Search results for: Curriculum
Page 2/3 25 items
The goal of this case study was to examine ways that a multicultural perspective using critical literacy practices engaged practicing teachers to rethink and re-vision oppressive hegemonic structures and attitudes regarding immigrant students and their families and helped them to develop as critical educators. The authors wanted to assess in what ways using current and controversial issues helped teachers to develop their capacities to understand and critique the world in more complex ways and what impact these experiences had on their teaching practice.
Updated: Dec. 23, 2014
Curriculum Orientations of Pre-service Teachers in Jordan: A Required Reform Initiative for Professional Development
The primary purpose of this study was to identify the curriculum orientation profiles of pre-service teachers participating in the teacher education programs at the Hashemite University in Jordan. Rigorous translation procedures were utilized to validate an Arabic version of the Curriculum Orientation Inventory (COI) for use in Jordan. The results of the factor analysis indicated that five latent factors with 29 items emerged from the Jordanian data highly consistent with the English version of the COI. Results also indicated that pre-service teachers valued all the curriculum orientations to various degrees. Specifically, they highly valued the Cognitive Process orientation followed by the Social Reconstruction orientation and the Humanistic orientation.
Updated: Jun. 10, 2014
The authors reviewed coursework related to inclusion provided to pre-service elementary teachers during their teacher preparation programs. Results suggest that many teacher preparation programs provide instruction related to characteristics of disabilities and some form of classroom management. However, few programs offer courses specifically related to differentiation of instruction for students with disabilities or collaboration between general and special education teachers.
Updated: Mar. 19, 2014
Diversity in Primary Teacher Education Gender Differences in Student Factors and Curriculum Perception
In this article, the authors are interested to know whether male and female students in the Netherland perceive the curriculum differently. The following research question was guided this study: Can gender-specific student factors be identified in relation to the initial teacher education curriculum that leads to the differences in the dropout rate? The authors found gender differences in student factors as well as in the way male and female students perceive the curriculum. Concerning the student factors, males and females differ in professional motivation and expectations concerning the curriculum at the start of their training and after two-and-a-half years.
Updated: Feb. 19, 2014
This article explores the challenges experienced by teacher educators promoting reflective practice in a large group setting, using reflective verbalisation as an organising framework. This study undertaken in a university in the Republic of Ireland. The findings reveal that the participants indicated that their experience of the module enabled them to use a reflective approach to new situations which arose in their classrooms. In addition, the participants indicated that the module had facilitated their capacity to reflect on and develop their own ideas about teaching and curriculum. However, participants did not feel that the module allowed them to explore with staff and fellow students specific curricular and/or classroom issues which they were experiencing in the practicum.
Updated: Feb. 05, 2014
How Has Recent Curriculum Reform in China Influenced School-based Teacher Learning? An Ethnographic Study of Two Subject Departments in Shanghai, China
This ethnographic study investigates the impacts of current curriculum reform on teacher learning using two subject departments from two schools in Shanghai, China. This study shows that teachers direct much attention towards searching for good practices and norms of practice to encounter new curriculum challenges. Findings show that outside experts who act as ‘boundary brokers’ are crucial in teacher learning.
Updated: Mar. 24, 2013
Technological Pedagogical Content Knowledge (TPACK) in Action: A Descriptive Study of Secondary Teachers’ Curriculum-Based, Technology-Related Instructional Planning
In this study, the authors were interested to examine the nature and development of teachers’ TPACK as it is applied in instructional planning. The authors also examined how planning changes when professional development focuses upon the design of content-based learning activities that are supported by selective and purposeful integration of educational technologies. The participants in this study were seven experienced social studies teachers from six different U.S. states. The results indicate that a content-based, activity-types approach to technologically inclusive instructional planning is compatible with existing approaches to teaching.
Updated: Sep. 23, 2012
Practicing What We Teach: A Self-Study in Implementing an Inquiry-Based Curriculum in a Middle Grades Classroom
This article describes the self study of Charles, a science teacher educator returned to teaching adolescents in a public school located in a rural area in the southeastern United States. The authors examined his beliefs and his abilities in practice by gaining first-hand, experiential knowledge through his efforts to implement a reform-based curriculum. The authors conclude that teachers must seek creative and varied ways for their students to learn science via relevant experiences that connect to student interests, utilizing more open forms of inquiry where appropriate.
Updated: Sep. 09, 2012
The current article presents a construct that has served as the perspective by which civic education and government courses have been taught in American secondary schools. The author explains the construct of natural rights. The author's purpose here is pointing out the elements of the natural rights construct and critiquing its effects on the teaching of civics and government. Then, the author outlines the moral element and theoretical and curricular elements of the natural rights construct . Finally, the author provides a critique of the natural rights perspective.
Updated: Jun. 20, 2012
Citizenship and Self-Determination for Individuals With Cognitive Disabilities: The Interdependence of Social Studies and Special Education
This article examines the ways to implement citizenship education in educational settings for individuals with cognitive disabilities. For their successful integration into society as contributing citizens, individuals with cognitive disabilities need self-determination skills such as autonomy, making choices, and self-regulation to be infused throughout their curriculum, and they should begin learning such skills as early as possible.
Updated: Jan. 25, 2012