Idea Of Curriculum Research Articles

On Reconstruction of Teacher Professional Identity in Curriculum Reform for Vocational Education

Vocational education curriculum is being reformed nationwide less than compulsory education. It sources from demonstrating college construction in higher vocational education, and imports design-oriented curriculum idea from German. To teachers, it is necessary to reconstruct their rights to utterance.

Community Leadership Institute for Equity: Planning Processes and Procedures to Develop Partnered Conferences

Abstract: Background: Community-partnered participatory research (CPPR) is a research approach that supports equitable collaboration of community and academic co-leaders in research and policy. Despite CPPR’s 25-year history, infrastructure supporting community members in bidirectional learning has not been formalized. Objective: This paper describes processes and procedures using CPPR to plan conferences to develop community leadership training infrastructure. Methods: We utilized rapid ethnographic analysis to examine conference planning processes for community leadership in CPPR. Community and academic leaders in Los Angeles, New Orleans, and Chicago met weekly over two months to plan, given COVID-19, three Zoom conferences on a leadership training institute for CPPR, with planning for (1) community co-leadership in research and policy; (2) local and national CPPR programs; and (3) models for bidirectional training. Results: The planning process emphasized bidirectional learning for community and academic members for research and services/policy to benefit communities, within a Community Leadership Institute for Equity (C-LIFE) to promote equity and power sharing for community leaders. The planning process identified major themes of framing of C-LIFE conference planning goals, developing the conference structure, promoting equity and diversity, envisioning the future of CPPR, challenges, collaborations, future curriculum ideas for C-LIFE, evaluation and next-steps for Zoom conferences in November 2020. Conclusions: It was feasible to use CPPR to plan Zoom conferences to promote community leadership training across multiple sites. Key planning themes included promoting equity, addressing structural racism, bidirectional learning and integrating community, academic, and policy priorities with community co-leaders as change agents.

Content Analysis of STEM-Oriented Studies in Science Education: 2017-2021

Recently, the number of studies oriented to multidisciplinary science education is becoming more widespread with the increasing prevalence of 21 century-based applications. It is necessary to determine the subjects that are focused on educational research and the subjects that are studied frequently or rarely in order to draw a framework. Identifying science, technology, engineering, and mathematic (STEM) -oriented studies in science education with systematic content analysis accelerates researchers working in this field and gives them clarity about the subjects, samples, and a variety of variables. Therefore, the aim of this study is to examine STEM-oriented studies in science education between 2017 and 2021 with systematic content analysis in terms of different variables in Turkey. The study was conducted according to certain criteria. Scopus, Web of Science, and Google Scholar databases and indexes were examined. the number of publications made in Turkish is greater than the number of publications in English. One of the striking findings in the data obtained is that the number of publications with two authors is the highest compared with the distribution of the number of other authors. The journal that has published the most articles is Science Activities-Projects and Curriculum Ideas. The most used sample is composed of secondary school students, and the most preferred range as the sample type is between 11 and 30. There is an almost equal ratio between the research methods (quantitative and qualitative) used in the studies. It is seen that the tools classified as alternative evaluations are used the most in the studies, whereas concept maps are the least used data collection tool. It is thought that the study will guide researchers who will conduct STEM-oriented studies in science education and will help with popular trend topics that have been widely discussed recently in Turkey.

Curriculum and NEP 2020: Perspectives and Inter-connections

There cannot be a more appropriate time for infusing the education system of India with flexibility, innovativeness and quality. National Education Policy (NEP), 2020, is a step in this direction which emphasises on inclusiveness, equity and quality with a clear focus on the attainment of learning outcomes. NEP 2020 promotes the adoption of learner-centric education which develops critical thinking, creativity and problem-solving skills and discourages rote learning methods. An effective education policy relies on strong curricular foundations for optimum results. An enriched curriculum should be rooted in India’s diverse culture, knowledge systems and traditions embracing local knowledge and cultural practices, on the one hand, and at the same time, should incorporate the modern-day learning perspectives developed by the curriculum theorists over the last century. This article analyses the idea of curriculum as conceived by different learning perspectives and how NEP 2020 draws inferences from them.

