Search results for: Curriculum development
Page 3/6 59 items
This literature review examines access to the general curriculum for students with autism by looking at the following: (a) a description of the landscape of curriculum modifications and instructional accommodations for students with autism; (b) a review of research conducted on the meaning and degree of access to the general curriculum for students with disabilities, since there were none specifically for students with autism; and (c) specific studies on the inclusion of students with autism.
Updated: Mar. 13, 2012
Teachers’ learning goals and their knowledge of students play important roles in influencing exactly how a teacher adapts curriculum materials. The authors asked two elementary teachers to write narratives about their use of and changes to particular reform-oriented science lesson plans. The authors conclude that teachers need support in considering and making productive changes to curriculum materials. This may be particularly true for elementary teachers of science.
Updated: Mar. 01, 2012
Convergent Adaptation in Small Groups: Understanding Professional Development Activities Through a Complex Systems Lens
This article reports on an exploratory study that identifies indicators of convergent vs. non-convergent adaptation in two cases of teachers working together on a technology-based curriculum construction activity. The article explores the relationship between group characteristics and adaptation processes. The authors have used the core complex systems concept of adaptation as a lens for understanding how and why some teachers are better able to adapt to the educational program requirements.
Updated: Feb. 13, 2012
In this article, the authors report partial findings of a qualitative interpretive study of female secondary school English language teachers’ perceptions of curriculum change in the United Arab Emirates. The participants were 16 female teachers in three secondary schools who had experience teaching the former and the current English language curricula. The authors recommend giving a voice to teachers in curriculum change by involving them in curriculum development processes to eliminate negative psychological effects such as marginalisation and powerlessness.
Updated: Jul. 26, 2011
Essential Characteristics for a Professional Development Program for Promoting the Implementation of a Multidisciplinary Science Module
The purpose of this study was to theoretically and empirically identify essential characteristics for a professional development program that promotes the acquisition of teachers’ competences involved in the implementation of an ASMaT module. A 3-step approach was used to identify the essential characteristics: (1) evidence produced in the classroom settings of the schools; (2) specific curriculum features of the ASMaT subject were taken into account; and (3) evidence generated by curriculum implementation literature pertaining to effective characteristics of implementing an innovation. Five characteristics were identified as essential characteristics that should be incorporated into a professional development program.
Updated: May. 10, 2011
The author describes the need of the curriculum studies community to look at a new dialectic—one marked by a physics that pull ideas inward toward some centripetal center. However, there is tension between looking for unifying ideas as they articulate with a multiplicity of incommensurate ones has marked the nature of most scholarly thinking. Despite this tension, several projects have recently been launched in the field that might signal a new age for curriculum studies. These projects have opened a new dialogue that considers possibilities of finding some semblance of canon or disciplinarity in the field.
Updated: Mar. 17, 2011
In this paper, the author describes the historical development of curriculum studies in South Korea over the last 3 decades by focusing on reconceptualist approaches to curriculum. The author argues for a reconfiguration of Western discourses in terms of local and regional knowledges. In conclusion, the author argues that writing “regional tales” sets a critical example for Western curriculum scholars while at the same time inviting links to curriculum studies and researchers in other non-Western countries.
Updated: Mar. 17, 2011
Impact of the Knowledge and Beliefs of Egyptian Science Teachers in Integrating a STS based Curriculum: A Sociocultural Perspective
The purpose of this study was to examine inservice science teachers views of integrating Science, Technology and Society (STS) issues into the science curriculum, and identify the factors that influence their decisions concerning integrating STS issues. The findings indicate that unless curriculum developers take account of teachers’ beliefs and knowledge and the sociocultural factors that shape or influence those beliefs in designing and planning new STS curriculum materials, these materials are unlikely to be implemented according to their intended plan.
Updated: Dec. 21, 2010
The Effects of the Design and Development of a Chemistry Curriculum Reform on Teachers’ Professional Growth: A Case Study
In this article, the authors describe professional growth of three Dutch teachers during the development and subsequent class enactment of student learning material for a context-based chemistry curriculum. This network consisted of three experienced chemistry teachers and A male coach employed by the teacher training department from a university was chair of the network. The results show that the development of learning material can be seen as a training program to prepare teachers for an innovation. Furthermore, teachers’ knowledge increased in all five pedagogical content knowledge domains during the development and class enactment phases.
Updated: Dec. 21, 2010
Organic Collaboration: Sustaining Teachers and Teacher Educators in the Cottage Industry of Curriculum Making
This inquiry examines the collaborative relationship between Mary, a teacher at a junior high, and Stefinee, a teacher educator at a nearby university. The purpose of this inquiry is to explore the experiences the authors have had in their collaboration that have sustained both of the authors in their professional lives. The authors use emblematic narratives to make assertions about their collaboration through the use of the metaphor of an informal roadside fruit stand while contrasting their work with larger collectives of school– university partnerships.
Updated: Oct. 17, 2010