{"title":"Affective responses to curriculum making in Aotearoa New Zealand","authors":"John Etty","doi":"10.1002/curj.256","DOIUrl":"https://doi.org/10.1002/curj.256","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"14 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140247895","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}
Ryan E. Fink, Katarina Suwak, Gwendolyn M. Lawson, Abigail Gray, A. B. Bowden
Teachers play a critical role in deciding what curricula are used in their classrooms. We examine the factors that teachers describe as influencing their sustainment or discontinuation of a literacy curriculum, Zoology One, following their participation in a randomised controlled trial (RCT) examining the curriculum's efficacy. This study was conducted in a large urban district in the United States and the curriculum was implemented in kindergarten classrooms with children who are typically 5 and 6 years old. One year after their participation in the RCT, teachers who had been randomised to implement Zoology One during the efficacy study (N = 19) participated in interviews about their ongoing use of the curriculum. We analysed the interview data using a staged coding approach to understand the factors that teachers described influencing their sustainment or discontinuation of the curriculum. We used a multilevel framework to organise results across three levels: individual‐level, school‐level and macro‐level. Results indicate that teacher perceptions of the curriculum, including those related to its effectiveness and age‐appropriateness, contributed to sustained use. At the same time, some teachers' perceptions that the curriculum approaches were not sufficient for their students led them to discontinue some curriculum components. The implementation climate at their school, as well as the widespread adoption of a particular phonics programme within the school district, also influenced teachers' sustainment or discontinuation. Taken together, these results highlight the importance of teachers' perceptions of a curriculum as well as the critical role that the school and district context play in curricular sustainment.
教师在决定课堂使用何种课程方面发挥着至关重要的作用。我们研究了教师在参与一项随机对照试验（RCT）以检验课程的有效性后，描述的影响他们继续或停止使用识字课程 "动物学一 "的因素。这项研究在美国的一个大城市地区进行，课程在幼儿园的教室里实施，班里的孩子一般都是五六岁。在参与 RCT 研究一年后，在疗效研究中被随机分配到 "Zoology One "课程的教师（N = 19）参加了访谈，了解他们对该课程的持续使用情况。我们采用分阶段编码的方法对访谈数据进行了分析，以了解教师们所描述的影响他们继续或停止使用该课程的因素。我们采用多层次框架来组织三个层次的结果：个人层次、学校层次和宏观层次。结果表明，教师对课程的看法，包括对课程有效性和年龄适宜性的看法，有助于课程的持续使用。与此同时，一些教师认为课程方法不足以满足其学生的需要，这导致他们放弃了某些课程内容。学校的实施氛围，以及学区内广泛采用某一语音课程的情况，也对教师是否继续使用或停止使用该课程产生了影响。综上所述，这些结果凸显了教师对课程认知的重要性，以及学校和学区环境对课程持续性的关键作用。
{"title":"Factors influencing teachers' sustained implementation of a kindergarten curriculum within the United States: A qualitative analysis","authors":"Ryan E. Fink, Katarina Suwak, Gwendolyn M. Lawson, Abigail Gray, A. B. Bowden","doi":"10.1002/curj.257","DOIUrl":"https://doi.org/10.1002/curj.257","url":null,"abstract":"Teachers play a critical role in deciding what curricula are used in their classrooms. We examine the factors that teachers describe as influencing their sustainment or discontinuation of a literacy curriculum, Zoology One, following their participation in a randomised controlled trial (RCT) examining the curriculum's efficacy. This study was conducted in a large urban district in the United States and the curriculum was implemented in kindergarten classrooms with children who are typically 5 and 6 years old. One year after their participation in the RCT, teachers who had been randomised to implement Zoology One during the efficacy study (N = 19) participated in interviews about their ongoing use of the curriculum. We analysed the interview data using a staged coding approach to understand the factors that teachers described influencing their sustainment or discontinuation of the curriculum. We used a multilevel framework to organise results across three levels: individual‐level, school‐level and macro‐level. Results indicate that teacher perceptions of the curriculum, including those related to its effectiveness and age‐appropriateness, contributed to sustained use. At the same time, some teachers' perceptions that the curriculum approaches were not sufficient for their students led them to discontinue some curriculum components. The implementation climate at their school, as well as the widespread adoption of a particular phonics programme within the school district, also influenced teachers' sustainment or discontinuation. Taken together, these results highlight the importance of teachers' perceptions of a curriculum as well as the critical role that the school and district context play in curricular sustainment.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"14 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140248345","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}
This paper uses biographical, historical and comparative perspectives to examine some of the work of Lawrence Stenhouse, widely regarded as one of the leading curriculum theorists of the twentieth century. Although his best‐known work was carried out in England, he had strong Scottish connections and some of the influences on his output can be traced to his higher education in Scotland, his teaching experience in Glasgow and Fife, and his time as Principal Lecturer in Education at Jordanhill College of Education. Particular attention is given to Culture and Education (1967), written during Stenhouse's time in Scotland, and An Introduction to Curriculum Research and Development (1975), the product of his experience as Director of the Humanities Curriculum Project and subsequently as Director of the Centre for Applied Research in Education at the University of East Anglia. Stenhouse's personal intellectual journey is related to policy developments in Scotland and England and, in particular, to the different approaches to curriculum development in the two countries. His early death in 1982 meant that he did not live to see the assault on his creative, teacher‐centred approach to curriculum development mounted by the political right in the 1980s and 1990s, but his ideas were kept alive by members of the team he had built up. The paper ends by summarising the reasons for Stenhouse's continuing importance. It is noted, however, that the many tributes to Stenhouse's achievements in England have not been matched by similar recognition in Scotland. Arguably, his ideas could have enabled Scotland's Curriculum for Excellence reform programme, launched in 2004, to have avoided some of the problems it encountered in the transition from conception to implementation.
