{"title":"Curricular responses to Computer Science provision in schools: current provision and alternative possibilities","authors":"O. Mcgarr, Keith Johnston","doi":"10.1002/curj.40","DOIUrl":"https://doi.org/10.1002/curj.40","url":null,"abstract":"","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/curj.40","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48635987","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":"The peculiarities and challenges of integrating generic forms of knowledge into the upper‐secondary curriculum:\u0000 A Bernsteinian analysis\u0000 of ‘Communication’ and ‘Application of Number’ in the Welsh Baccalaureate","authors":"S. Bibila","doi":"10.1002/curj.38","DOIUrl":"https://doi.org/10.1002/curj.38","url":null,"abstract":"","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/curj.38","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44930528","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 : 2020-03-01DOI: 10.1080/09585176.2019.1661862
Alexander B. Pratt
This article is a discussion of the hidden curriculum and the settler-colonial erasure that it propagates. There are two guiding questions that focus this work: (1) what are the assumptions that un...
{"title":"Curriculum in conflict: how African American and Indigenous educational thought complicates the hidden curriculum","authors":"Alexander B. Pratt","doi":"10.1080/09585176.2019.1661862","DOIUrl":"https://doi.org/10.1080/09585176.2019.1661862","url":null,"abstract":"This article is a discussion of the hidden curriculum and the settler-colonial erasure that it propagates. There are two guiding questions that focus this work: (1) what are the assumptions that un...","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2019.1661862","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46945334","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}
Zheng Zhang, R. Heydon, Wanjing Li, Pamela M Malins
{"title":"Literacies and identities in transnational education: a case study of literacy curricula in a Canadian transnational education programme in China","authors":"Zheng Zhang, R. Heydon, Wanjing Li, Pamela M Malins","doi":"10.1002/curj.5","DOIUrl":"https://doi.org/10.1002/curj.5","url":null,"abstract":"","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/curj.5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46624380","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":"What does math curriculum tell us about continuity for PreK‐3?","authors":"K. McMahon, K. Whyte","doi":"10.1002/curj.8","DOIUrl":"https://doi.org/10.1002/curj.8","url":null,"abstract":"","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/curj.8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49635470","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 clinical curriculum of the School of Dentistry is based on a general practice model. The philosophy of this model is to provide quality comprehensive dental care without fragmentation into separate specialties or disciplines. Students learn to focus on the patient’s total dental needs rather than a single clinical procedure. The program that applies this philosophy is the Comprehensive Patient Care Program.
{"title":"The curriculum: gallimaufry to coherenceMaryMyatt, 2018Melton, Woodbridge, John Catt Educational Ltd £15 (pbk), 200 pp. ISBN: 9781911382836","authors":"J. Akker","doi":"10.1002/curj.9","DOIUrl":"https://doi.org/10.1002/curj.9","url":null,"abstract":"The clinical curriculum of the School of Dentistry is based on a general practice model. The philosophy of this model is to provide quality comprehensive dental care without fragmentation into separate specialties or disciplines. Students learn to focus on the patient’s total dental needs rather than a single clinical procedure. The program that applies this philosophy is the Comprehensive Patient Care Program.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/curj.9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44063288","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}
Whilst the significant role mentors play within ITE has been emphasised in English policy context (DfE, 2016), there appears to be limited consideration of subject-specificity of mentoring practices within the literature. One key mechanism for trainee teacher development is written lesson observation feedback, but there is concern that it is often generic in nature. In response to this, our research explores the ways in which geography teacher educators’ curricular theorising is rendered visible through written lesson observation feedback. This paper reports on the interplay between teacher, student and content apparent within lesson observation feedback and the ways that geography teachers incorporate a focus upon subject within their mentoring practices. The project, an interpretive case study, collected data through a lesson observation activity and whole group discussion. Results suggest that the interplay between teacher, student and content within written lesson observation feedback often draws on subject-specific pedagogical approaches and stimulates mentor/trainee dialogue that has the potential to provoke wider curricular thinking around the ‘what and why’ of teaching. However, further research is needed to gain a contextualised understanding of mentoring practices, including exploration of the role of mentors’ own subject expertise, given the significance of this in guiding their professional practice.
{"title":"How is geography rendered visible as an object of concern in written lesson observation feedback?","authors":"G. Healy, N. Walshe, Alison Dunphy","doi":"10.1002/curj.1","DOIUrl":"https://doi.org/10.1002/curj.1","url":null,"abstract":"Whilst the significant role mentors play within ITE has been emphasised in English policy context (DfE, 2016), there appears to be limited consideration of subject-specificity of mentoring practices within the literature. One key mechanism for trainee teacher development is written lesson observation feedback, but there is concern that it is often generic in nature. In response to this, our research explores the ways in which geography teacher educators’ curricular theorising is rendered visible through written lesson observation feedback. This paper reports on the interplay between teacher, student and content apparent within lesson observation feedback and the ways that geography teachers incorporate a focus upon subject within their mentoring practices. The project, an interpretive case study, collected data through a lesson observation activity and whole group discussion. Results suggest that the interplay between teacher, student and content within written lesson observation feedback often draws on subject-specific pedagogical approaches and stimulates mentor/trainee dialogue that has the potential to provoke wider curricular thinking around the ‘what and why’ of teaching. However, further research is needed to gain a contextualised understanding of mentoring practices, including exploration of the role of mentors’ own subject expertise, given the significance of this in guiding their professional practice.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/curj.1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41379646","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":"The rationale for subsidiarity as a principle applied within curriculum reform and its unintended consequences","authors":"Nigel Newton","doi":"10.1002/curj.37","DOIUrl":"https://doi.org/10.1002/curj.37","url":null,"abstract":"","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/curj.37","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47340051","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":"Curriculum integration: the challenges for primary and secondary schools in developing a new curriculum in the expressive arts","authors":"Judith Kneen, Thomas Breeze, Sian Davies-Barnes, V. John, E. Thayer","doi":"10.1002/curj.34","DOIUrl":"https://doi.org/10.1002/curj.34","url":null,"abstract":"Article published in Curriculum Journal on 14 February 2020, available at: https://doi.org/10.1002/curj.34","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2020-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/curj.34","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51273698","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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