Kate Wall, A. Hanna, Kathryn McCrorie, William Quirke, Nova Lauder‐Scott, Rebekah Sims, Lorna Ross, Elizabeth, Marysia, Brooke, Amy, Freya, Sophie
{"title":"‘Learning about research was confusing until we started creating our own questions and research’: Enacting student voice through a ‘Students as Enquirers’ project","authors":"Kate Wall, A. Hanna, Kathryn McCrorie, William Quirke, Nova Lauder‐Scott, Rebekah Sims, Lorna Ross, Elizabeth, Marysia, Brooke, Amy, Freya, Sophie","doi":"10.1002/curj.237","DOIUrl":"https://doi.org/10.1002/curj.237","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":" 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138963570","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 reports on a model for participatory curriculum development that builds on a ‘connected learning communities’ (CLC) approach. We describe and analyse the trajectory of six CLC‐cases using a framework informed by Social Practice Theory (SPT). The activities we report on took place during the first pilot year (2020–2021) of a transnational University Alliance involving six European universities. Data were drawn from document analysis, direct observations and ongoing dialogue with students and staff involved in the CLCs. Our findings illustrate the affordances of building on existing practice for curriculum development in international contexts and point out the importance of well‐equipped collaborative environments that encourage critical analysis and active experimentation. We found that the CLC model and SPT framework are helpful contributions in the field of curriculum development and argue that connected curriculum‐making approaches help shape versatile environments that can effectively transform and enhance educational provisions, experiences and outcomes.
{"title":"Participatory curriculum development: The case of EUTOPIA, a European university alliance","authors":"Linde Moriau, Jo Angouri","doi":"10.1002/curj.243","DOIUrl":"https://doi.org/10.1002/curj.243","url":null,"abstract":"This paper reports on a model for participatory curriculum development that builds on a ‘connected learning communities’ (CLC) approach. We describe and analyse the trajectory of six CLC‐cases using a framework informed by Social Practice Theory (SPT). The activities we report on took place during the first pilot year (2020–2021) of a transnational University Alliance involving six European universities. Data were drawn from document analysis, direct observations and ongoing dialogue with students and staff involved in the CLCs. Our findings illustrate the affordances of building on existing practice for curriculum development in international contexts and point out the importance of well‐equipped collaborative environments that encourage critical analysis and active experimentation. We found that the CLC model and SPT framework are helpful contributions in the field of curriculum development and argue that connected curriculum‐making approaches help shape versatile environments that can effectively transform and enhance educational provisions, experiences and outcomes.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"17 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139173580","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}
G. Healy, Matthew Courtney, Hermione Paddle, Letizia Riddell
{"title":"Curriculum in Professional Practice: Opening a forum for co‐production and innovation by and for professionals","authors":"G. Healy, Matthew Courtney, Hermione Paddle, Letizia Riddell","doi":"10.1002/curj.242","DOIUrl":"https://doi.org/10.1002/curj.242","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"33 36","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139006616","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":"Fostering reflection in the intercultural classroom: What is the value?","authors":"Fabrizia A. C. Flynn","doi":"10.1002/curj.241","DOIUrl":"https://doi.org/10.1002/curj.241","url":null,"abstract":"","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"32 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138591189","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}
Interpreting and enacting curriculum in any school is a complex undertaking, even more so in special school contexts where teachers must develop and enact appropriate curriculum modifications and accommodations for small groups of students and individual students. In special education contexts, educational modifications are changes teachers make based on a standardised curriculum, in order to be able to support the individual learning of students with intellectual and other profound disabilities, in terms of personalising learning for each student. These modifications are derived from teachers' curriculum (re)interpretations. Conversely, educational accommodations are the adjustments that teachers make in how they deliver the interpreted curriculum through individual learning episodes without changing the existent learning foci. This article presents a theorisation of how some special school educators interpret and reinterpret standardised curriculum to support the individual learning needs of students with moderate to profound disabilities through operationalising a theoretical framework of personalised learning. Operationalising personalised learning in special school contexts is theorised to be a collaged hermeneutical circle, where special education teachers work to (re)interpret curriculum, alongside the individual learning needs evidenced through teacher assessments and observations, and from student individual education plans. Within special school contexts, teachers approach the Australian Curriculum text as collaborative teams and engage in dialogue and planning about the curriculum to be taught and assessed. Thus, they aim to ensure that their students engage with the appropriate curriculum and have opportunities for learning on the same basis as students without their specific needs (i.e. students without disability). Unlike teachers in mainstream schooling contexts, teachers in special schools must (re)interpret curriculum that has not been explicitly developed for the unique learning needs of students with profound disability.
