Curriculum Support Research Articles

경기도 0세아전용 어린이집확대 및 활성화 방안

The purpose of this study is to study the direction of the development of daycare centers as a way to expand and revitalize the 0 to 1-year-old childcare center project, which is a specialized childcare project in Gyeonggi-do. The 0-year-old childcare center in Gyeonggi-do is the first childcare facility for 0 to 1-year-olds in the country in 2008 so that dual-income families can trust and entrust their children. In-depth interviews were conducted to study ways to expand and revitalize the specialized childcare projects in Gyeonggi-do, and the study participants consisted of four directors and three teachers working at a daycare center for 0 to 1-year-olds in Gyeonggi-do. In the process of searching for data, the ratio of teachers to children, the demand for specialized infant curriculum, the concerns over the integration of kindergartens and daycare centers, the director's concurrent position as teachers, and the demand for improvement of the childcare environment were found. Based on the demand for improvement, the policy proposals for the future development direction of daycare centers are as follows. First, support for the mandatory infant professional curriculum and in-depth curriculum for the professional reinforcement education of 0 to 1-year-old teachers was derived as an alternative. Second, the need for a review since 2015 was mentioned as a discussion on the director's concurrent position as a teacher, and the need to seriously consider whether the clarification of guidelines and supervision are well followed and effective was proposed. Third, we proposed to improve the environment for professional infant care by improving the childcare environment, secure the expertise of cooks, and devise measures to resolve the difficulty of preparing infant textbooks and parish play. Fourth, we proposed to provide services for customized care at the birth registration stage through active promotion of daycare centers for children aged 0 years. Based on this, we hope that the daycare center for children aged 0 to 1in Gyeonggi-do will be expanded and revitalized to start discussions to develop.

A Case Study of Organizational and Curricular Attributes for Interprofessional Education: A Model for Sustainable Curriculum Delivery

Background: In health and social care (HASC) professional education, interprofessional competencies are optimally developed by engaging in interprofessional education (IPE) activities that are delivered sustainably along a continuum. Ultimately, active engagement in IPE is meant to prepare future practitioners for interprofessional collaborative practice (IPCP), which leads to improved patient/client and community-oriented outcomes. Methods and Findings: This qualitative case study explores how four Canadian post-secondary institutions deliver IPE within their HASC professional education programmatic structures. Data were collected from institutional websites, publicly available IPE relevant records and documents, and interviews with coordinators and faculty/facilitators of IPE curriculum. Data were inductively analyzed to generate relevant themes, followed by a deductive analysis guided by the five accreditation standards domains identified in the Accreditation of Interprofessional Health Education (AIPHE) projects. Analyses of the data resulted in five attributes: 1) central administrative unit, 2) longitudinal and integrative program, 3) theoretically informed curriculum design, 4) student-centred pedagogy, and 5) patient/client-oriented approach. Conclusions: Using these attributes and guided by AIPHE’s accreditation standards domains, an organizational-curricular model for sustainable IPE is proposed, through which we assert that IPE reinforced through these organizational and curricular supports reflects successful programming, leading to patient/client-oriented outcomes.

CONTEXTUALIZED INTERACTIVE LEARNING MATERIALS (CILMs) FOR MATHEMATICS 1

The study was conducted to develop Contextualized Interactive Learning Materials (CILMs) for Mathematics 1 based on the results of the survey on the need to prepare CILMs and the problems encountered in the preparation and use of instructional materials in teaching Mathematics administered to 148 Grade 1 public elementary school teachers in the Schools Division of Ilocos Norte. Results were analyzed using the mean, frequency count, percentage, and rank.
 The findings showed that there is a need to prepare CILMs for all the learning competencies in Mathematics 1. Also, there were problems encountered by them in the preparation and use of instructional materials which could be addressed by the production of a curriculum support material. Hence, the CILMs were developed. Based on the results of the evaluation made by the content specialists, ICT experts, and Grade 1 teachers, the CILMs were found to be very highly valid and very highly acceptable as a curriculum support material for mathematics instruction.
 In the light of findings and conclusions, the researcher recommends that teachers be provided with means for internet connectivity and be given adequate professional development experiences in preparing contextualized interactive learning materials; copies of the CILMs may be provided to the school administrators, program heads, and teachers for the adoption of the materials to classroom instruction; monitoring and evaluation on the use of the CILMs be done; documentation on the initial adoption and implementation of the CILMs be done; and similar or related studies to be conducted in other grade levels for Mathematics.

