Terms Of Curriculum Research Articles

IB-PYP curriculum and teachers’ roles within IB-PYP

ABSTRACT This article focuses on the IB-PYP curriculum and teachers’ roles within IB-PYP. The Turkish national curriculum was used to contextualize the paper, and these two curricula have been presented comparatively. The comparison encompasses their respective scoping aims, models of curricular control, distinctive teacher roles, and assessment practices. Moreover, the study incorporates insights and viewpoints from PYP teachers who also had worked for long years in public schools following the national curricula, revealing their roles in the PYP system. Drawing from interviews with PYP teachers, this case study elucidates the contrasting approaches to establishing product-process control models within these educational frameworks, as seen through the lens of teacher roles. The analysis serves to enhance comprehension of the rationale behind the PYP programme and is anticipated to offer novel perspectives on the national curriculum. The findings from the study underscore notable disparities between the two curricula in terms of their scoping objectives, patterns of curriculum control, assessment methodologies, and teacher roles. Through the accounts and viewpoints of the interviewed teachers, it was deduced that the IB-PYP curriculum within the Didaktik perspective can serve as an inspiration for future Turkish national curricula.

Development of emotional intelligence of schoolchildren in the context of a holistic pedagogical process

The article discusses the features of the process of developing the skills of the XXI century in the educational space of a modern school. Emotional intelligence is a key skill of the future. After studying the theoretical aspects of the problem, the experience of developing “soft skills” is revealed. Since emotional intelligence in education requires a comprehensive study, in the article we consider the theoretical foundations of the need for the formation of emotional intelligence of schoolchildren, with an emphasis on the means of self-knowledge and cognition of emotional development in a modern school. The interpretation of the search and the choice of the research implementation is given, which are aimed at the analysis of emotional intelligence with the installation of the problems of necessity and the possibility of their solution in the conditions of modern school. The pedagogical experiment was conducted in order to identify both positive and negative sides of the studied problem: it was found that it is possible to obtain positive dynamics according to all evaluation criteria that allow students to control the development of a high level of emotional intelligence by using a model of emotional intelligence formation, which includes effective support technologies aimed at supporting emotional behavior. Having found the relationship between emotional intelligence and intellectual development, it is proposed to set tasks for a modern school and its teachers to introduce new technologies that allow developing emotional intelligence. In terms of research special attention should be paid to the emotional culture of teachers, which should be transformative and defined as one of the professional competencies of a teacher. The article recommends reviewing the requirements of educational standards and curricula in terms of the introduction of subject-based development of soft skills.

Rola nauczyciela wczesnej edukacji w identyfikowaniu i reagowaniu na przejawy przemocy domowej – między prawnym obowiązkiem a odpowiedzialnością moralną

This is a theoretical paper which presents the role of early childhood education teachers in identifying and responding to domestic violence. Two contexts are used: moral responsibility and legal obligation (resulting from the provisions of the relevant legal acts). The focus is on early childhood education teachers, being aware that along with medical staff, they are the most likely to detect and intervene in cases of child abuse up to the age of ten. The article aims to fill in the gap in publications focused on the role of education workers, including early education teachers, in responding to manifestations of domestic violence, as well as their insufficient participation in activities within the violence prevention framework. It may be an incentive to verify the course of studies curricula in terms of content conducive to building the readiness of future teachers to take responsible actions to minimize the phenomenon of child abuse.

Educational futures: Alternative scenarios for the primary school curriculum

In an increasingly complex and uncertain world of the future and aligned with the emergence of Society 5.0, exploring alternative futures of education and the curricula in terms of fulfilling the mission of education systems is necessary. Therefore, this study set out to do foresight for the primary school curriculum in Iran. The study was conducted using the scenario planning method, which resulted in four alternative scenarios. The first scenario, called “The Magic School Bus” represents “curriculum as a personal roadmap.” The second scenario, entitled “The Pursuit of Happyness” describes the “curriculum revival.” The third scenario, named “The Ice Age” represents the “curriculum collapse.” The fourth scenario, entitled “Dead Poets Society” narrates the situation of “curriculum in limbo.” The findings showed that innovation comes from agency of players rather than impeccable structures and requires a transformation in perspectives about the educational aims in the digital era, as well as an increase in the authority and empowerment of schools. A key policy priority should thus be developing practical ideas for reshaping the curriculum and producing prototypes of future-proof educational models.