{"title":"Curriculum in special school contexts: A collaged framework for personalised, individual student learning","authors":"Michelle Ronksley-Pavia","doi":"10.1002/curj.235","DOIUrl":"https://doi.org/10.1002/curj.235","url":null,"abstract":"Interpreting and enacting curriculum in any school is a complex undertaking, even more so in special school contexts where teachers must develop and enact appropriate curriculum modifications and accommodations for small groups of students and individual students. In special education contexts, educational modifications are changes teachers make based on a standardised curriculum, in order to be able to support the individual learning of students with intellectual and other profound disabilities, in terms of personalising learning for each student. These modifications are derived from teachers' curriculum (re)interpretations. Conversely, educational accommodations are the adjustments that teachers make in how they deliver the interpreted curriculum through individual learning episodes without changing the existent learning foci. This article presents a theorisation of how some special school educators interpret and reinterpret standardised curriculum to support the individual learning needs of students with moderate to profound disabilities through operationalising a theoretical framework of personalised learning. Operationalising personalised learning in special school contexts is theorised to be a collaged hermeneutical circle, where special education teachers work to (re)interpret curriculum, alongside the individual learning needs evidenced through teacher assessments and observations, and from student individual education plans. Within special school contexts, teachers approach the Australian Curriculum text as collaborative teams and engage in dialogue and planning about the curriculum to be taught and assessed. Thus, they aim to ensure that their students engage with the appropriate curriculum and have opportunities for learning on the same basis as students without their specific needs (i.e. students without disability). Unlike teachers in mainstream schooling contexts, teachers in special schools must (re)interpret curriculum that has not been explicitly developed for the unique learning needs of students with profound disability.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"42 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138593578","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 has its origins in the EU Comenius funded GeoCapabilities project. From its outset, the project developed and researched the notion of powerful disciplinary knowledge (PDK) as an underlying principle of curriculum making in the context of secondary school geography teaching. The work, led from the UCL Institute of Education and involving school teachers, teacher educators and other stakeholders across eight mainly European jurisdictions, was framed by Young and Muller's ‘three educational scenarios’ (Young & Muller, European Journal of Education, 45, 2010 and 11). The three futures heuristic is discussed as a means to distinguish qualities of curriculum thought. Future 3 scenarios, which posit teachers as curriculum makers with responsibility to engage in essential ‘knowledge work’, provide a principled platform on which to develop ambitious educational classroom encounters. Knowledge working with PDK and (as we go on to argue) other powerful ways of knowing the world, is seen as a bridge between social realist epistemological principles and practical classroom content selections. This opens the possibility of responding to Deng's (Journal of Curriculum Studies, 54, 2022) call for developing practical theories of content with teachers. Although the authors are geographers in education drawing on different international perspectives and traditions, the paper addresses matters of interest applicable to a variety of specialist subject domains across the secondary school curriculum.
