Pub Date : 2014-10-02DOI: 10.1080/09585176.2014.956771
H. Hermansen
Research has shown that how principles and tools related to Assessment for Learning (AfL) are taken up by teachers can significantly impact how assessment initiatives are realised. However, questions remain about how teachers develop new resources for use in local contexts, and what these processes entail. This article examines such processes in the context of teacher teams, using the notion of ‘knowledge work’ to denote the creative and constructive work that teachers carry out when they work together upon AfL-related principles and tools. The analyses contribute to existing research by illuminating the micro-dynamics of teachers’ work with assessment resources, and examining different forms of epistemic actions that constitute this process. In conclusion, the paper discusses how teacher collaboration may inform AfL initiatives in significant ways, and argues that teachers’ constructive and collaborative knowledge work needs to be more fully recognised in the context of AfL initiatives.
{"title":"Recontextualising assessment resources for use in local settings: opening up the black box of teachers’ knowledge work","authors":"H. Hermansen","doi":"10.1080/09585176.2014.956771","DOIUrl":"https://doi.org/10.1080/09585176.2014.956771","url":null,"abstract":"Research has shown that how principles and tools related to Assessment for Learning (AfL) are taken up by teachers can significantly impact how assessment initiatives are realised. However, questions remain about how teachers develop new resources for use in local contexts, and what these processes entail. This article examines such processes in the context of teacher teams, using the notion of ‘knowledge work’ to denote the creative and constructive work that teachers carry out when they work together upon AfL-related principles and tools. The analyses contribute to existing research by illuminating the micro-dynamics of teachers’ work with assessment resources, and examining different forms of epistemic actions that constitute this process. In conclusion, the paper discusses how teacher collaboration may inform AfL initiatives in significant ways, and argues that teachers’ constructive and collaborative knowledge work needs to be more fully recognised in the context of AfL initiatives.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2014-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.956771","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590911","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 : 2014-10-02DOI: 10.1080/09585176.2014.964276
A. Davies, Kathleen U. Busick, Sandra Herbst, Ann L. Sherman
Many schools and school systems have been deliberately working towards full implementation of Assessment for Learning for more than a decade, yet success has been elusive. Using a leader's implementation of Assessment for Learning in one school as an illustration, this article examines eight positional leaders’ experiences as they implemented both the ‘spirit and the letter’ of Assessment for Learning at all levels. This longitudinal qualitative research study draws on the experiences of leaders from Alberta, British Columbia, Germany, Georgia, Hawai`i, Manitoba, New Zealand and Ontario. The authors identify five findings that show how positional leaders use Assessment for Learning as the focus for system-wide change, as well as the change process itself.
{"title":"System leaders using assessment for learning as both the change and the change process: developing theory from practice","authors":"A. Davies, Kathleen U. Busick, Sandra Herbst, Ann L. Sherman","doi":"10.1080/09585176.2014.964276","DOIUrl":"https://doi.org/10.1080/09585176.2014.964276","url":null,"abstract":"Many schools and school systems have been deliberately working towards full implementation of Assessment for Learning for more than a decade, yet success has been elusive. Using a leader's implementation of Assessment for Learning in one school as an illustration, this article examines eight positional leaders’ experiences as they implemented both the ‘spirit and the letter’ of Assessment for Learning at all levels. This longitudinal qualitative research study draws on the experiences of leaders from Alberta, British Columbia, Germany, Georgia, Hawai`i, Manitoba, New Zealand and Ontario. The authors identify five findings that show how positional leaders use Assessment for Learning as the focus for system-wide change, as well as the change process itself.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2014-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.964276","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590935","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 : 2014-10-02DOI: 10.1080/09585176.2014.981557
Jenny Poskitt
Assessing student learning is a complex process requiring teachers to have deep knowledge of the curriculum, assessment, and pedagogy. Changing political climates mean that teachers are expected to respond to new approaches or systems and adjust their classroom practice accordingly. Teachers often engage in professional learning (PL) to assist their knowledge and classroom practice, but what impact does PL have on their assessment practice as well as student learning and achievement? This paper examines optimal PL principles, the New Zealand assessment policy context, and application of assessment for learning principles in a nation-wide PL programme. Empirical data presented in relation to the five levels of Guskey's (2002) model evaluating PL indicate successful outcomes at the classroom level. However, application of Carless’ (2005) theoretical framework on embedding PL changes in schools reveals an area of neglect: attending to system (macro) level needs. Collaborative partnerships between schools and the wider community are posited as essential determinants of assessment literacies and transformational PL in times of political change.
