Pub Date : 2023-06-21DOI: 10.1080/00220272.2023.2225194
Emanuel Mizzi
ABSTRACT This paper extends the theory of powerful knowledge to school economics by articulating the nature of powerful disciplinary knowledge in the subject. In order to develop a framework for conceptualizing powerful knowledge in economics, the literature that identifies powerful knowledge in other school subjects is first explored. Then, follows an examination of the implications to the specific case of school economics regarding economic concepts and forms of economics knowledge that might be regarded as powerful according to Young’s definition of powerful knowledge. I then proceed to develop a conceptual framework that identifies powerful disciplinary knowledge in the subject. This paper instigates the discussion about what constitutes powerful knowledge in school economics that enables epistemic access for young people that fosters their human development and flourishing.
{"title":"Conceptualizing powerful knowledge in economics","authors":"Emanuel Mizzi","doi":"10.1080/00220272.2023.2225194","DOIUrl":"https://doi.org/10.1080/00220272.2023.2225194","url":null,"abstract":"ABSTRACT This paper extends the theory of powerful knowledge to school economics by articulating the nature of powerful disciplinary knowledge in the subject. In order to develop a framework for conceptualizing powerful knowledge in economics, the literature that identifies powerful knowledge in other school subjects is first explored. Then, follows an examination of the implications to the specific case of school economics regarding economic concepts and forms of economics knowledge that might be regarded as powerful according to Young’s definition of powerful knowledge. I then proceed to develop a conceptual framework that identifies powerful disciplinary knowledge in the subject. This paper instigates the discussion about what constitutes powerful knowledge in school economics that enables epistemic access for young people that fosters their human development and flourishing.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"17 1","pages":"409 - 423"},"PeriodicalIF":2.1,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81944648","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 : 2023-06-21DOI: 10.1080/00220272.2023.2226696
D. Lewin, J. Orchard, Kate Christopher, Alexander Brown
ABSTRACT This article arises out of work undertaken within the After Religious Education project. It synthesizes the curriculum expertise of established researchers, with the expertise of current teachers of RE in England. A question drives our shared interests: how should we approach curriculum development in RE and how do we justify the approach taken? The article proceeds in three steps. First, we elaborate, contextualize, and justify this question by introducing varied approaches to the curriculum production in RE. We argue that these approaches lack a foundational influence from general didactics: an understanding of subject matter that is informed by distinctively educational theory. Addressing this omission, the second step presents an alternative approach to RE established on the ‘Bildung/didactic’ tradition, and the specific general didactic analysis of Klafki. Third, we explore this approach in relation to two teaching contexts, modelling these applications, and the principles they exemplify. We demonstrate the value of synthesizing theoretical and practical expertise for RE theory and practice.
{"title":"Reframing curriculum for religious education","authors":"D. Lewin, J. Orchard, Kate Christopher, Alexander Brown","doi":"10.1080/00220272.2023.2226696","DOIUrl":"https://doi.org/10.1080/00220272.2023.2226696","url":null,"abstract":"ABSTRACT This article arises out of work undertaken within the After Religious Education project. It synthesizes the curriculum expertise of established researchers, with the expertise of current teachers of RE in England. A question drives our shared interests: how should we approach curriculum development in RE and how do we justify the approach taken? The article proceeds in three steps. First, we elaborate, contextualize, and justify this question by introducing varied approaches to the curriculum production in RE. We argue that these approaches lack a foundational influence from general didactics: an understanding of subject matter that is informed by distinctively educational theory. Addressing this omission, the second step presents an alternative approach to RE established on the ‘Bildung/didactic’ tradition, and the specific general didactic analysis of Klafki. Third, we explore this approach in relation to two teaching contexts, modelling these applications, and the principles they exemplify. We demonstrate the value of synthesizing theoretical and practical expertise for RE theory and practice.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"24 1","pages":"369 - 387"},"PeriodicalIF":2.1,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90816174","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 : 2023-06-19DOI: 10.1080/00220272.2023.2225198
Andrea M. Hawkman, R. Knowles
ABSTRACT This study explores the racial pedagogical decision making of teachers presented with the opportunity to address the #BlackLivesMatter movement in their classroom. Findings of more than 4,000 teachers indicate that suburban, urban, African American and Latino/a were most likely to address BLM through an antiracist positioning. Rural and more experienced teachers were the most likely to respond ‘All Lives Matter’ to a classroom scenario. Analysis of extended response items found that participants deployed three defences to avoid engaging with #BLM in their classrooms: constitutional, institutional and appropriateness. Findings generated in this study provide insights into how teachers will approach calls for challenging anti-Black racism in their classrooms.