本文起源于欧盟夸美纽斯资助的地理能力项目。从一开始，该项目就发展和研究了强大学科知识(PDK)的概念，将其作为中学地理教学背景下课程制定的基本原则。这项工作由伦敦大学学院教育研究所领导，涉及八个主要欧洲司法管辖区的学校教师，教师教育工作者和其他利益相关者，由Young和Muller的“三种教育情景”(Young和Muller，欧洲教育杂志，45,2010和11)构成。探讨了三种未来启发式作为区分课程思想品质的一种手段。未来三种情景，假设教师是课程制定者，有责任参与基本的“知识工作”，提供了一个原则性的平台，在这个平台上发展雄心勃勃的教育课堂相遇。与PDK一起工作的知识，以及(正如我们继续论证的)其他认识世界的有力方式，被视为社会现实主义认识论原则与实际课堂内容选择之间的桥梁。这开启了回应邓(Journal of Curriculum Studies, 54,2022)关于与教师一起发展内容实践理论的呼吁的可能性。虽然作者是教育领域的地理学家，借鉴了不同的国际视角和传统，但本文涉及的问题适用于中学课程中的各种专业学科领域。
{"title":"Exploring ‘Future three’ curriculum scenarios in practice: Learning from the GeoCapabilities project","authors":"T. Béneker, G. Bladh, D. Lambert","doi":"10.1002/curj.240","DOIUrl":"https://doi.org/10.1002/curj.240","url":null,"abstract":"This paper has its origins in the EU Comenius funded GeoCapabilities project. From its outset, the project developed and researched the notion of powerful disciplinary knowledge (PDK) as an underlying principle of curriculum making in the context of secondary school geography teaching. The work, led from the UCL Institute of Education and involving school teachers, teacher educators and other stakeholders across eight mainly European jurisdictions, was framed by Young and Muller's ‘three educational scenarios’ (Young & Muller, European Journal of Education, 45, 2010 and 11). The three futures heuristic is discussed as a means to distinguish qualities of curriculum thought. Future 3 scenarios, which posit teachers as curriculum makers with responsibility to engage in essential ‘knowledge work’, provide a principled platform on which to develop ambitious educational classroom encounters. Knowledge working with PDK and (as we go on to argue) other powerful ways of knowing the world, is seen as a bridge between social realist epistemological principles and practical classroom content selections. This opens the possibility of responding to Deng's (Journal of Curriculum Studies, 54, 2022) call for developing practical theories of content with teachers. Although the authors are geographers in education drawing on different international perspectives and traditions, the paper addresses matters of interest applicable to a variety of specialist subject domains across the secondary school curriculum.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"27 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138594362","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}
Ben‐Peretz's (1975) concept of intended curriculum describes a version of curriculum that ‘official’ curriculum developers create to provide a detailed guide to what teachers are required to teach in schools. While some curricula are intended to guide learning, others give a more definitive regulation of what must be taught. Either way, they are a product of curriculum developers writing government policy that defines what is considered essential for students to know. The teacher then undertakes the technical task of interpreting these policy texts to discern how they will introduce the content to their students. Once the teacher receives the curriculum text, they begin a translation process. While the curriculum developer has a vision of how teachers will interpret the curriculum, the teacher's translation of the curriculum text is filtered through the teachers' understanding of the subject matter. This notion of ‘curriculum potential’ represents the culmination of the teacher's subject matter knowledge acquired throughout their education and career which serves as the reference point for curriculum interpretation. This article describes the process of curriculum interpretation used by primary teachers during the implementation of Australian curriculum reform. The study examined the interpretation process from the intended curriculum to the planned curriculum to the enacted curriculum used by the teachers and the influences impacting upon these processes. The analysis of the teachers' interpretations was demonstrated through a process for curriculum mapping developed for this study. This work will present the teachers' pathways to curriculum enactment as a hermeneutic interpretation of curriculum, revealing the teachers' curriculum potential. While frequently descriptions of curriculum potential focuss on subject matter knowledge, analysis of primary teacher curriculum interpretation necessitates a broader definition. The paper concludes that the primary teachers' interpretation process is drawn from a wider curriculum potential that intersects their knowledge of subject matter and knowledge of their students.