{"title":"Transforming professional learning and practice in assessment for learning","authors":"Jenny Poskitt","doi":"10.1080/09585176.2014.981557","DOIUrl":"https://doi.org/10.1080/09585176.2014.981557","url":null,"abstract":"Assessing student learning is a complex process requiring teachers to have deep knowledge of the curriculum, assessment, and pedagogy. Changing political climates mean that teachers are expected to respond to new approaches or systems and adjust their classroom practice accordingly. Teachers often engage in professional learning (PL) to assist their knowledge and classroom practice, but what impact does PL have on their assessment practice as well as student learning and achievement? This paper examines optimal PL principles, the New Zealand assessment policy context, and application of assessment for learning principles in a nation-wide PL programme. Empirical data presented in relation to the five levels of Guskey's (2002) model evaluating PL indicate successful outcomes at the classroom level. However, application of Carless’ (2005) theoretical framework on embedding PL changes in schools reveals an area of neglect: attending to system (macro) level needs. Collaborative partnerships between schools and the wider community are posited as essential determinants of assessment literacies and transformational PL in times of political change.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2014-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.981557","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590703","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 : 2014-10-02DOI: 10.1080/09585176.2014.968599
Jill Willis, L. Adie
Assessment for Learning practices with students such as feedback, and self- and peer assessment are opportunities for teachers and students to develop a shared understanding of how to create quality learning performances. Quality is often represented through achievement standards. This paper explores how primary school teachers in Australia used the process of annotating work samples to develop shared understanding of achievement standards during their curriculum planning phase, and how this understanding informed their teaching so that their students also developed this understanding. Bernstein's concept of the pedagogic device is used to identify the ways teachers recontextualised their assessment knowledge into their pedagogic practices. Two researchers worked alongside seven primary school teachers in two schools over a year, gathering qualitative data through focus groups and interviews. Three general recontextualising approaches were identified in the case studies; recontextualising standards by reinterpreting the role of rubrics, recontextualising by replicating the annotation process with the students and recontextualising by reinterpreting practices with students. While each approach had strengths and limitations, all of the teachers concluded that annotating conversations in the planning phase enhanced their understanding, and informed their practices in helping students to understand expectations for quality.
{"title":"Teachers using annotations to engage students in assessment conversations: recontextualising knowledge","authors":"Jill Willis, L. Adie","doi":"10.1080/09585176.2014.968599","DOIUrl":"https://doi.org/10.1080/09585176.2014.968599","url":null,"abstract":"Assessment for Learning practices with students such as feedback, and self- and peer assessment are opportunities for teachers and students to develop a shared understanding of how to create quality learning performances. Quality is often represented through achievement standards. This paper explores how primary school teachers in Australia used the process of annotating work samples to develop shared understanding of achievement standards during their curriculum planning phase, and how this understanding informed their teaching so that their students also developed this understanding. Bernstein's concept of the pedagogic device is used to identify the ways teachers recontextualised their assessment knowledge into their pedagogic practices. Two researchers worked alongside seven primary school teachers in two schools over a year, gathering qualitative data through focus groups and interviews. Three general recontextualising approaches were identified in the case studies; recontextualising standards by reinterpreting the role of rubrics, recontextualising by replicating the annotation process with the students and recontextualising by reinterpreting practices with students. While each approach had strengths and limitations, all of the teachers concluded that annotating conversations in the planning phase enhanced their understanding, and informed their practices in helping students to understand expectations for quality.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2014-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.968599","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590971","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 : 2014-10-02DOI: 10.1080/09585176.2014.981381
L. Hayward, S. Higgins, K. Livingston, D. Wyse, E. Spencer
The inter-connectedness of curriculum, assessment and pedagogy is a central theme for this journal; yet any real sense of their connectedness in practice seems a distant dream at times. All too often, curricula are designed without sufficient consideration being given to their realisation, either to what young people might learn (and how learning might be discerned) or to how new curricula might be made real in schools and classrooms. The articles in this special issue focus on assessment and the challenge of keeping a focus on learning in differing curricula and different political and policy environments in various countries. Assessment for learning is an international phenomenon. The tension between the primary purpose of assessment, to support learning and the use of assessment data for a variety of other purposes is contentious internationally. Baird, Newton, Stobart, Hopfenbeck, and Steen-Utheim (2014, p. 4) remind