{"title":"Stenhouse in Scotland and England: Context and culture in curriculum development","authors":"Walter Humes","doi":"10.1002/curj.260","DOIUrl":"https://doi.org/10.1002/curj.260","url":null,"abstract":"This paper uses biographical, historical and comparative perspectives to examine some of the work of Lawrence Stenhouse, widely regarded as one of the leading curriculum theorists of the twentieth century. Although his best‐known work was carried out in England, he had strong Scottish connections and some of the influences on his output can be traced to his higher education in Scotland, his teaching experience in Glasgow and Fife, and his time as Principal Lecturer in Education at Jordanhill College of Education. Particular attention is given to Culture and Education (1967), written during Stenhouse's time in Scotland, and An Introduction to Curriculum Research and Development (1975), the product of his experience as Director of the Humanities Curriculum Project and subsequently as Director of the Centre for Applied Research in Education at the University of East Anglia. Stenhouse's personal intellectual journey is related to policy developments in Scotland and England and, in particular, to the different approaches to curriculum development in the two countries. His early death in 1982 meant that he did not live to see the assault on his creative, teacher‐centred approach to curriculum development mounted by the political right in the 1980s and 1990s, but his ideas were kept alive by members of the team he had built up. The paper ends by summarising the reasons for Stenhouse's continuing importance. It is noted, however, that the many tributes to Stenhouse's achievements in England have not been matched by similar recognition in Scotland. Arguably, his ideas could have enabled Scotland's Curriculum for Excellence reform programme, launched in 2004, to have avoided some of the problems it encountered in the transition from conception to implementation.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"12 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140250462","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}
With the introduction of Curriculum for Wales and the restructuring of subjects into Areas of Learning and Experience (AoLE), each AoLE is encouraged to have ‘an identifiable disciplinary and instrumental core’. When considered in combination with the COVID‐19 pandemic and increased technology use within teaching, both the shared creative processes and the potential role of technology are important to conceptualise. This paper provides insight into expressive arts teachers' perceptions of the macro‐level creative processes shared across each subject area through a technology lens. A new tripartite classification provides clarity regarding the macro‐level creative processes (Creative opportunities, Critical responses and Performance/production) and the role of technology to enable equal opportunities and wider accessibility for learners to access, and potentially succeed within, the creative process.
{"title":"Secondary school teachers' perceptions of the shared creative processes and the potential role of technology in the expressive arts","authors":"S. Chapman, Gary Beauchamp, Merris Griffiths","doi":"10.1002/curj.259","DOIUrl":"https://doi.org/10.1002/curj.259","url":null,"abstract":"With the introduction of Curriculum for Wales and the restructuring of subjects into Areas of Learning and Experience (AoLE), each AoLE is encouraged to have ‘an identifiable disciplinary and instrumental core’. When considered in combination with the COVID‐19 pandemic and increased technology use within teaching, both the shared creative processes and the potential role of technology are important to conceptualise. This paper provides insight into expressive arts teachers' perceptions of the macro‐level creative processes shared across each subject area through a technology lens. A new tripartite classification provides clarity regarding the macro‐level creative processes (Creative opportunities, Critical responses and Performance/production) and the role of technology to enable equal opportunities and wider accessibility for learners to access, and potentially succeed within, the creative process.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"85 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140254738","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}
Today's school students are inheriting complex and harmful global challenges that are potentially irreversible and which they will need to address. The ability to think critically and creatively, to work in interdisciplinary teams and to understand the importance of a healthy planet for all life will be needed for success. Education has a major role in helping humanity achieve this. This article argues that transformations in both curriculum and pedagogy are required. It offers a potential conceptualisation and examples of what learning might look like to achieve these aims, exemplified by school science education as science will need to play a significant role if these global challenges are to be successfully met. This new conceptualisation draws upon Young's (2012, 2013) ‘powerful knowledge’ and the rather different approach found in Reiss and White's (2013) arguments for an ‘aims‐based’ curriculum to propose curricula and associated pedagogies that can potentially address the global challenges of our times.
