Pub Date : 2024-03-03DOI: 10.1080/00220272.2024.2323584
Alex Mäkiharju, Charlotta Hilli
The study contributes to the nascent field of principals’ curriculum leadership of cross-curricular teaching. While principals’ curriculum leadership is often mentioned as a precondition when imple...
{"title":"Curriculum leadership of cross-curricular teaching in lower secondary school – the Finnish principal as a mediator","authors":"Alex Mäkiharju, Charlotta Hilli","doi":"10.1080/00220272.2024.2323584","DOIUrl":"https://doi.org/10.1080/00220272.2024.2323584","url":null,"abstract":"The study contributes to the nascent field of principals’ curriculum leadership of cross-curricular teaching. While principals’ curriculum leadership is often mentioned as a precondition when imple...","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"171 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140025305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-03DOI: 10.1080/00220272.2024.2322502
Fredrik Alvén
Most of the history education research that addresses controversial issues suggests that disputes arising in the history classroom are rooted in students’ diverse identities that relate differently...
{"title":"Controversial issues in history teaching","authors":"Fredrik Alvén","doi":"10.1080/00220272.2024.2322502","DOIUrl":"https://doi.org/10.1080/00220272.2024.2322502","url":null,"abstract":"Most of the history education research that addresses controversial issues suggests that disputes arising in the history classroom are rooted in students’ diverse identities that relate differently...","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"6 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140025313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-01DOI: 10.1080/00220272.2024.2318736
Horst Bayrhuber, Volker Frederking
Empirical research on teachers’ professional knowledge is mostly conducted worldwide with reference to the construct ‘pedagogical content knowledge’ (PCK) introduced by Lee S. Shulman. In the ‘Cons...
关于教师专业知识的实证研究，世界各国大多参照李-舒尔曼（Lee S. Shulman）提出的 "教学内容知识"（PCK）这一概念。在 "Cons...
{"title":"Subject didactic knowledge (SDK). A heuristic model based on a theory of functional and personal facets of subject-matter education (SME) and its empirical implications","authors":"Horst Bayrhuber, Volker Frederking","doi":"10.1080/00220272.2024.2318736","DOIUrl":"https://doi.org/10.1080/00220272.2024.2318736","url":null,"abstract":"Empirical research on teachers’ professional knowledge is mostly conducted worldwide with reference to the construct ‘pedagogical content knowledge’ (PCK) introduced by Lee S. Shulman. In the ‘Cons...","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"47-48 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140018285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-29DOI: 10.1080/00220272.2024.2319659
Amanda Grenell, Ellie Hine, Emily R. Fyfe
There has been increased attention to the role of explicit pattern tasks in early mathematics learning, with growing recommendations to incorporate more pattern tasks in standards and curricula. On...
{"title":"Repeating and growing patterns in early mathematics textbooks","authors":"Amanda Grenell, Ellie Hine, Emily R. Fyfe","doi":"10.1080/00220272.2024.2319659","DOIUrl":"https://doi.org/10.1080/00220272.2024.2319659","url":null,"abstract":"There has been increased attention to the role of explicit pattern tasks in early mathematics learning, with growing recommendations to incorporate more pattern tasks in standards and curricula. On...","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"218 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140017873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-27DOI: 10.1080/00220272.2024.2322516
Erdem Aksoy, Derya Bozdoğan
This article focuses on the IB-PYP curriculum and teachers’ roles within IB-PYP. The Turkish national curriculum was used to contextualize the paper, and these two curricula have been presented com...
{"title":"IB-PYP curriculum and teachers’ roles within IB-PYP","authors":"Erdem Aksoy, Derya Bozdoğan","doi":"10.1080/00220272.2024.2322516","DOIUrl":"https://doi.org/10.1080/00220272.2024.2322516","url":null,"abstract":"This article focuses on the IB-PYP curriculum and teachers’ roles within IB-PYP. The Turkish national curriculum was used to contextualize the paper, and these two curricula have been presented com...","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"47 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140005373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-16DOI: 10.1080/00220272.2024.2318726
Jina Ro
In this article, I examine how teachers can enact ‘powerful knowledge’ (PK)—a curriculum principle proposed by Michael Young—by linking it with the scholarship of teacher professionalism (TP). Desp...