Curriculum in the digital age: Intensifying the work of teachers, the remix

This research focuses on the Teacher-to-Teacher Online Marketplace of Ideas (TOMI), the popular ecosystem of participatory online platforms for teachers seeking to share and/or curate classroom materials and curricular ideas. Teachers engage with online platforms for curricular planning through multiple, complex labor practices. In this manuscript, interview data is used to describe the process teachers engage in when using the TOMI: Identifying, Remixing and Teaching, Reflecting, and Reviewing. We then consider how these new labor practices constitute a new type of work intensification that is both richly complex and concerning due to their market orientation. We trouble these findings, considering teachers’ labor practices as examples of unpaid, casual digital labor in light of efforts to defund public education. We argue for structural shifts in public education that allow teachers more time and space for productive, creative, and fulfilling work remixing their curriculum and collaborating with colleagues in the digital space.

The Concept of an Independent Curriculum According to Progressivism Theory

Education is the process of developing foundational skills that are essential for both mental and emotional intelligence. Teachers are currently facing challenges in implementing the curriculum for autonomous learning. The application of progressivism ideology to the concept of an independent learning curriculum is one possible answer to this problem. This study aims to investigate curricula for independent learning from a progressivist perspective. The library research method, which employs a philosophical hermeneutic approach and includes elements of description, interpretation, and comparison through reference studies related to the problem's theme, is the technique employed in this qualitative study in order to gain a thorough understanding of the findings. Content analysis is the method employed to examine and discover support for the notion demonstrating how the curriculum idea is separate from progressivism's philosophical tenets. A number of learning principles are extensively emphasized by progressivism, including: 1) the idea that students should be at the center of the educational process from the beginning to the conclusion; 2) Students act as engaged members of society; 3) the role of the instructor as a facilitator, offering guidance and instructions; 4) educational establishments aim to create a cooperative and democratic environment; and 5) students need to concentrate on problem solving rather than merely learning material. In opposition to progressivism's philosophical tenets, the Free Learning Curriculum aims to enhance Indonesia's human resource base, particularly during the industrial revolution 4.0.

Book Review: Perspectives on Arts Education Research in Canada, Volume 1: Surveying the Landscape

Canadian arts educators recognize the dominance of American texts and curriculum standards in both teacher education programs and in public classroom settings. In Perspectives on Arts Education Research in Canada, Volume 1: Surveying the Landscape, the late Bernard W. Andrews (1950-2023) showcases curriculum ideas that consider the uniqueness of the Canadian experience in arts education and arts-based research. This and the subsequent volume are an important contribution to arts education research and curricula, in Canada and around the world.

On Reconstruction of Teacher Professional Identity in Curriculum Reform for Vocational Education

Vocational education curriculum is being reformed nationwide less than compulsory education. It sources from demonstrating college construction in higher vocational education, and imports design-oriented curriculum idea from German. To teachers, it is necessary to reconstruct their rights to utterance.

Implementation Of Islamic Education Learning (Pai) Design Based Independent Curriculum At Namira Islamic High School Medan

One of the presences of the Independent Curriculum is a form of curriculum innovation carried out by the Minister of Education and Culture of the Republic of Indonesia to improve the quality of education. Curriculum innovation refers to using potential part of the curriculum to propose new curriculum ideas or practices in order to solve educational problem or achieve certain goals. This is the case at Namira Islamic High School Medan. Since 2022, it has implemented an independent curriculum based on the demands of being a driving School/pilot School. The research aimed to find out: (1) Independent Curriculum-based PAI Learning Planning at Namira Islamic High School Medan (2) Implementation of Independent Curriculum-based PAI Learning at Namira Islamic High School Medan (3) Evaluation of Independent Curriculum-based PAI Learning at Namira Islamic High School Medan (4) Challenges and Obstacles to Implementing PAI Learning Design at Islamira High School Medan. This research is a type of Qualitative research using observation, interview and documentation methods. Furthermore, the analysis uses a qualitative descriptive method, namely reducing the data that produces findings and then analyzing them to produce conclusive conclusions using an inductive approach. The results of this study generally show that the implementation of Merdeka Curriculum-based PAI learning design at Namira Islamic High School can be carried out well even though it is still in the Learnig by doing adjustment stage. The design begins with consensus (Annual Meeting, Training and Socialization), teaching modules, and determining learning strategies and methods that are PAIKEM GEMBROT (Active Innovative Creative Effective Learning Fun and Totality) and Multimedia. Learning implementation is facilitated by educators as facilitators. Educators are the key to creating independent learning by understanding the totality of the Independent Curriculum learning concept itself. Learning evaluation uses the concept of diagnostic, formative and summative assessments, all of which become a measuring tool for the achievement of student learning outcomes.