us of the neo-liberal genesis of this tension and the economic competition it has generated among countries to measure the extent to which they have the ‘most and best knowledge workers’. The pressure that this puts on education systems has been evident for some time. Hanson (2000) postulated that there could come a point where the signifier, the assessment, would be of greater importance than the signified, the learning. In some societies, we may not be far from that position. The intention of this special issue is to counteract a view of assessment as the signifier, as what matters, and to focus on what assessment should signify, learning and the potential for assessment to enable and enhance it (Assessment for Learning) . In this context, learning relates to the vision of what it is to be an educated person in a given country. Increasingly, international curricula go beyond statements of knowledge and include, for example, the ability to apply knowledge and solve problems and the development of confidence and independent thinking in individual learners and among groups of learners. Often such outcomes depend on the nature of the learning, teaching and assessment activities through which the curriculum is experienced. Curriculum design and enactment that pay insufficient attention to learning put at risk what really matters in that curriculum. Attention has to be paid to how the learning of young people will be discerned, how the extent of teachers’ understanding of the curriculum and their realisation of that curriculum in practice should be monitored, and how, why and in what ways society might hold education to account. Each of these factors will have an impact on curriculum enactment. Yet, we have no unified theory
{"title":"Special issue on assessment for learning","authors":"L. Hayward, S. Higgins, K. Livingston, D. Wyse, E. Spencer","doi":"10.1080/09585176.2014.981381","DOIUrl":"https://doi.org/10.1080/09585176.2014.981381","url":null,"abstract":"The inter-connectedness of curriculum, assessment and pedagogy is a central theme for this journal; yet any real sense of their connectedness in practice seems a distant dream at times. All too often, curricula are designed without sufficient consideration being given to their realisation, either to what young people might learn (and how learning might be discerned) or to how new curricula might be made real in schools and classrooms. The articles in this special issue focus on assessment and the challenge of keeping a focus on learning in differing curricula and different political and policy environments in various countries. Assessment for learning is an international phenomenon. The tension between the primary purpose of assessment, to support learning and the use of assessment data for a variety of other purposes is contentious internationally. Baird, Newton, Stobart, Hopfenbeck, and Steen-Utheim (2014, p. 4) remind us of the neo-liberal genesis of this tension and the economic competition it has generated among countries to measure the extent to which they have the ‘most and best knowledge workers’. The pressure that this puts on education systems has been evident for some time. Hanson (2000) postulated that there could come a point where the signifier, the assessment, would be of greater importance than the signified, the learning. In some societies, we may not be far from that position. The intention of this special issue is to counteract a view of assessment as the signifier, as what matters, and to focus on what assessment should signify, learning and the potential for assessment to enable and enhance it (Assessment for Learning) . In this context, learning relates to the vision of what it is to be an educated person in a given country. Increasingly, international curricula go beyond statements of knowledge and include, for example, the ability to apply knowledge and solve problems and the development of confidence and independent thinking in individual learners and among groups of learners. Often such outcomes depend on the nature of the learning, teaching and assessment activities through which the curriculum is experienced. Curriculum design and enactment that pay insufficient attention to learning put at risk what really matters in that curriculum. Attention has to be paid to how the learning of young people will be discerned, how the extent of teachers’ understanding of the curriculum and their realisation of that curriculum in practice should be monitored, and how, why and in what ways society might hold education to account. Each of these factors will have an impact on curriculum enactment. Yet, we have no unified theory","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2014-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.981381","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590685","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}
Any policy reform in education is highly effective when it is planned and implemented ‘holistically’ and yet, it is the most challenging way forward. Many countries in Asia have reformed their English language policies and syllabi in the last two decades due to the increasing value of the language worldwide. Motivated by a ‘communicative approach’ to English language teaching, Bangladesh was one of the countries that launched such a reform in the 1990s. However, this reform has been criticised for imposing the changes on teachers without preparing them sufficiently. More importantly, there is limited evidence as to how much the secondary English language assessment system is aligned with the changes introduced in the curriculum. In order to explore this gap, a medium-scale study was conducted in 38 secondary schools in Bangladesh, following a mixed methods approach. The findings highlighted a ‘mismatch’ between the intended English language learning outcomes and current assessment practices, including the resulting challenges faced by the teachers. This paper argues that language education reform is likely to fail if the assessment system is not aligned with the curriculum.