{"title":"Teaching #BlackLivesMatter in the classroom: Exploring the racial pedagogical decision making of PK-12 teachers","authors":"Andrea M. Hawkman, R. Knowles","doi":"10.1080/00220272.2023.2225198","DOIUrl":"https://doi.org/10.1080/00220272.2023.2225198","url":null,"abstract":"ABSTRACT This study explores the racial pedagogical decision making of teachers presented with the opportunity to address the #BlackLivesMatter movement in their classroom. Findings of more than 4,000 teachers indicate that suburban, urban, African American and Latino/a were most likely to address BLM through an antiracist positioning. Rural and more experienced teachers were the most likely to respond ‘All Lives Matter’ to a classroom scenario. Analysis of extended response items found that participants deployed three defences to avoid engaging with #BLM in their classrooms: constitutional, institutional and appropriateness. Findings generated in this study provide insights into how teachers will approach calls for challenging anti-Black racism in their classrooms.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"8 1","pages":"424 - 439"},"PeriodicalIF":2.1,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86744412","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 : 2023-06-14DOI: 10.1080/00220272.2023.2223247
Valentina Guzmán, Antonia Larrain, C. Álvarez, Ivette Fernández, David Herrera Araya, Camila Urrutia
ABSTRACT Human rights education (HRE) is an urgent historically and globally recognized challenge for societies. However, it has not been sufficiently addressed by empirical and theoretical research in education. Based on the UN Declaration on Human Rights Education and Training (UNDHRET), there is wide agreement that HRE should include education about, through, and for human rights. We argue that a situated deliberative pedagogy can offer these three dimensions to HRE. However, this is not without challenges for teachers and students. One way to deal with these challenges and support this pedagogical innovation is to design curriculum material that supports teachers. To contribute to this, we conducted a design-based research (DBR) aimed at participative designing of educative curriculum material for human rights deliberative education. Four teachers participated in two phases of the study. Two participated in refining the material’s structure and its controversies and the other two participated in discussing the dilemmas and activities relating to implementation of the material at school with their 11th- and 12th-grade students. The results show participatory educative curriculum material designed for holistic HRE: about, through, and for HR. The implications and problems of the design process associated with a deliberative curriculum for HRE are discussed.