Assistance in the Introduction to Multiple Intelligences for Elementary School Teachers in Differentiated Learning

Assistance with introducing multiple intelligences for elementary school teachers in differentiated learning is fundamental knowledge for teachers in implementing differentiated learning. Because differentiated learning respects the diversity of children's abilities and gives children freedom in education. Intelligence is one part of a learner's learning profile that is important to pay attention to. An individual's intelligence can be divided into several categories, including logical-mathematical, linguistic, musical, naturalistic, visual-spatial, intrapersonal, kinesthetic, and visual-spatial. Teachers need to assess and develop students' intelligence effectively, considering the variability of their intelligence. Correct learning techniques can be used in the classroom to help students achieve their full potential based on their intelligence. The idea of an independent learning curriculum is learning based on the diversity of student profiles. Therefore, teachers must know about readiness for differentiated learning. This service research aims to increase knowledge regarding things that must be prepared before implementing differentiated learning through Gugus Srikandi teachers. The method used in service is lecture, practice, and assignment methods. This research shows that elementary school teachers' reflections on differentiated learning at SD Negeri Bojong Salaman 02 include diagnostic assessments, content differentiation, differentiation, process, and product differentiation. In more detail, there were several problems with the implementation, and there were even activities outside the independent curriculum's provisions. These include diagnostic assessments that still need to meet the requirements/through the stages of an assessment action, and teachers still need clarification about integrating learning readiness, learning styles, and learning readiness. Apart from that, the reflection results also reveal that teachers have advantages in implementing differentiated learning. This advantage is that teachers often vary their education, and teachers become idols for students. Keywords: Differentiated Learning, Multiple Intelligences, Independent Curriculum.

School principals as translators – examining Swedish school principals’ translations of the standards-based curriculum

ABSTRACT This study takes the policy idea of the standards-based curriculum as a point of departure. Drawing on discursive institutionalism and pragmatic institutionalism, the study’s purpose is to critically examine school principals empirically as translators, enacting Sweden’s standards-based curriculum into local schools’ practices. The data were collected through interviews with principals from four compulsory schools in different geographical regions of Sweden, selected through purposive sampling. Røvik’s ‘translator competence’ framework and Schmidt’s ‘sentient agents’ framework were used as analytical tools. In the empirical material, examples of school principals as knowledgeable, creative, patient and strong translators were identified, interpreted as their ‘background ideational abilities’. Discourses on ‘foreground ideational abilities’ also were identified in the principals’ experiences as translators through their critical and deliberative reflections on the standards-based curriculum. By integrating discursive institutionalism and pragmatic institutionalism into the study, ideas and discourse, as well as agency and contextual and normative experiences, were interpreted as important aspects of policy translation. This provided opportunities for a broader understanding of school principals’ translations of the standards-based curriculum, which hopefully also can help develop the theoretical and methodological discursive institutional approach within education research.

The Power of Music: But What Kind?

One of the enchanting powers of music is its ability to transcend language and culture and capture complex human experiences. But music, rather than a mere reflection of social reality, also constitutes within discursive practices and contributes to the social construction of gender and sexuality. By looking at two different examples of music works, I call attention to the social-political role music plays in our life. I argue that attending to the sociopolitical perspective of music is to understand how music traverses across lives (and materials) and creates different relationships with and among us. This is an attempt to better comprehend human experiences, through which, we may repair and recreate new relationships. I end this column with a few curriculum ideas.

