomes: Changes in the Playing Field","authors":"Kimberly Downing-Robinson, M. Whiting","doi":"10.18848/2327-7963/cgp/v19i02/48901","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v19i02/48901","url":null,"abstract":"Guiding Principles & Assessment Processes Guiding Principles 1. The university recognizes that the primary motive for academic assessment is to improve student learning. 2. The assessment of student learning should be meaningful to all stakeholders: • Students will be better positioned to take responsibility for their own learning if educational goals and objectives are clearly defined and measured. • The University of Northern Iowa is accredited by the Higher Learning Commission. A primary component of achieving accreditation is evidence of an active program of assessment of student learning within all academic and co-curricular programs. • Assessment provides faculty and staff with a forum to discuss student learning. 3. Faculty/staff are expected to be active participants in assessment activities. 4. Programs will engage in the continuous direct assessment of student learning. 5. The process of assessment begins with the establishment of measurable student learning outcomes (SLOs).","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"19 1","pages":"312-314"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67600907","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}
Pub Date : 2019-01-01DOI: 10.18848/2327-7963/cgp/v26i01/1-15
L. Medina, María Pilar Posadas de Julián, José Luis Ortega-Martín
{"title":"Learn English to the Rhythm of Bach: An Eclectic Methodology for Learning English Based on Suggestopedia and the CRAFT Program","authors":"L. Medina, María Pilar Posadas de Julián, José Luis Ortega-Martín","doi":"10.18848/2327-7963/cgp/v26i01/1-15","DOIUrl":"https://doi.org/10.18848/2327-7963/cgp/v26i01/1-15","url":null,"abstract":"","PeriodicalId":38268,"journal":{"name":"International Journal of Pedagogy and Curriculum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67608467","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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