{"title":"Reconceptualising the school curriculum to address global challenges: Marrying aims‐based and ‘powerful knowledge’ approaches","authors":"Andy Markwick, Michael J. Reiss","doi":"10.1002/curj.258","DOIUrl":"https://doi.org/10.1002/curj.258","url":null,"abstract":"Today's school students are inheriting complex and harmful global challenges that are potentially irreversible and which they will need to address. The ability to think critically and creatively, to work in interdisciplinary teams and to understand the importance of a healthy planet for all life will be needed for success. Education has a major role in helping humanity achieve this. This article argues that transformations in both curriculum and pedagogy are required. It offers a potential conceptualisation and examples of what learning might look like to achieve these aims, exemplified by school science education as science will need to play a significant role if these global challenges are to be successfully met. This new conceptualisation draws upon Young's (2012, 2013) ‘powerful knowledge’ and the rather different approach found in Reiss and White's (2013) arguments for an ‘aims‐based’ curriculum to propose curricula and associated pedagogies that can potentially address the global challenges of our times.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"117 S151","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140257255","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}
Teachers of English as an Additional Language learners in high schools have long navigated the seemingly intransigent deficit thinking about their learners' capacity to engage fully with the intended or required curriculum. These learners are frequently constructed as the problem, as if the curriculum exists in a vacuum. This gives rise to the need to explore how deficit thinking about students, as core actors in the web of curriculum relations, may be challenged through the curriculum work of specialist English language teachers. In this paper, I use critical discourse analysis to explore how the pervasive deficit discourse can be differently construed through language use in two dimensions: power (social hierarchy or low‐high) and solidarity (social distance, close‐far). Three teachers were interviewed, and their lessons were observed to explore how social relations with diverse learners are rendered in the teachers' language. Findings show that by adopting a more nuanced stance towards their learners, many of whom are refugee‐background and have interrupted schooling, the teachers speak back to deficit views, offering alternative ways of positioning diverse learners in relation to required curriculum. Images of curriculum as transmission are disrupted, presenting it rather as complex entanglement with social relations.
{"title":"Undoing discourses of deficit with EAL learners: The centrality of social relations in teachers' curriculum work","authors":"Jennifer Alford","doi":"10.1002/curj.244","DOIUrl":"https://doi.org/10.1002/curj.244","url":null,"abstract":"Teachers of English as an Additional Language learners in high schools have long navigated the seemingly intransigent deficit thinking about their learners' capacity to engage fully with the intended or required curriculum. These learners are frequently constructed as the problem, as if the curriculum exists in a vacuum. This gives rise to the need to explore how deficit thinking about students, as core actors in the web of curriculum relations, may be challenged through the curriculum work of specialist English language teachers. In this paper, I use critical discourse analysis to explore how the pervasive deficit discourse can be differently construed through language use in two dimensions: power (social hierarchy or low‐high) and solidarity (social distance, close‐far). Three teachers were interviewed, and their lessons were observed to explore how social relations with diverse learners are rendered in the teachers' language. Findings show that by adopting a more nuanced stance towards their learners, many of whom are refugee‐background and have interrupted schooling, the teachers speak back to deficit views, offering alternative ways of positioning diverse learners in relation to required curriculum. Images of curriculum as transmission are disrupted, presenting it rather as complex entanglement with social relations.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139438990","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}
H. Gandolfi, Terra Glowach, Lee Walker, Sharon Walker, E. Rushton
{"title":"Exploring decolonial and anti‐racist perspectives in teacher education and curriculum through dialogue","authors":"H. Gandolfi, Terra Glowach, Lee Walker, Sharon Walker, E. Rushton","doi":"10.1002/curj.246","DOIUrl":"https://doi.org/10.1002/curj.246","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"45 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139442400","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 criticality of sensemaking in climate change education: Closing the gap between information gathering and curriculum making in schools","authors":"Heena Dave, Leigh Hoath","doi":"10.1002/curj.238","DOIUrl":"https://doi.org/10.1002/curj.238","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"70 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139165295","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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