Search results for: Curriculum development
Page 5/6 59 items
Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration Reframed
In this article, the authors critically analyze extant approaches to technology integration in teaching. The authors argue that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. They recommend using the technology, pedagogy, and content knowledge (TPACK) framework as a way to think about effective technology integration.
Updated: Jul. 06, 2009
This article describes how the structure and content of an initial teacher education program for primary and secondary teachers has been revised to ensure that social and educational inclusion is addressed within the core program. A rationale is presented for the development of ‘inclusive practice’.
Updated: Jun. 01, 2009
From Command to Constructivism: Canadian Secondary School Physical Education Curriculum and Teaching Games for Understanding
In this paper, the author investigates how cultural perspectives from the past have influenced the secondary physical education curricular offerings of today. The author then examines how an approach to teaching concepts of team and individual game tactics and strategies, Teaching Games for Understanding (TGfU), that relies ontologically and epistemologically upon pedagogically developed constructivist notions of teaching and learning for its existence and its knowledge base may challenge the dominant discourse of technocratic-rationality.
Updated: May. 25, 2009
The authors describe an innovative master’s program. They show how the faculty who taught in a cohort for students earning a master of arts degree in K–8 mathematics education created a coherent program by (a) identifying unifying themes that cut across courses, (b) building on ideas from one semester to the next, and (c) linking assignments for courses taught within the same semester.
Updated: May. 13, 2009
The Effect of Curriculum, Coaching, and Professional Development on Prekindergarten Children's Literacy Achievement
The study empirically assessed one community's efforts to close the literacy's gap between its advantaged and disadvantaged children. Over a 3-year period, a grassroots venture consisting of business, university and public school personnel provided teachers in 22 California state preschool classrooms with a literacy-rich curriculum. They also provided the teachers with weekly support from a literacy coach and professional development on early literacy acquisition and instruction.
Updated: Apr. 06, 2009
Assessing In-service Teachers' Instructional Beliefs about Student-centered Education: A Turkish Perspective
The main purpose of this research is to investigate in-service teachers' instructional beliefs about student-centered education. The inventory was designed to measure teachers' student-centered educational beliefs based on four components of the educational curriculum. A quantitative research analysis showed that in-service teachers held positive beliefs about student-centered education.
Updated: Mar. 30, 2009
In this article, the implementation of community-based teaching and learning programs developed by pre-service teachers (PSTs) is examined for educational and organizational issues that shaped the outcomes for PSTs. The article highlights a number of consistent themes that throw light on factors that appear to affect the success of such pre-service courses.
Updated: Mar. 02, 2009
From “Big Ideas” to Deliberate Action: Curriculum Revision and Alignment in An American Special Education Teacher Preparation Program
This paper presents an overview of how one American special education program used the model described by Kame'enui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D. C., & Coyne, M. D. (2002) to articulate and organize key dimensions of the program. Specifically, the authors deliberately used the following six design principles to frame the curriculum revision and alignment process: big ideas, conspicuous strategies, mediated scaffolding, strategic integration, judicious review, and primed background knowledge. Although the model has been often emphasized for K-12 environments, this manuscript describes how it is also useful for the university setting.
Updated: Jan. 07, 2009
'Yes, but if we have Students Think All Day When Will We Get Anything Done?': Two Conceptual Resources to Engage Students in Democratically Dangerous Teaching
The article reviews the politics of curriculum reform, and scholars who address the 'social efficiency' agenda in education. The author examines two strong examples of literature in 'authentic' practices as a curriculum conversation contesting this agenda.
Updated: Nov. 23, 2008
The aim of the study was to describe students' and teacher educators' practical experience with action research and to identify a number of special points for consideration (opportunities and limitations) which could play a role in putting research into practice in concrete terms in the courses. Students and teacher educators on three Dutch initial teacher education programmes which treat action research as both a means of professional development and a necessary professional qualification were involved. These were programmes for specific teaching levels and subjects in Dutch schools.
Updated: Apr. 01, 2008