The Study on the Innovation of University Curriculum With SDGs as the Core: Dialogue between Curriculum Idea and Practice

The Study on the Innovation of University Curriculum With SDGs as the Core: Dialogue between Curriculum Idea and Practice

Wave phenomena andthe high school AP physics classroom

Though a staple for modeling natural phenomena in much of modern science, oscillatory motion consists of at best 14% of any high school AP Physics exams focus and at most 6% in AP Physics 1. With such a minimal emphasis, wave phenomena can easily be quickly skipped over at the end of the school year for a typical AP Physics classroom rushing to wrap up before the exam in May. This presentation will share fun and simple ways to more fully incorporate major wave phenomena such as sound into an AP Physics curriculum, while supporting the College Board AP Physics units on Simple Harmonic Motion and Oscillations, with interactive demonstrations and hands-on activities. These demonstrations and activities provide for a deeper understanding of major curriculum ideas of oscillations as well as energy transfers in various systems, which the modern high school student can get excited about and easily relate to. With these small changes students have often reported this unit to be the most interesting and easily understood units of the year.

HARMONY OF THE PHILOSOPHICAL FOUNDATION OF ENGLISH TEXTBOOKS AND THE 2013 ENGLISH CURRICULUM

Philosophy is one of the most important fundamental aspects in developing the 2013 curriculum to determine teaching and learning objectives and processes. Accordingly, textbooks should represent curriculum ideas. It must be developed in line with the philosophical foundation of the curriculum. It is to realize the objectives of teaching and learning that emphasize critical thinking and student character development. This study aimed to reveal the philosophical foundations of LKS (Lembar Kerja Siswa) in English ninth grade and its compatibility with the 2013 curriculum. LKS is an exercise guide for developing cognitive aspects and all learning aspects in the form of an experimental or demonstration guide. This study used inferential content analysis on six units of LKS-English in ninth grade, semester one, publisher by CV. Library Pillar. It examined six philosophical foundations in LKS-English of ninth grade: existentialism, essentialism, perennials, humanism, social reconstruction, and progressivism. It also examines six philosophical foundations in the 2013 curriculum, including essentialism, perennials, humanism, social reconstruction, progressivism, and idealism. So, there is a harmony between the philosophical foundation of the LKS-English of ninth grade and the 2013 Curriculum. The LKS-English and the 2013 curriculum focus on developing students' character and 21st-century skills, such as critical thinking, problem-solving, communication, collaboration, creativity, and innovation.

학생 설계 교양 교과 아이디어 공모 사례 연구

The purpose of this study is to present the operation process and results based on the student-designed liberal arts curriculum idea contest, and to draw discussion and future directions. This contest was held in the first semester of 2022 as part of the liberal arts education extra-curricular program at K University. This is to encourage students to actively suggest ideas for liberal arts subjects in various fields by reflecting the currents of the times, social demands, and personal needs. To this end, the application notification, examination, and result announcement were made between May and June 2022. A total of 28 applications were received for this contest, and 13 cases(grades 1 to 3) were selected. The evaluation criteria were timely themes, content fidelity, suitability for liberal arts subjects, and differentiation from existing subjects. A total of 5 faculty members for each college conducted the evaluation. According to the selection result, there are various ideas such as 2 language subjects of basic liberal arts and 1 character education subject in 1st grade, 4 advanced liberal arts subjects and 2 character education subjects in 2nd grade, 1 character education subject and 4 advanced liberal arts subjects in 3rd grade. Through this study, it will be possible to obtain educational implications for student-centered liberal arts curriculum design and reorganization and operation of the liberal arts curriculum.