{"title":"Design-based development of educative curriculum material for deliberative human rights education","authors":"Valentina Guzmán, Antonia Larrain, C. Álvarez, Ivette Fernández, David Herrera Araya, Camila Urrutia","doi":"10.1080/00220272.2023.2223247","DOIUrl":"https://doi.org/10.1080/00220272.2023.2223247","url":null,"abstract":"ABSTRACT Human rights education (HRE) is an urgent historically and globally recognized challenge for societies. However, it has not been sufficiently addressed by empirical and theoretical research in education. Based on the UN Declaration on Human Rights Education and Training (UNDHRET), there is wide agreement that HRE should include education about, through, and for human rights. We argue that a situated deliberative pedagogy can offer these three dimensions to HRE. However, this is not without challenges for teachers and students. One way to deal with these challenges and support this pedagogical innovation is to design curriculum material that supports teachers. To contribute to this, we conducted a design-based research (DBR) aimed at participative designing of educative curriculum material for human rights deliberative education. Four teachers participated in two phases of the study. Two participated in refining the material’s structure and its controversies and the other two participated in discussing the dilemmas and activities relating to implementation of the material at school with their 11th- and 12th-grade students. The results show participatory educative curriculum material designed for holistic HRE: about, through, and for HR. The implications and problems of the design process associated with a deliberative curriculum for HRE are discussed.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"16 1","pages":"489 - 507"},"PeriodicalIF":2.1,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81847596","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 : 2023-05-04DOI: 10.1080/00220272.2023.2207625
V. Ross, E. Chan
ABSTRACT Herein, we consider how we might support teacher candidates to meet the learning needs of an increasingly diverse student population, in part by encouraging candidates to draw from their own experiences to inform their developing teacher knowledge about multicultural education. We conducted a school-based, long-term narrative inquiry to explore complexities of multicultural teacher knowledge. We document ways in which two practicing teachers, William and Janine, drew from their experiences of diversity in their teaching, and schooling, to build their body of multicultural teacher knowledge that, in turn, informed their work with their students. We recognize the importance of acknowledging teacher candidates’ experiences in shaping their developing teacher knowledge, and argue for including it deliberately as essential to teacher education curriculum. Considering the potential of a professional knowledge community developed early in a teaching career—beginning in preservice programs—is a logical implication. We argue that a pragmatic intellectual space may provide such a framework for teacher preparation programs for exploring developing multicultural teacher knowledge. In this way, teacher candidates’ experiences are constructed and reconstructed through inquiry with theoretical foundations that may offer explanations for complex, interconnected influences shaping school systems.
{"title":"Multicultural teacher knowledge: examining curriculum informed by teacher and student experiences of diversity","authors":"V. Ross, E. Chan","doi":"10.1080/00220272.2023.2207625","DOIUrl":"https://doi.org/10.1080/00220272.2023.2207625","url":null,"abstract":"ABSTRACT Herein, we consider how we might support teacher candidates to meet the learning needs of an increasingly diverse student population, in part by encouraging candidates to draw from their own experiences to inform their developing teacher knowledge about multicultural education. We conducted a school-based, long-term narrative inquiry to explore complexities of multicultural teacher knowledge. We document ways in which two practicing teachers, William and Janine, drew from their experiences of diversity in their teaching, and schooling, to build their body of multicultural teacher knowledge that, in turn, informed their work with their students. We recognize the importance of acknowledging teacher candidates’ experiences in shaping their developing teacher knowledge, and argue for including it deliberately as essential to teacher education curriculum. Considering the potential of a professional knowledge community developed early in a teaching career—beginning in preservice programs—is a logical implication. We argue that a pragmatic intellectual space may provide such a framework for teacher preparation programs for exploring developing multicultural teacher knowledge. In this way, teacher candidates’ experiences are constructed and reconstructed through inquiry with theoretical foundations that may offer explanations for complex, interconnected influences shaping school systems.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"28 1","pages":"339 - 351"},"PeriodicalIF":2.1,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86453962","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 : 2023-05-04DOI: 10.1080/00220272.2023.2209148
Penni Pietilä, Sirpa Lappalainen
ABSTRACT In Finland, the vocational education and training (VET) qualifications lead into work. Also, active citizenship is one of its aims, and qualification enables application to tertiary study. In terms of these aims, literacies are central. In the context of competency-based VET, we analyse how a curriculum of literacy is realized during literacy lessons. The theoretical background lies on sociocultural understanding of literacies as social practices, and this article discusses the school subject of literacy representing theoretical knowledge in competency-based education. Methodologically, the paper draws from feminist ethnography, and the analysis focuses on examining language use in recurring classroom events. We analyse ethnographic data from the literacy lessons for the car mechanics and building construction programmes (2018–2020). These are programmes with an overrepresentation of male and working-class-based youth. The analysis highlights that during the lessons, the value of literacy manifested as market-oriented and work-relevant ‘usefulness’, and the literacy curriculum was realized as delimited to labour contexts and topics. There was an imperative of motivation for conducting literacy schoolwork which draws on stereotyped notions of students who are seen as not interested in literacy but in longing to labour. Based on this analysis, the literacy curriculum was realized as ‘literacy for labour’.
