{"title":"Curriculum making and knowledge conceptions in classrooms in the context of standards‐based curricula","authors":"Daniel Alvunger","doi":"10.1002/CURJ.108","DOIUrl":"https://doi.org/10.1002/CURJ.108","url":null,"abstract":"","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/CURJ.108","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48357576","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":"Review of: Curriculum challenges and opportunities in a changing world: Transnational perspectives in curriculum inquiryB.Green (Eds.) M.Brennan (Eds.) P.Roberts (Eds.) Palgrave MacMillan, 2021, XVII + 355 pp. ISBN 978‐3‐030‐61666‐3. 129,99 € (Hardcover).","authors":"Mary C Ott","doi":"10.1002/CURJ.119","DOIUrl":"https://doi.org/10.1002/CURJ.119","url":null,"abstract":"","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/CURJ.119","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48759393","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":"Teachers’ Perceptions of Physical literacy","authors":"Alexandra L. Stoddart, M. L. Humbert","doi":"10.1002/CURJ.107","DOIUrl":"https://doi.org/10.1002/CURJ.107","url":null,"abstract":"","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/CURJ.107","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48496671","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}
Literature has been gaining growing attention in second language (L2)/foreign language (FL) education globally. In a number of places such as Hong Kong, literature has recently been given greater emphasis in the L2/FL curricula. This article reports part of a large-scale study examining learners’ views of two English-as-a-foreign-language (EFL) modules on literary genres recently incorporated in the EFL curriculum, namely short stories (ShS) and poems and songs (P&S), from a curricular and assessment perspective. A total of 1190 secondary school students in Hong Kong completed a questionnaire, yielding quantitative and qualitative data; the 2347 comments collected explained their perceptions from multiple angles. Overall, the participants held positive views of the ShS module being incorporated in the curriculum, but only neutral views of the P&S module. When considering assessment, the respondents demonstrated ambivalence towards the modules; they were mostly against these genres being examined and if unexamined, they were generally not interested in studying them.
{"title":"Learners’ views of literature in EFL education from curricular and assessment perspectives","authors":"Art Tsang, A. Paran","doi":"10.1002/CURJ.102","DOIUrl":"https://doi.org/10.1002/CURJ.102","url":null,"abstract":"Literature has been gaining growing attention in second language (L2)/foreign language (FL) education globally. In a number of places such as Hong Kong, literature has recently been given greater emphasis in the L2/FL curricula. This article reports part of a large-scale study examining learners’ views of two English-as-a-foreign-language (EFL) modules on literary genres recently incorporated in the EFL curriculum, namely short stories (ShS) and poems and songs (P&S), from a curricular and assessment perspective. A total of 1190 secondary school students in Hong Kong completed a questionnaire, yielding quantitative and qualitative data; the 2347 comments collected explained their perceptions from multiple angles. Overall, the participants held positive views of the ShS module being incorporated in the curriculum, but only neutral views of the P&S module. When considering assessment, the respondents demonstrated ambivalence towards the modules; they were mostly against these genres being examined and if unexamined, they were generally not interested in studying them.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/CURJ.102","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51272583","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":"Could Legitimation Code Theory offer practical insight for teaching disciplinary knowledge? A case study in geography","authors":"Esther Vernon","doi":"10.1002/CURJ.105","DOIUrl":"https://doi.org/10.1002/CURJ.105","url":null,"abstract":"","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/CURJ.105","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45672761","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}
. Educational policy in the UK and beyond increasingly focuses on promoting skills that encourage learners to be independent thinkers and to self-manage their own learning. Whilst the educational benefits of metacognition (i.e., thinking about and managing one’s own thinking) are widely acknowledged, little attention has been paid to teachers’ perspectives about the enactment of such approaches within the educational setting. Thus, this interview study seeks to investigate Scottish primary schools teachers’ perspectives about the enactment of policy, using metacognition as an exemplar case. Analysis produced two broad themes that distinguished between ‘bottom-up’ implementation of metacognitive approaches, and more commonly-described ‘top-down’ approaches promoted by local or national policy. The perceived ‘changing tide’ of externally-set top-down initiatives was described as particularly challenging for teachers to negotiate, resulting in a perceived crowding of the curriculum and associated ‘tick-boxing’ practices. Results are discussed in relation to the process of enactment – arguing that the predominance of top-down policy initiatives acts to restrict teachers’ agency by diminishing professionalism and promoting performativity.
{"title":"‘Never mind children’s cognition, what about mine?’ Teachers’ perspectives of the enactment of policy: The case of metacognition","authors":"Heather E. Branigan","doi":"10.1002/CURJ.101","DOIUrl":"https://doi.org/10.1002/CURJ.101","url":null,"abstract":". Educational policy in the UK and beyond increasingly focuses on promoting skills that encourage learners to be independent thinkers and to self-manage their own learning. Whilst the educational benefits of metacognition (i.e., thinking about and managing one’s own thinking) are widely acknowledged, little attention has been paid to teachers’ perspectives about the enactment of such approaches within the educational setting. Thus, this interview study seeks to investigate Scottish primary schools teachers’ perspectives about the enactment of policy, using metacognition as an exemplar case. Analysis produced two broad themes that distinguished between ‘bottom-up’ implementation of metacognitive approaches, and more commonly-described ‘top-down’ approaches promoted by local or national policy. The perceived ‘changing tide’ of externally-set top-down initiatives was described as particularly challenging for teachers to negotiate, resulting in a perceived crowding of the curriculum and associated ‘tick-boxing’ practices. Results are discussed in relation to the process of enactment – arguing that the predominance of top-down policy initiatives acts to restrict teachers’ agency by diminishing professionalism and promoting performativity.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/CURJ.101","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51272530","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":"Decolonising the science curriculum in England: bringing decolonial science and technology studies to secondary education","authors":"H. Gandolfi","doi":"10.1002/CURJ.97","DOIUrl":"https://doi.org/10.1002/CURJ.97","url":null,"abstract":"","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/CURJ.97","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45628048","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}
Professional networks of teachers have been well documented in education studies but there is still a need for a fine-grained analysis of teachers’ ego-networks in the context of curriculum making. It is important to understand the nature and dynamics of teachers’ connections and how teachers mediate their practices accordingly. This study employed a qualitative approach to examine eight secondary school teachers’ ego-networks from Scotland and Wales, which were constructed to talk about curriculum making. The aim of this study is to explore curriculum making as relational practice and to examine the structure, composition and the content of teachers’ networks by drawing upon a critical realist perspective. Findings suggested that the qualities the relationships possess (relational goods & evils); context (national and organisational); and, teacher agency are the three mechanisms to understand how teachers mediated curriculum making through their ego-networks.
{"title":"Curriculum making as relational practice: a qualitative ego‐network approach","authors":"Sinem Hizli Alkan","doi":"10.1002/curj.98","DOIUrl":"https://doi.org/10.1002/curj.98","url":null,"abstract":"Professional networks of teachers have been well documented in education studies but there is still a need for a fine-grained analysis of teachers’ ego-networks in the context of curriculum making. It is important to understand the nature and dynamics of teachers’ connections and how teachers mediate their practices accordingly. This study employed a qualitative approach to examine eight secondary school teachers’ ego-networks from Scotland and Wales, which were constructed to talk about curriculum making. The aim of this study is to explore curriculum making as relational practice and to examine the structure, composition and the content of teachers’ networks by drawing upon a critical realist perspective. Findings suggested that the qualities the relationships possess (relational goods & evils); context (national and organisational); and, teacher agency are the three mechanisms to understand how teachers mediated curriculum making through their ego-networks.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/curj.98","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51273725","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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