{"title":"Policy versus ground reality: secondary English language assessment system in Bangladesh","authors":"Sharmistha Das, Robina Shaheen, Prithvi N. Shrestha, Arifa Rahman, Rubina Khan","doi":"10.1080/09585176.2014.909323","DOIUrl":"https://doi.org/10.1080/09585176.2014.909323","url":null,"abstract":"Any policy reform in education is highly effective when it is planned and implemented ‘holistically’ and yet, it is the most challenging way forward. Many countries in Asia have reformed their English language policies and syllabi in the last two decades due to the increasing value of the language worldwide. Motivated by a ‘communicative approach’ to English language teaching, Bangladesh was one of the countries that launched such a reform in the 1990s. However, this reform has been criticised for imposing the changes on teachers without preparing them sufficiently. More importantly, there is limited evidence as to how much the secondary English language assessment system is aligned with the changes introduced in the curriculum. In order to explore this gap, a medium-scale study was conducted in 38 secondary schools in Bangladesh, following a mixed methods approach. The findings highlighted a ‘mismatch’ between the intended English language learning outcomes and current assessment practices, including the resulting challenges faced by the teachers. This paper argues that language education reform is likely to fail if the assessment system is not aligned with the curriculum.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2014-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.909323","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590598","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 : 2014-07-03DOI: 10.1080/09585176.2014.899916
F. OGAN-BEKİROĞLU, E. Suzuk
This research study was conducted to address pre-service physics teachers’ assessment literacy and its implementation into practice. The research was both quantitative and qualitative in nature. For the quantitative aspect of the study, the researchers determined the participants’ assessment literacy after their enrolment with the assessment course. Intentions of the qualitative part were to validate the results drawn from the quantitative research and to examine the participants’ assessment literacy in the practical realm. Data were collected by using a valid and reliable instrument developed by the first author, a questionnaire and the participants’ project assignment including implementation of assessment. According to the quantitative results, the pre-service physics teachers’ assessment literacy was quite high. Findings obtained from the qualitative analyses were compatible with the quantitative results. However, the study revealed gaps between assessment literacy in theory and practice. This study suggests that teacher education programmes should highlight theories of assessment as well as types of evaluation, stress validity and reliability of assessment enabling students to engage in both traditional and performance-based assessment methods, and provide opportunities for students to reflect, practice, and revise these methods.
{"title":"Pre-service teachers’ assessment literacy and its implementation into practice","authors":"F. OGAN-BEKİROĞLU, E. Suzuk","doi":"10.1080/09585176.2014.899916","DOIUrl":"https://doi.org/10.1080/09585176.2014.899916","url":null,"abstract":"This research study was conducted to address pre-service physics teachers’ assessment literacy and its implementation into practice. The research was both quantitative and qualitative in nature. For the quantitative aspect of the study, the researchers determined the participants’ assessment literacy after their enrolment with the assessment course. Intentions of the qualitative part were to validate the results drawn from the quantitative research and to examine the participants’ assessment literacy in the practical realm. Data were collected by using a valid and reliable instrument developed by the first author, a questionnaire and the participants’ project assignment including implementation of assessment. According to the quantitative results, the pre-service physics teachers’ assessment literacy was quite high. Findings obtained from the qualitative analyses were compatible with the quantitative results. However, the study revealed gaps between assessment literacy in theory and practice. This study suggests that teacher education programmes should highlight theories of assessment as well as types of evaluation, stress validity and reliability of assessment enabling students to engage in both traditional and performance-based assessment methods, and provide opportunities for students to reflect, practice, and revise these methods.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2014-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.899916","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590937","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 : 2014-07-03DOI: 10.1080/09585176.2014.920264
B. Billingsley, F. Riga, K. Taber, H. Newdick
The question of where to locate teaching about the relationships between science and religion has produced a long-running debate. Currently, science and religious education (RE) are statutory subjects in England and are taught in secondary schools by different teachers. This paper reports on an interview study in which 16 teachers gave their perceptions of their roles and responsibilities when teaching topics that bridge science and religion and the extent to which they collaborated with teachers in the other subject areas. We found that in this sample, teachers reported very little collaboration between the curriculum areas. Although the science curriculum makes no mention of religion, all the science teachers said that their approaches to such topics were affected by their recognition that some pupils held religious beliefs. All the RE teachers reported struggling to ensure students know of a range of views about how science and religion relate. The paper concludes with a discussion about implications for curriculum design and teacher training.