{"title":"‘Literacy for labour’ in the competency-based VET in Finland","authors":"Penni Pietilä, Sirpa Lappalainen","doi":"10.1080/00220272.2023.2209148","DOIUrl":"https://doi.org/10.1080/00220272.2023.2209148","url":null,"abstract":"ABSTRACT In Finland, the vocational education and training (VET) qualifications lead into work. Also, active citizenship is one of its aims, and qualification enables application to tertiary study. In terms of these aims, literacies are central. In the context of competency-based VET, we analyse how a curriculum of literacy is realized during literacy lessons. The theoretical background lies on sociocultural understanding of literacies as social practices, and this article discusses the school subject of literacy representing theoretical knowledge in competency-based education. Methodologically, the paper draws from feminist ethnography, and the analysis focuses on examining language use in recurring classroom events. We analyse ethnographic data from the literacy lessons for the car mechanics and building construction programmes (2018–2020). These are programmes with an overrepresentation of male and working-class-based youth. The analysis highlights that during the lessons, the value of literacy manifested as market-oriented and work-relevant ‘usefulness’, and the literacy curriculum was realized as delimited to labour contexts and topics. There was an imperative of motivation for conducting literacy schoolwork which draws on stereotyped notions of students who are seen as not interested in literacy but in longing to labour. Based on this analysis, the literacy curriculum was realized as ‘literacy for labour’.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"5 1","pages":"309 - 324"},"PeriodicalIF":2.1,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87450570","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 : 2023-05-04DOI: 10.1080/00220272.2023.2211654
J. Bickford
ABSTRACT Teaching and learning are grounded on age-appropriate, credible curricular resources, which can be formal (i.e. textbooks) and informal (i.e. trade-books). As Charles Darwin’s ideas galvanized biology and racism, this study examined his historical representation within trade-books (e.g. biography, narrative non-fiction, expository, etc.), textbooks (student editions, teacher editions, etc.), and curricular supplements (teacher-facing assessments and lessons; student-facing tests and tasks) published in United States. Through content analysis, I contrasted historians’ understandings of Darwin with history-based trade-books’ (n = 111) and biology-oriented texts’ (n = 132) depictions of Darwin. Misrepresentations abounded. History-based books concealed Darwin’s colonialist past and disregarded—or repeated without qualification and context—the racist ideas within his writing. Biology-based texts largely omitted problematic aspects of Darwin’s past. These 20th- and 21st-century history trade-books and science texts mirrored the patterns of 19th-century American social studies textbooks’ Lost Cause logic and 20th-century science American textbooks’ anti-evolution casuistry. Reviewed texts obscured the racist ideas within Darwin’s words, actions, and inactions, through both omission and commission. Concerns are raised about who determines how historical and scientific content are included, detailed, and omitted within curricular resources published in different countries.