Ben - Peretz(1975)的目标课程概念描述了“官方”课程开发者创建的一种课程版本，为教师在学校需要教什么提供详细的指导。虽然一些课程旨在指导学习，但其他课程对必须教授的内容给出了更明确的规定。不管怎样，它们都是课程开发人员撰写政府政策的产物，这些政策定义了学生应该知道的基本内容。然后，教师承担解释这些政策文本的技术性任务，以辨别他们将如何向学生介绍内容。一旦老师收到课程文本，他们就开始翻译过程。虽然课程开发人员对教师如何解释课程有一个设想，但教师对课程文本的翻译是通过教师对主题的理解来过滤的。“课程潜力”的概念代表了教师在其教育和职业生涯中获得的学科知识的顶峰，这是课程解释的参考点。本文描述了小学教师在实施澳大利亚课程改革过程中使用课程解释的过程。本研究考察了教师从预定课程到计划课程再到制定课程的解释过程，以及对这些过程产生影响的因素。通过为本研究开发的课程映射过程来证明教师解释的分析。本研究将教师的课程制定路径作为课程的解释学解释，揭示教师的课程潜能。虽然对课程潜力的描述往往侧重于学科知识，但对小学教师课程解释的分析需要一个更广泛的定义。本文的结论是，小学教师的口译过程是从一个更广泛的课程潜力中提取出来的，这个潜力交叉了他们对主题的知识和对学生的知识。
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The COVID‐19 pandemic, which emerged during 2020, had a wide‐ranging impact on all forms of social engagement in England until February 2022, when all COVID restrictions were lifted. Schools were widely affected during this time in both tangible and tacet interactions. The impact of COVID restrictions on curricula for 11–14‐year‐olds in the Key Stage 3 secondary music classroom in schools has been among the more hidden educational impacts, and research in this area has been limited. This article discusses research conducted between November 2020 and June 2021, which took the form of an online survey with 59 classroom music teachers and semi‐structured interviews with 12 music teacher participants. Adopting a methodology of descriptive coding and thematic analysis for interviews and open‐response survey questions, the findings reveal 10 unintended consequences of COVID‐19 safety measures for curriculum music teaching in schools. The article concludes by developing the concept of the ‘funnelling’ of music teaching during this time and explores the lasting impacts of such treatment, tracing the implications for the future of music curriculum in school and policy contexts.
{"title":"Teaching music unmusically: The impact of the COVID‐19 pandemic on secondary school music curricula in England","authors":"Anthony Anderson","doi":"10.1002/curj.236","DOIUrl":"https://doi.org/10.1002/curj.236","url":null,"abstract":"The COVID‐19 pandemic, which emerged during 2020, had a wide‐ranging impact on all forms of social engagement in England until February 2022, when all COVID restrictions were lifted. Schools were widely affected during this time in both tangible and tacet interactions. The impact of COVID restrictions on curricula for 11–14‐year‐olds in the Key Stage 3 secondary music classroom in schools has been among the more hidden educational impacts, and research in this area has been limited. This article discusses research conducted between November 2020 and June 2021, which took the form of an online survey with 59 classroom music teachers and semi‐structured interviews with 12 music teacher participants. Adopting a methodology of descriptive coding and thematic analysis for interviews and open‐response survey questions, the findings reveal 10 unintended consequences of COVID‐19 safety measures for curriculum music teaching in schools. The article concludes by developing the concept of the ‘funnelling’ of music teaching during this time and explores the lasting impacts of such treatment, tracing the implications for the future of music curriculum in school and policy contexts.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"139 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139244286","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 narrative inquiry investigates an English as a Foreign Language teacher's storied experience of 30‐year extensive reading (ER) implementation, with the aim of exploring the formation of language teacher identity (LTI) of this individual teacher. Two narrative interviews were conducted, respectively focusing on the holistic story and detailed accounts of some critical incidents and significant others. Two researchers played different roles: one insider, conducting, transcribing, translating, and analysing interviews; one outsider, analysing the data with a relatively neutral perspective. Data analysis adopted an ecological approach and a three‐level framework (societal, interpersonal, and intrapersonal levels). Findings highlight the complex links between discursive features, personal experience, teacher emotions, and power differentials in shaping the dynamic and multi‐faceted nature of LTIs. Meanwhile, the considerable evolution of the teacher's ER implementation validates the importance of teacher training, especially opportunities for teachers to gain experiential knowledge which further contributes to teacher identity development.