Coeval Dancefutures in the Nordics

This paper looks at the conceptual boundaries of dance-as-art in the Nordics and discusses strategies towards coeval dancefutures away from contemporaneity as a colonial idea(l) of time. The future of dance-as-art in the Nordics needs to be pluralised for the artform to be representative of the regional demography and, as such, stay relevant. This paper proposes two research strands that can contribute to this pluralisation. The first investigates how the conceptual boundaries of dance-as-art shape the leading dance education courses in the Nordics in terms of curricula and student mass, and how these could be expanded. The second strand focuses on diversifying the professional field through artistic research in choreography as a format of speculative future fiction that can suggest new, coeval dancefutures.
 Dance-as-art is frequently equated with the genre referred to as Contemporary Dance, a highly contradictory term. Rather than denoting all dance forms of the present, it commonly implies a specific set of formalized dance techniques and choreographic formats derived from Western-European and North American modern dance of the twentieth century. Contemporary Dance holds a somewhat exclusive access to formal dance education, art funding as well as networks of dissemination and distribution in the Nordics. Other dance forms are often met with a denial of coeavalness by the Contemporary Dance field, hence largely excluded from the realm of art.
 This paper argues for the creation of structures for a large variety of coeval dancefutures through revising professional and ethical standards in the Nordic dance field. Instead of continuing to claim the defining power of what constitutes dance-as-art, those of us who currently do have access to education, funding, and dissemination need to take responsibility for challenging and expanding these systems to create a diverse, cultural sustainability within dance-as-art.

Comparison of 2015 environmental education and 2022 environmental education and climate change curricula in terms of various dimensions

Bu araştırmanın amacı, Millî Eğitim Bakanlığı (MEB) tarafından yayımlanan 2015 Çevre Eğitimi Dersi Öğretim Programı (ÇEP) ile 2022 Çevre Eğitimi ve İklim Değişikliği Dersi Öğretim Programı’nı (ÇEİDP) çeşitli boyutlar açısından karşılaştırmaktır. Doküman incelemesi ile elde edilen veriler içerik analizine tabi tutulmuştur. Araştırmadan elde edilen bulgular her iki programda da değerlere yer verilmediğini göstermiştir. Paris Anlaşmasının onaylanmasından sonra hazırlanan 2022 ÇEİDP’ye anlaşmanın yansıdığı görülmüştür. 2015 ÇEP’de iklim değişikliği küresel çevre sorunları arasında bir sorun olarak belirtilirken 2022 ÇEİDP’de küresel çevre sorunlarının iklim değişikliği çerçevesinde ele alındığı görülmüştür. Her iki programın da okul dışı öğrenme ortamları konusunda yetersiz kaldığı belirlenmiştir. Araştırma sonucunda iklim değişikliğine karşı toplumsal direnci artırmak için afet eğitimine daha fazla yer verilmesi önerilmiştir.

Public education in Iran 1921-1925 AD

Education is a basic nucleus in building society, as people's progress is measured by the progress of their education system. Developed peoples are those who follow a developed system in terms of curricula and methods of education, and provide modern buildings to make them educational centers. This study came to show the developments and changes that occurred in public education in Iran during the four years that followed the white coup led by Reza Khan in 1921 AD, his assumption of the prime minister (1923-1925 AD), and the most important laws that were enacted during that period and the schools that opened, whether they were (primary, intermediate, secondary, vocational).

Promoting ELF awareness in Language Teacher Education and ELT practices: perspectives and challenges

Abstract Research into the pedagogical implications of English as a Lingua Franca (ELF) has seen important developments over the last decade, through investigation of how English Language Teaching (ELT) can, and should, respond to the challenges and issues connected to the global spread of English in terms of curricula, syllabi, materials and classroom practices. In this perspective, Language Teacher Education is a central factor to promote awareness of the necessity to respond to how English is used as a global lingua franca today, not least in terms of Language Awareness, multilingual practices and meaning negotiation through Communication Strategies. In this paper we aim at addressing aspects related to teacher awareness as to ELF, in terms of how ‘language’, ‘language teaching and learning’ and ‘language use’ are conceived within an ELF-aware perspective. We will look in particular at the role that Language Awareness, Communicative Competence especially as to its strategic dimension in pragmatic moves, and multilingual practices play in ELF, and at their relevance in raising teachers’ awareness of ELF and ELF-aware pedagogic practices. We will then examine how these aspects interrelate with the three components in Sifakis’ ELF awareness model – awareness of language and language use, awareness of instructional practices, awareness of learning – also providing exemplifications of activities that could be used in ELF-oriented Teacher Education, and in ELT practices, to foster reflection on how they can become part of English language teaching and learning.

