Search results for: Curriculum development
Page 4/6 59 items
The authors’ goal was to understand the contrasting discourses used by teacher educators in talking about curriculum development, on the grounds that such discourses frame interpretations that direct the implementation of teacher education as a whole. Five contrasting interpretative repertoires were found. The authors illustrate these and discuss what they imply for the development of teacher education.
Updated: Aug. 17, 2010
Schools face a lot of data on the functioning of their school which they can use to make improvements in teaching, learning and the organization. This explorative study in the Netherlands shows that teachers mainly use classroom level data for making instructional decisions at classroom level, and school leaders mainly use school level data for policy development decisions. The article concludes with suggestions with regard to enhancing the effectiveness of data-driven decision making.
Updated: Aug. 03, 2010
This study was conducted to reveal teachers' views of the effectiveness of the INSET courses they attended on the new curriculum and to evaluate the courses based on the teachers' views and the effective INSET characteristics reported in the literature.The participants were 20 primary and 18 secondary school teachers. According to the findings, the INSET courses were found to be ineffective, mainly in terms of the quality of the instructors, teaching methods employed, duration of the courses and support after training. The authors conclude with suggestions to conduct effective INSET courses.
Updated: Jul. 25, 2010
Toward a Sexual Ethics Curriculum: Bringing Philosophy and Society to Bear on Individual Development
In this article, the author reviews the recent history of sexuality education battles. The author criticizes both Abstinence Only Until Marriage (AOUM) and Comprehensive Sexuality Education (CSE) curricula. Furthermore, the author discusses how, in CSE's accommodation to AOUM objections, ethical dimensions of sex education may have been neglected in favor of evidence-based practice.
Updated: Jul. 13, 2010
Classroom-Level Curriculum Development: EFL Teachers as Curriculum-Developers, Curriculum-Makers and Curriculum-Transmitters
This qualitative study aimed to explore teacher curriculum approaches and the strategies attached to each approach. The study was grounded in teacher curriculum development, curriculum implementation, teacher development, student cognitive and affective change and constructivism. Working with English as a foreign language (EFL) teachers and mixed-nationality college students, the study reached a teacher curriculum approach classification comprising curriculum-transmission, curriculum-development and curriculum-making. It recommended alternatives for teacher, student and curriculum development, curriculum implementation and teacher training.
Updated: May. 09, 2010
This article describes a study on teacher educators' professional development in the context of national curriculum reform in China. The article presents a case study on Chinese teacher educators' professional development in the context of education reform. It explains the background of the implementation of the new curriculum of basic education and its impacts on teacher education. After analyzing the major issues emerging from the investigation, the author suggests further research regarding the development of a sustainable curriculum of teacher education and steering standards for teacher educators' professional development.
Updated: Apr. 27, 2010
The author claims that if teachers are to participate in the politics that determine curriculum and pedagogy, education programs must provide differentiated credentials that welcome adults into teaching and offer insight into the processes of political organizing and public speech. The author concludes that it is only through collective public action with their peers and with their communities that teachers can influence curriculum and change their schools.
Updated: Apr. 27, 2010
Alignment is a means for understanding the degree to which different components of an educational system work together to support a common goal. Alignment research is one method to demonstrate that state organizations, districts, and schools send a consistent message to teachers and students about what is required. The authors (1) discuss the importance of alignment for facilitating proper assessment and instruction, (2) describe the three most common methods for evaluating the alignment between state content standards and assessments, (3) discuss the relative strengths and limitations of these methods, and (4) discuss examples of applications of each method.
Updated: Feb. 21, 2010
Using Educative Curriculum Materials to Support Preservice Elementary Teachers' Curricular Planning: A Comparison Between Two Different Forms of Support
Educative curriculum materials are materials designed to promote both teacher and student learning. These materials may help novice teachers learn how to engage in productive curricular planning. This quasi-experimental study examines the affordances and constraints of two different forms of educative support, general supports and lesson-specific supports, in helping preservice elementary teachers critique and adapt science curriculum materials. Implications for teacher education and curriculum materials design are discussed.
Updated: Jan. 31, 2010
The article presents a case study of a 2nd-year teacher who was in a graduate-level Multicultural Curriculum Design course, which was designed to develop the complexity with which teachers understand and plan curriculum. Data included (1) several student papers, (2) a reflective journal, (3) classroom observation of the teacher, and (4) an interview . The case study reinforced the importance of creating contexts in which teachers can examine their own backgrounds and beliefs, interact with one another, and interact with ideas that stretch them intellectually.
Updated: Nov. 18, 2009