{"title":"Examining Charles Darwin’s (Mis)representation within science and history curricula","authors":"J. Bickford","doi":"10.1080/00220272.2023.2211654","DOIUrl":"https://doi.org/10.1080/00220272.2023.2211654","url":null,"abstract":"ABSTRACT Teaching and learning are grounded on age-appropriate, credible curricular resources, which can be formal (i.e. textbooks) and informal (i.e. trade-books). As Charles Darwin’s ideas galvanized biology and racism, this study examined his historical representation within trade-books (e.g. biography, narrative non-fiction, expository, etc.), textbooks (student editions, teacher editions, etc.), and curricular supplements (teacher-facing assessments and lessons; student-facing tests and tasks) published in United States. Through content analysis, I contrasted historians’ understandings of Darwin with history-based trade-books’ (n = 111) and biology-oriented texts’ (n = 132) depictions of Darwin. Misrepresentations abounded. History-based books concealed Darwin’s colonialist past and disregarded—or repeated without qualification and context—the racist ideas within his writing. Biology-based texts largely omitted problematic aspects of Darwin’s past. These 20th- and 21st-century history trade-books and science texts mirrored the patterns of 19th-century American social studies textbooks’ Lost Cause logic and 20th-century science American textbooks’ anti-evolution casuistry. Reviewed texts obscured the racist ideas within Darwin’s words, actions, and inactions, through both omission and commission. Concerns are raised about who determines how historical and scientific content are included, detailed, and omitted within curricular resources published in different countries.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"1 1","pages":"290 - 308"},"PeriodicalIF":2.1,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83124888","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 : 2023-05-04DOI: 10.1080/00220272.2023.2207627
João M. Paraskeva, D. Huebner
ABSTRACT “Dialectic Materialism as a Method of Doing Education” - was written over 30 years ago by one of us – Huebner. Following an interesting dialogue we had over the last years, Dwayne suggested co-re-writing a revised piece to be published under both names. It explores at greater length the ideas that structured the initial piece and offers new avenues toward a better understanding of the importance of dialectical materialism as an alternative way to do education and curriculum. It dissects current dominant traditions of understanding education as undialectical; it explores how ‘undialecticality’ is intimately connected with the yoke of positivism and learning theories fostering what one of us have coined as curriculum epistemicide (Paraskeva, 2011) that colonializes the way we think and debate education, curriculum, and teacher preparation. It explores dialectical materialism as the best way to help educators accurately grasp multiple nexus that determine reality and profoundly impact our schools, teachers, and students’ daily lives. It advances how dialectical materialism provides the tools to engage with non-derivative approaches through an itinerant curriculum theory (ICT) as an alternative dialectical way of a decolonial reading of the word and the world.
{"title":"Dialectical materialism: an alternative way of thinking and doing education alternatively","authors":"João M. Paraskeva, D. Huebner","doi":"10.1080/00220272.2023.2207627","DOIUrl":"https://doi.org/10.1080/00220272.2023.2207627","url":null,"abstract":"ABSTRACT “Dialectic Materialism as a Method of Doing Education” - was written over 30 years ago by one of us – Huebner. Following an interesting dialogue we had over the last years, Dwayne suggested co-re-writing a revised piece to be published under both names. It explores at greater length the ideas that structured the initial piece and offers new avenues toward a better understanding of the importance of dialectical materialism as an alternative way to do education and curriculum. It dissects current dominant traditions of understanding education as undialectical; it explores how ‘undialecticality’ is intimately connected with the yoke of positivism and learning theories fostering what one of us have coined as curriculum epistemicide (Paraskeva, 2011) that colonializes the way we think and debate education, curriculum, and teacher preparation. It explores dialectical materialism as the best way to help educators accurately grasp multiple nexus that determine reality and profoundly impact our schools, teachers, and students’ daily lives. It advances how dialectical materialism provides the tools to engage with non-derivative approaches through an itinerant curriculum theory (ICT) as an alternative dialectical way of a decolonial reading of the word and the world.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"1 1","pages":"270 - 289"},"PeriodicalIF":2.1,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77970624","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 : 2023-05-04DOI: 10.1080/00220272.2023.2218466
W. Gershon, R. Helfenbein
ABSTRACT It is our contention that we are in a crisis of curriculum that can be seen from calls to defund public education to the reduction of children to scores on annual assessments. We also point to a crisis in studies of curriculum that the critical tools necessary to consider and critique curricular practices have been intentionally removed from schools of education. Our argument begins with a discussion of the potential significance for curriculum studies that focuses on questions of history and voice, and of resonances. In the light of such resonances and the ecologies where educational understandings reside, the second section of our paper examines the possibilities and challenges for curricular tools, as applicable in everyday interactions as they are in the more structured educational ecologies of schooling. We then apply such contextualized understandings to a formal curriculum espoused by an elite U.S. university in order to better articulate both what curriculum studies can do and why curriculum remains such a significant aspect of our understanding. Our work ends with a brief concluding section that suggests what else the curriculum might do and the kinds of things we are concerned are increasingly overlooked, from historical knowledge to contemporary cultural expressions.