{"title":"Secondary school teachers’ perspectives on teaching about topics that bridge science and religion","authors":"B. Billingsley, F. Riga, K. Taber, H. Newdick","doi":"10.1080/09585176.2014.920264","DOIUrl":"https://doi.org/10.1080/09585176.2014.920264","url":null,"abstract":"The question of where to locate teaching about the relationships between science and religion has produced a long-running debate. Currently, science and religious education (RE) are statutory subjects in England and are taught in secondary schools by different teachers. This paper reports on an interview study in which 16 teachers gave their perceptions of their roles and responsibilities when teaching topics that bridge science and religion and the extent to which they collaborated with teachers in the other subject areas. We found that in this sample, teachers reported very little collaboration between the curriculum areas. Although the science curriculum makes no mention of religion, all the science teachers said that their approaches to such topics were affected by their recognition that some pupils held religious beliefs. All the RE teachers reported struggling to ensure students know of a range of views about how science and religion relate. The paper concludes with a discussion about implications for curriculum design and teacher training.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2014-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.920264","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590745","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 : 2014-07-03DOI: 10.1080/09585176.2014.913493
G. McPhail
In this paper the idea of social entitlement to conceptual knowledge is considered in relation to students’ views of music at secondary school in New Zealand. The data was collected as a means of triangulating the key focus of a study concerning the beliefs and actions of teachers in relation to curriculum. In interpreting the student data I utilise thematic categories developed in the study but also Bernstein's concepts of pedagogic rights and identities to consider whether students’ experience of the curriculum empowered them to look beyond what they already know to consider alternatives. Most students were able to recognise themselves and their aspirations within their school music departments while also recognising the potential importance of the theoretical knowledge of the discipline. The interplay between enabling pedagogy and curriculum content appears to be pivotal in developing these rights for students.
{"title":"The right to enhancement: students talking about music knowledge in the secondary curriculum","authors":"G. McPhail","doi":"10.1080/09585176.2014.913493","DOIUrl":"https://doi.org/10.1080/09585176.2014.913493","url":null,"abstract":"In this paper the idea of social entitlement to conceptual knowledge is considered in relation to students’ views of music at secondary school in New Zealand. The data was collected as a means of triangulating the key focus of a study concerning the beliefs and actions of teachers in relation to curriculum. In interpreting the student data I utilise thematic categories developed in the study but also Bernstein's concepts of pedagogic rights and identities to consider whether students’ experience of the curriculum empowered them to look beyond what they already know to consider alternatives. Most students were able to recognise themselves and their aspirations within their school music departments while also recognising the potential importance of the theoretical knowledge of the discipline. The interplay between enabling pedagogy and curriculum content appears to be pivotal in developing these rights for students.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2014-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.913493","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590666","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 : 2014-07-03DOI: 10.1080/09585176.2014.929527
M. Wilkinson
Recent research suggests that Muslim boys have become the ‘New Folk Devils’ of British education, who are characterised by resistance to formal education, especially at secondary level, and under-achievement. Since the 1990s, British Muslim boys would appear to have become increasingly alienated from compulsory schooling, especially in the humanities subjects which lack obvious instrumental value. This mixed-methods study of the performance of 295 secondary school British Muslim boys in their compulsory school history provides evidence which interrupts this narrative of the academic under-achievement and educational dis-engagement of Muslim boys, especially in the humanities subjects. When viewed through the prism of a laminated, non-reductive model of educational success, this indicative sample of British Muslim boys could be considered to have had significant success at a traditional humanities subject such as history intellectually, spiritually, emotionally, instrumentally and civically. This paper therefore proposes that history can provide a vital meaning-making tool to generate the success of Muslim boys in a variety of significant dimensions both in and out of school. It suggests how history can be more fully and effectively harnessed by teachers, parents and policy-planners to encourage internal integration and external social engagement in British Muslim pupils.
{"title":"Helping Muslim boys succeed: the case for history education","authors":"M. Wilkinson","doi":"10.1080/09585176.2014.929527","DOIUrl":"https://doi.org/10.1080/09585176.2014.929527","url":null,"abstract":"Recent research suggests that Muslim boys have become the ‘New Folk Devils’ of British education, who are characterised by resistance to formal education, especially at secondary level, and under-achievement. Since the 1990s, British Muslim boys would appear to have become increasingly alienated from compulsory schooling, especially in the humanities subjects which lack obvious instrumental value. This mixed-methods study of the performance of 295 secondary school British Muslim boys in their compulsory school history provides evidence which interrupts this narrative of the academic under-achievement and educational dis-engagement of Muslim boys, especially in the humanities subjects. When viewed through the prism of a laminated, non-reductive model of educational success, this indicative sample of British Muslim boys could be considered to have had significant success at a traditional humanities subject such as history intellectually, spiritually, emotionally, instrumentally and civically. This paper therefore proposes that history can provide a vital meaning-making tool to generate the success of Muslim boys in a variety of significant dimensions both in and out of school. It suggests how history can be more fully and effectively harnessed by teachers, parents and policy-planners to encourage internal integration and external social engagement in British Muslim pupils.","PeriodicalId":46745,"journal":{"name":"Curriculum Journal","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2014-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09585176.2014.929527","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59590784","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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