Navigating “the chaos”: teacher considerations while adapting curriculum and instruction during the COVID-19 pandemic

PurposeThe pandemic has presented many new challenges tasking teachers with meeting the various social-emotional, academic and logistical needs of students in the midst of an ever-changing landscape. The onset of COVID-19 has drastically impacted schools and inevitably raised questions about nearly all aspects of teaching including but not limited to: how to deliver instruction, grade students, engage students, deliver materials to students, create equitable access to curriculum and assess students' mental and social health in the context of remote, hybrid and in-person instructional models. As such, this paper examines the role that the pandemic plays in deeply complexifying the already intricate decision-making processes that teachers undergo on a daily basis.Design/methodology/approachThis study uses a participant research design (Wagner, 1993) to conduct a ground-level analysis of what two high school English Language arts teachers consider as they adapt curriculum and instruction during the COVID-19 pandemic.FindingsThis study set out to fulfill two aims: (1) to examine teacher considerations during the process of adapting curriculum and instruction and (2) to document the challenges and opportunities teachers face during this process. Findings related to the first aim revolve around teacher considerations of dilemmas such as: individual conferences vs whole class curriculum progress, depth vs breadth in relation to academic progress, social emotional concerns for student well-being vs curricular progress, creating meaningful learning activities and assessments vs COVID-19 limitations, and flexibility and accountability. In addition to navigating these dilemmas, the extreme uncertainty of the situation also prompted findings related to the second aim: opportunities to experiment with new curricular ideas and the challenge of traversing a wide range of teacher emotions.Originality/valueThis paper's qualitative research design that draws on my identities of classroom teacher and doctoral student to provide an original perspective into what teachers experienced in terms of adapting curriculum and instruction during an unprecedented time. While much research, news and media, and policy has discussed the pandemic's impact on education, there is an urgent need for more teacher voices to inform understanding of what occurs on the ground level of classrooms.

A teacher's learning of transforming curriculum reform ideas into classroom practices in lesson study in China

PurposeThis study aims to explore how a Chinese lesson study (LS) supports a teacher's learning of transforming curriculum reform ideas into classroom practices.Design/methodology/approachData analyzed in this study included lesson plans, three videotaped research lessons, three audio-taped group meetings, interviews, the teacher's reflection journals and other related materials. Clarke and Hollingsworth's interconnected model of professional growth (IMPG) was adopted as the theoretical and analytical framework for examining the teacher's learning process.FindingsThis study found that teachers can deepen their understanding of innovative curriculum ideas and implement them through an iterative cycle of planning, enactment and reflection in LS. Involving knowledgeable others in the process and reflecting on evidence-based evaluation of students' learning outcomes is crucial for changing the teacher's knowledge, beliefs, attitudes and teaching practices. Theoretical tools, such as learning trajectory, are useful for transforming curriculum reform ideas that teachers find abstract and overly broad into concrete and actionable lesson designs.Originality/valueTheoretically, this study can broaden our knowledge about how the under-studied mechanism of Chinese LS can contribute to helping teachers to transform reform ideas into classroom practices. Practically, this study provides suggestions for researchers and educators to reflect on and improve the effectiveness of teachers' professional development programs in a reform context.

Values‐led curriculum co‐creation: A curriculum re‐innovation case study

AbstractPersonal values influence goals and motivate actions. The case study reported in this paper explored whether an understanding of values would provide a useful framework to guide the co‐creation of the undergraduate cognitive psychology curriculum at a UK University. A design team composed of staff and students ran two co‐creation workshops to explore underlying values. These values were translated into curriculum ideas which were then shared via an online survey to students and staff for feedback. The activities revealed a set of values that were salient when imagining future curriculum designs: feeling stimulated, choice and autonomy, developing competence, feeling safe and secure, community and fairness. In addition, a deeper value layer was visible which reflected participants' orientations to learning and education. We describe our process for eliciting values and the intertwined and iterative relationship between value elicitation and a co‐created curriculum. We also reflect on the position of co‐creation within the value landscape of higher education and the social dynamics of staff‐student partnerships. We argue that whilst using values to frame co‐creation allows for deeper insight into how to embed curriculum re‐innovation, it is important to attend to the value system of co‐creation and those who do not participate.

Problematizing the Idea of Curriculum ‘Internationalization’

Problematizing the Idea of Curriculum ‘Internationalization’