{"title":"Enacting powerful knowledge: overcoming the chasm of curriculum and teaching through Teacher professionalism","authors":"Jina Ro","doi":"10.1080/00220272.2024.2318726","DOIUrl":"https://doi.org/10.1080/00220272.2024.2318726","url":null,"abstract":"In this article, I examine how teachers can enact ‘powerful knowledge’ (PK)—a curriculum principle proposed by Michael Young—by linking it with the scholarship of teacher professionalism (TP). Desp...","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"29 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139903835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-07DOI: 10.1080/00220272.2024.2309973
David Lewin, Morten Timmermann Korsgaard
Calls for reframing the subject matter of Religious Education in schools include the tricky question of how to select from a world of potentially interesting and relevant material. Pedagogues have ...
{"title":"The power of exemplarity in religious education","authors":"David Lewin, Morten Timmermann Korsgaard","doi":"10.1080/00220272.2024.2309973","DOIUrl":"https://doi.org/10.1080/00220272.2024.2309973","url":null,"abstract":"Calls for reframing the subject matter of Religious Education in schools include the tricky question of how to select from a world of potentially interesting and relevant material. Pedagogues have ...","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"82 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139761492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-06DOI: 10.1080/00220272.2024.2314585
Dugyum Kim
This conceptual article is to problematize Western-centered comparative curriculum studies in South Korea, drawing on research related to postcolonial criticisms of comparative education and curric...
{"title":"Taking ’Asia as method’ seriously in decolonizing comparative curriculum studies in South Korea","authors":"Dugyum Kim","doi":"10.1080/00220272.2024.2314585","DOIUrl":"https://doi.org/10.1080/00220272.2024.2314585","url":null,"abstract":"This conceptual article is to problematize Western-centered comparative curriculum studies in South Korea, drawing on research related to postcolonial criticisms of comparative education and curric...","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"8 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139761483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-04DOI: 10.1080/00220272.2024.2312391
H. Rauterkus, T. Hennemann, T. Hagen, J. Krull, J. Nitz, K. Eiben, P. R. Kulawiak, L. Verbeck, C. Hanisch
Teaching remains a profession that is associated with certain health risks. Teachers complain of psychosomatic experiences such as exhaustion, fatigue, headache, and tension more than people in oth...
{"title":"Teachers’ ability to regulate their emotions predicts their levels of stress in primary schools in Germany","authors":"H. Rauterkus, T. Hennemann, T. Hagen, J. Krull, J. Nitz, K. Eiben, P. R. Kulawiak, L. Verbeck, C. Hanisch","doi":"10.1080/00220272.2024.2312391","DOIUrl":"https://doi.org/10.1080/00220272.2024.2312391","url":null,"abstract":"Teaching remains a profession that is associated with certain health risks. Teachers complain of psychosomatic experiences such as exhaustion, fatigue, headache, and tension more than people in oth...","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"9 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139761479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-30DOI: 10.1080/00220272.2024.2307450
Tiril Smerud Finnanger, T. S. Prøitz
Against the backdrop of curriculum reform in Norway, this article presents a study of teacher involvement and influence in national curriculum making through participation in official commentary pr...
本文以挪威的课程改革为背景，介绍了一项关于教师通过参与官方评议活动参与和影响国家课程制定的研究。
{"title":"Teachers as national curriculum makers: does involvement equal influence?","authors":"Tiril Smerud Finnanger, T. S. Prøitz","doi":"10.1080/00220272.2024.2307450","DOIUrl":"https://doi.org/10.1080/00220272.2024.2307450","url":null,"abstract":"Against the backdrop of curriculum reform in Norway, this article presents a study of teacher involvement and influence in national curriculum making through participation in official commentary pr...","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139761531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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