From Literacy to Skills Discussing Media Education and Its Goals

Digital media and accompanying forms of communication also affect risks and opportunities regarding media-related competencies. Since a broad basis of knowledge is required to understand the increasingly complex contexts in both mediatized and interpersonal communication, media literacy and media education must be considered crucial to meet these current challenges. However, media education is noticeably limited to digital skills aimed at preparing citizens primarily for the world of work. Understanding media literacy in this way means degrading the acquirement of competencies for democratic participation and debate to a mere nice-to-have. This paper aims to critically discuss the ongoing move of media literacy education and programs toward acquiring digital skills primarily. Therefore, we assessed Austrian governmental decrees and curricula in terms of their focus on both the promotion of citizens’ employability and media education concerning democratic participation and deliberative communication. In addition, we conducted interviews with two leading Austrian experts in media education to gain insights from different perspectives.

Mišljenje nastavnika o zastupljenosti i značaju srpske duhovne muzike u nastavnim programima za Muzičku kulturu u drugom ciklusu opšteobrazovne škole

Spiritual music is said to have many functions: from religious, pedagogical, to educational and developmental functions. Reducing spiritual music, particularly Serbian spiritual music, solely to a tool for awakening one's religious feelings had a negative impact on studying this type of music in Serbian education in the post-war period. However, in the last decade of the previous century, Serbian spiritual music was incorporated in the curricular content of Music Education in primary schools. Bearing this in mind, the authors of the paper set the aim of their research - to determine the representation of Serbian spiritual music in teaching Music Education in the second cycle of general education, as well as its significance according to teachers' opinions. In order to contribute to this endeavour of national importance, the authors conducted research to investigate how much is Serbian spiritual music present in the current curricula, recommended contents, and music lessons, and what is its function from teachers' perspective. The research results, obtained on a sample of 24 teachers from the territory of the city of Niš, show that teachers attach importance to covering this content in their music lessons, they believe that this type of music is sufficiently represented in the curricula, and that they self-educate on this topic. The results illustrate the current situation which can be a starting point for potential modifications of the curricula in terms of expanding the content related to Serbian spiritual music.

Evaluation of Teacher Education Curricula and its relevance to licensure examination using Context, Input, Process and Product (CIPP) model

This study aimed to evaluate the relevance of the teacher education curricula of one state university in Samar Philippines to the national licensure examination for teachers. To this end, the CIPP (context, input, process, and product) evaluation model developed by Stufflebeam was employed. Documentary analysis of course catalog, interviews with the teachers and students as well as focus group discussion of graduates who took the exam were employed to gather data. Based on the experiences and viewpoint of the student-participants, there are areas for improvement of the curricula in terms of its relevance to the licensure examinations. The evaluation revealed mismatches and discrepancies of the curricula to the professional examination. It is recommended that an effective curricula should ensure that student graduates can depend on its content in order to hurdle licensure examination competencies. Hence to sustain its relevance, it entails constant upgrading of the curricula which involve both the faculty and the students.

한국과 중국 스포츠교육학 연구동향 비교분석

Purpose: The purpose of this study is to compare research trends in sport pedagogy between Korea and China.BR Method: This study analyzed the abstracts of physical education papers published in KCI (N=1340) and CSSCI (N=2000) from 2007 to 2021 in both countries. The data were analyzed in a topic modeling mode l using the LDA (Latent Dirichlet Allocation) algorithm.BR Results: 1) keywords that are highly related to school PE appeared in Korea, and health education in China. 2) The research topics of Korea were class, curriculum, teacher education, student athlete, model, and sports club. The research topics of China were school PE, EP teacher, curriculum, health education, reform, teaching & learning, and information communication technology (ICT). 3) The research topics in Korea were class, student athlete, sports clubs and the research topics in China were school PE, health education. ICT in China showed an increasing trend. However, both showed a downward trend in the subject of research on physical education teacher education.BR Conclusion: sport pedagogy research in both countries has strong commonalities in terms of curricula and teacher education. However, Korea shows different research themes in sports clubs, while China shows different research themes in health education and ICT. However, they all have important implications.

