Search results for: Curriculum research
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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 curriculum workshop (CW) is elaborated as an approach to professional learning, deliberation and inquiry. It offers a comprehensive framework for school-based deliberation and inquiry. This approach is rooted in curriculum theory, promises a broad range of applications in teacher education and provides tools to assess the trustworthiness of processes and outcomes.
Updated: Mar. 09, 2009
The article explores the use of high-stakes testing and its effect on content, knowledge form and pedagogy. A qualitative metasynthesis of 49 qualitative studies indicated that the primary effect of high-stakes testing is that curricular content is narrowed to tested subjects, subject knowledge is fragmented and teachers increase the use of teacher-centered pedagogies. However, in a significant minority of cases the tests led to expanded curricular content, integration of knowledge and more student-centered pedagogies.
Updated: Mar. 23, 2008
This article questions the basic assumptions of pedagogical content knowledge by analyzing the ideas of Jerome Bruner, Joseph Schwab, and John Dewey concerning transforming the subject matter. It argues that transforming the subject matter is not only a pedagogical but also a complex curricular task in terms of developing a school subject or a course of study. This curricular task, however, has been obscured by the concept of pedagogical content knowledge that construes transformation as primarily a pedagogical task in terms of transforming the subject matter of an academic discipline into pedagogical forms.
Updated: Feb. 17, 2008