{"title":"Curriculum matters: educational tools for troubled times","authors":"W. Gershon, R. Helfenbein","doi":"10.1080/00220272.2023.2218466","DOIUrl":"https://doi.org/10.1080/00220272.2023.2218466","url":null,"abstract":"ABSTRACT It is our contention that we are in a crisis of curriculum that can be seen from calls to defund public education to the reduction of children to scores on annual assessments. We also point to a crisis in studies of curriculum that the critical tools necessary to consider and critique curricular practices have been intentionally removed from schools of education. Our argument begins with a discussion of the potential significance for curriculum studies that focuses on questions of history and voice, and of resonances. In the light of such resonances and the ecologies where educational understandings reside, the second section of our paper examines the possibilities and challenges for curricular tools, as applicable in everyday interactions as they are in the more structured educational ecologies of schooling. We then apply such contextualized understandings to a formal curriculum espoused by an elite U.S. university in order to better articulate both what curriculum studies can do and why curriculum remains such a significant aspect of our understanding. Our work ends with a brief concluding section that suggests what else the curriculum might do and the kinds of things we are concerned are increasingly overlooked, from historical knowledge to contemporary cultural expressions.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"4 1","pages":"251 - 269"},"PeriodicalIF":2.1,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88498529","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 : 2023-05-04DOI: 10.1080/00220272.2023.2216770
A. Kılınç, Mahmut Polatcan, O. Çepni
ABSTRACT This study explores how distributed leadership influences student reading achievement in Turkish high schools, with the mediating role of teacher professional practices and self-efficacy. After assembling school- and student-level data from the datasets of The Program for International Student Assessment (PISA) 2018 and The Teaching and Learning International Survey (TALIS) 2018, we conducted a multilevel structural equation model (MSEM) using the estimation method of Maximum Likelihood to analyse the structural links among our variables. The results revealed that distributed leadership had a significant indirect association with student reading achievement via teacher professional practices and teacher self-efficacy. This study adds nuance to the literature by indicating that distributed leadership can make a difference in student achievement by promoting teachers’ engagement in professional practices and their self-efficacy.
{"title":"Exploring the association between distributed leadership and student achievement: the mediation role of teacher professional practices and teacher self-efficacy","authors":"A. Kılınç, Mahmut Polatcan, O. Çepni","doi":"10.1080/00220272.2023.2216770","DOIUrl":"https://doi.org/10.1080/00220272.2023.2216770","url":null,"abstract":"ABSTRACT This study explores how distributed leadership influences student reading achievement in Turkish high schools, with the mediating role of teacher professional practices and self-efficacy. After assembling school- and student-level data from the datasets of The Program for International Student Assessment (PISA) 2018 and The Teaching and Learning International Survey (TALIS) 2018, we conducted a multilevel structural equation model (MSEM) using the estimation method of Maximum Likelihood to analyse the structural links among our variables. The results revealed that distributed leadership had a significant indirect association with student reading achievement via teacher professional practices and teacher self-efficacy. This study adds nuance to the literature by indicating that distributed leadership can make a difference in student achievement by promoting teachers’ engagement in professional practices and their self-efficacy.","PeriodicalId":47817,"journal":{"name":"Journal of Curriculum Studies","volume":"17 1","pages":"352 - 368"},"PeriodicalIF":2.1,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74449816","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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