The Analysis of Primary and Secondary Education Curricula in Terms of Null Curriculum

This study aims to examine primary and secondary education curricula in terms of controversial issues such as human rights, terrorism, sexuality, etc. determined by the participation of teachers, academicians and education union representatives beforehand. This study was designed as a document analysis which is one of the qualitative research methods. In this study, the curricula of the compulsory courses (N=16) of primary and secondary education were examined through content analysis. The curricula were analyzed in terms of controversial issues through a descriptive analysis form which was prepared by the researcher. The document analysis form was based on the controversial themes and sub-themes determined by the participation of teachers, academicians and education union representatives beforehand. The study revealed that controversial issues addressed by the education stakeholders were mostly not covered in the curricula of compulsory courses in primary and secondary education; in other words, it was the null curriculum. Furthermore, it was found that there was no relation between the general objectives and acquisitions of some curricula in terms of controversial issues.

Programın Temel Ögeleri Açısından 2013 ve 2018 Kimya Öğretim Programlarının Karşılaştırılmas

The purpose of this research was to examine the 2013 and 2018 secondary education chemistry course curricula in terms of the basic elements of the program. This research used document analysis which is one of the qualitative research methods. The analysis of the research consists of “general objectives”, “units”, “recommended topic titles”, “numbers of learning outcomes”, “course hours”, “learning-teaching processes”, and “measurement and evaluation” sections. As a result of the research, it was observed that in the 2013 chemistry course curriculum, 9th and 10th grades were determined as "basic level", 11th and 12th grades were determined as "advanced level," and it has been seen that the general objectives of both levels are included in the curriculum. During the four years, 90 topics in 18 units were proposed in the 2013 curriculum, while 77 topics in 19 units were proposed in the 2018 curriculum. It has been observed that general information about the implementation of the program is included in both the 2013 and 2018 chemistry curricula.

Reconstructing the Mathematics Curriculum for Post-16 Students: a Comparison of the Approaches in England and Bulgaria

A major reform of the Mathematics curriculum was published in England in 2016, implemented in 2017 and examined in 2019. In Bulgaria, the analogous reform was published in 2018, will be implemented in 2020 and examined in 2022. This paper takes the framework developed by Budgell and Kunchev (2019) and seeks to interpret the new curricula in terms of the Students, the State and the Curriculum with an introduction to Assessment. In terms of the Curriculum, the paper examines, at the highest level, General and Specific Objectives; followed by Overarching Themes; then the Topics covered and finally the Detailed Content Statements for each topic. The paper concludes that the real differences between the teaching of Mathematics in England and Bulgaria lie not in the Mathematics itself but in the overall curriculum and assessment frameworks within which Mathematics is taught.

Dialogic authorial academic language learning

This paper reenvisions academic language learning in the university from a dialogic authorial perspective inspired by the work of Bakhtin. I argue that language pedagogues have misappropriated the radical alternative Bakhtin poses for language learning in his critique of genre through adopting a Vygotskyian internalization approach to discourse and a post-structuralist interpretation of Bakhtinian dialogic discourse as intertextuality. I explore how genre pedagogy has adopted these misunderstandings of Bakhtin to prioritize students’ and scholars’ socialization within pre-existing, commonly accepted, shared, authoritative patterns of discourse. I claim that genre pedagogy tends to legitimize the practice of university writing curricula to postpone students’ engagement in meaning making, focusing on training over education. I explore the consequence of this prioritization on socialization and training in form for suppressing students’ dialogic addressivity to and problematization of the ideas of others, which is an essential for meaningful academic discourse. By contrast, a dialogic authorial approach to language learning prioritizes education through students’ and scholars’ ontological engagement in posing problems and authoring meaning in communion with others. The expectation is for language forms to become a necessary byproduct of the production of utterances that are meaningful to oneself and responsive to others. When focused on meaning, academic language forms become invisible except when there are challenges with intelligibility or modality. I argue for a radical rethinking of university language learning curricula in terms of a focus on voice and the “stylistics” of form to serve meaning making.