本叙事调查研究了一位英语外教 30 年广泛阅读（ER）实施的传奇经历，旨在探索这位教师个人的语言教师身份（LTI）的形成。我们进行了两次叙事访谈，分别侧重于整体故事和一些关键事件及重要他人的详细叙述。两位研究人员扮演了不同的角色：一位是内部研究人员，负责进行、记录、翻译和分析访谈；一位是外部研究人员，以相对中立的视角分析数据。数据分析采用了生态学方法和三层次框架（社会、人际和人内层次）。研究结果凸显了话语特征、个人经历、教师情感和权力差异之间的复杂联系，这些因素形成了长期学 习障碍的动态和多面性。同时，教师在实施 ER 过程中的巨大进步也证明了教师培训的重要性，尤其是为教师提供获得经验知识的机会，从而进一步促进教师身份的发展。
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Mary Woolley, Robert A. Bowie, Sabina Hulbert, Caroline Thomas, John‐Paul Riordan, Lynn Revell
Abstract There is a gap in the research on the relationship between secondary school subject departments, particularly where, as in the case of science and religious education (RE), there is not the traditional relationship that may be seen in science and maths or across humanities subjects. More awareness of content taught in other departments is important for pupils' coherent experience of curriculum and schooling. This article reports on data from 10 focus groups with 50 participants from six universities, where student teachers of science and RE revealed a complex picture of relationships between the two departments in their placement schools. Furthermore, this article reports findings from a survey where 244 teachers and student teachers of science and RE shared their perspectives on the relationship between the two school departments. The measure was adapted from Barbour's typology, a classification describing the nature of the relationship between science and religion in a range of literature. The terms ‘conflict’, ‘independence’, ‘dialogue’, ‘collaboration’ and ‘integration’ were presented to teachers of both subjects. Little evidence was found of conflict between science and RE departments, but more ‘independence’ than ‘dialogue’ between the two departments was reported. In the light of these findings, the benefits of boundary crossing are explored alongside the role teachers should play in boundary crossing.
{"title":"Teachers' perspectives on the relationship between secondary school departments of science and religious education: Independence or mutual enrichment?","authors":"Mary Woolley, Robert A. Bowie, Sabina Hulbert, Caroline Thomas, John‐Paul Riordan, Lynn Revell","doi":"10.1002/curj.233","DOIUrl":"https://doi.org/10.1002/curj.233","url":null,"abstract":"Abstract There is a gap in the research on the relationship between secondary school subject departments, particularly where, as in the case of science and religious education (RE), there is not the traditional relationship that may be seen in science and maths or across humanities subjects. More awareness of content taught in other departments is important for pupils' coherent experience of curriculum and schooling. This article reports on data from 10 focus groups with 50 participants from six universities, where student teachers of science and RE revealed a complex picture of relationships between the two departments in their placement schools. Furthermore, this article reports findings from a survey where 244 teachers and student teachers of science and RE shared their perspectives on the relationship between the two school departments. The measure was adapted from Barbour's typology, a classification describing the nature of the relationship between science and religion in a range of literature. The terms ‘conflict’, ‘independence’, ‘dialogue’, ‘collaboration’ and ‘integration’ were presented to teachers of both subjects. Little evidence was found of conflict between science and RE departments, but more ‘independence’ than ‘dialogue’ between the two departments was reported. In the light of these findings, the benefits of boundary crossing are explored alongside the role teachers should play in boundary crossing.","PeriodicalId":93147,"journal":{"name":"The curriculum journal","volume":"14 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135972818","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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