Implicature Analysis on English Textbooks for Junior High School: A Comparison Between National and International English Textbooks

Indonesian government provides both national schools and international schools with different English exposures and different language uses that are implemented in the textbooks. Considering the importance of understanding implicature for students, it needs to be investigated what type of textbook has sufficient resources of implicature for students� learning. Nevertheless, there is a small number of previous researchers that consider comparing textbooks from different types of schools with different curricula in terms of conversational implicature. Therefore, this study aimed to identify the types and analyze the implied meaning of conversational implicature and flouting of Grice�s maxim that is used in When English Rings a Bell for Junior High School and Cambridge Global English for Lower Secondary textbooks, as well as to find the distinctions that are shown in both textbooks in terms of the implicature. This study employed a descriptive qualitative research method with a content analysis approach. This study found that there were 19 conversations from 241 pages collected from When English Rings a Bell and 17 conversations from 152 pages from Cambridge Global English for Lower Secondary which were categorized into GCI and PCI as well as the four maxims (Quality, quantity, relevance, and manner). Therefore, the percentage for the occurrence of conversational implicature and the flouting of the maxim is higher in the international textbook. In conclusion, as the whole comparison, the most noticeable distinction shown in both textbooks is in terms of the way both textbooks provide content of the learning material in the form of conversation. It is also shown the different level of language use in both textbooks that will affect the complexity of the implied meaning in the conversations where the international textbook provides conversations with clearer context and the implied meaning are way more complex.

Ocean literacy in Brazilian school curricula: An opportunity to improve coastal management and address coastal risks?

Ocean literacy (OL) is defined as the understanding of the ocean's influence on human beings and vice versa. It aims to improve knowledge on marine environments, enabling citizens to make responsible decisions concerning marine-related issues. To this purpose, formal education mediated by curricula plays an important hole. Therefore, the goal of this study was to investigate both the presence (if the principle or concept were identified) and frequency of occurrence (number of times each principle or concept was found) of OL principles and concepts in Brazilian curricular documents at federal [Common National Curriculum Base (Base Nacional Curricular Comum–BNCC)] and regional [Brazilian Federative Curricular Guidelines (Referenciais Curriculares das Unidades Federativas–RCs)] levels. OL topics were mostly found in RCs than in the BNCC, especially concerning principle 1 (The Earth has one big ocean with many features). However, most of the concepts from principles 2 (The ocean and life in the ocean shape the features of the Earth), 4 (The ocean makes Earth habitable), and 5 (The ocean supports a great diversity of life and ecosystems) were poorly addressed, and there was no mention of principle 7 (The ocean is largely unexplored). Non-parametric statistics was performed and showed significant differences in the frequency of occurrence of OL principles and concepts among the RCs from the five Brazilian geographical regions (Kruskal-Wallis test, p = 0.034), as well as those from coastal and non-coastal areas (U-Mann-Whitney test, p = 0.021). Principal component analysis discriminated the Brazilian curricula from different geographical regions into two different groups. These clusters were formed by South-Southeast-Midwest regions and North-Northeast (Principal component 1 explained 99.33% of the total variation, with a 0.95 correlation with the frequency of OL principles and concepts in the RCs), showing certain heterogeneity among the RCs of the different Brazilian Federative Units. The results indicated that Brazilian curricula address more OL contents than do other countries. However, the representativeness of OL in Brazilian documents is below the recommended for a person to be considered ocean literate, especially for topics dealing with environmental risks in coastal zones. Furthermore, the inclusion of OL in classrooms will depend on the teacher's approach to the curricula, which, therefore, depends on their professional training to deal with the subject. An effort to improve curricula in terms of OL contents can be a helpful strategy to overcome one of the main challenges for social participation in a bottom-up management, the lack of information.

The Impact of COVID-19 on Dental Research in Educational Settings: What are the Opportunities?

The COVID-19 pandemic has significantly impacted dental education and research activities, creating challenges for students, educators, and health-care professionals. The unfolding crisis has shed the light on how technology can facilitate not only the delivery of dental education and improving access to dental care but also new and ongoing research. While dental schools worldwide have re-structured their policies and curricula in terms of incorporating appropriate methods of distance learning, this now needs to be applied to dental research where appropriate. By conducting a "strengths, weaknesses, opportunities, and threats" analysis and describing the authors' experiences, here we discuss the impact of the pandemic on various aspects of dental research to provide a timely perspective on dental research activity in academic institutions to help achieve research outcomes despite the pandemic's impact.

What Has Changed for Top MBA Schools Within a Decade in terms of Mindfulness?

The concepts of “mindful consumption” and “sustainability” became indispensable parts of both academia and business life. Based upon an initial research conducted in 2012, this research aims to understand and compare the change within a decade in MBA curricula in terms of mindfulness content inclusion as well as sustainability and ecological orientation. The results compare the evolution of the integration of concepts to curricula since 2012 through the official websites of the top 100 MBA schools of the Financial Times Global Ranking in both 2012 and 2022. The study aims to summarize how the concepts of sustainability, mindful consumption and ethics are incorporated in first sight to the curricula of these schools.