Elementary science teachers’ engineering integration after long-term in-service training program with and without curriculum material support

ABSTRACT Background and Purpose As a response to the need for effective engineering integration in K-12 science classrooms, teachers should be supported with rich professional development (PD) with diverse components (e.g. curriculum material support). Grounded in the framework for quality K-12 engineering education, this study explores how elementary science teachers integrated engineering into science lessons after participating in PD and the nature of engineering integration with additional curriculum material support (CMS). Design/Method In this single-case study with multiple embedded units of analysis, three teachers’ 79 classroom video recordings were analyzed using the Classroom Observation Protocol for Engineering Design with the engineering design process and engineering habits of mind components. Findings Analysis showed that teachers spent time on each design component in both PD Year and CMS Year, with an increase for at least half of the components in the CMS Year. Across all the observations in both years, the most common engineering design process component was researching possible solutions to the engineering challenge. Compared to the PD Year, teachers’ engineering habits of mind integration improved greatly in the CMS Year. Regarding engineering design and science concepts integration, observations became more balanced, moving away from the independent ends of the continuum in the CMS Year. Conclusions Long-term PD was effective in supporting teachers’ integration of engineering design components. Providing CMS had the greatest impact on the integration of engineering habits of mind components. Along with PD, curriculum support with explicit indication of how and when to incorporate engineering with habits of mind components was beneficial for teachers.

Critical Reading and Student Self-Selected Texts: Results of a Collaborative, Explicit Curricular Approach

ABSTRACT This research asks whether a competency-based curriculum designed to integrate information literacy, critical reading, and writing improves students’ ability to critically read sources and then use source content for their own purposes. We hypothesized that critical reading-infused library instruction, course instruction, and curriculum support via peer consultation (intervention group) would positively impact students’ critical reading facility and ability to synthesize sources into meaningful writing as opposed to students who do not receive this instruction (control group). Our research indicates a strong correlation between students’ navigating a critical reading curriculum for a research project with self-selected texts and positive research-based writing outcomes for these courses. Students in the intervention group were more likely to be able to integrate source material effectively into their self-selected research-based projects than students in the control group.

Multimodal Approaches in the Competency of Listening and Speaking Skills among Grade 1 Learners in Kenya

Implementation of the use of multimodal approaches in teaching listening and speaking skills has remained elusive. Mastering listening and speaking skills in the English language in the early years of learning plays a critical role in the achievement of Second Language (L2) learning and continuous cognitive and meta-cognitive development among learners. Consequently, researchers who examine the best approaches to use in teaching listening and speaking skills agree that proper identification, description and use of multimodal approaches have a bearing on achieving competencies in listening and speaking skills. However, teachers of the English language have shown less engagement in the identification and usage of multimodal approaches while teaching listening and speaking skills. As a result, studies show that over 70% of learners in lower primary schools in Kenya cannot dully express themselves in the English language. It is against this background that this paper attempts to elucidate how the identification, description and use of multimodal approaches by teachers of English can aid in the effective teaching of listening and speaking skills during classroom interaction. The paper further highlights the bottlenecks that teachers of the English language go through while trying to use multimodal approaches in a classroom with learners with multiple learning styles. The study was conducted among selected primary schools in Western Kenya. Stratified sampling was applied to source for respondents who included Grade 1 teachers of English and 7 Curriculum Support Officers from the same zones. Primary data was sourced from 75 primary schools’ teachers of English. Questionnaires, observation schedules and interviews were used to elicit data. Findings revealed that proper identification, description and use of multimodal approaches motivated teachers of English to design and use multimodal approaches during classroom interaction. However, the findings also revealed that some teachers of English were not aware of the importance of identification and use of the right multimodal approaches played in the classroom. The paper advocates for teacher training in proper identification, description and implementation of multimodal approaches for effective teaching of listening and speaking skills among Grade one learners.

Challenges faced by curriculum advisors when offering curriculum support to schools in rural South Africa

Many stakeholders have severe concerns about providing curriculum support to schools. South African districts have minimal authority beyond planning and focusing objectives on district settings, but they are in charge of implementing all areas of educational operations, including curriculum, funds, and resources. Curriculum support has come under scathing criticism from teachers and principals who describe it as difficult and unsustainable. From a qualitative standpoint, coupled with the case study research design, this study used a purposive sample to select 15 (n = 15) participants. Data were collected through literature reviews and the application of semi-structured Key Informant Interviews and analysed using Thematic Analysis. The results of the study include understaffing of curriculum advisors, heavy workloads, incompetence, a lack of skill and pedagogical training that are requisite for the task, and a time constraint to handle curriculum challenges. This paper aims to investigate challenges faced by curriculum advisors when offering curriculum support to schools in the Waterberg District in the Limpopo Province of South Africa. This study concludes that adequate operational resources should be made available since they can improve everyone's access to high-quality teaching and learning resources. It is recommended that adequate funding be made available to address the district's financial issues so that curriculum advisors can easily provide curriculum support.

Development of Android-based Interactive Multimedia Social Impact Informatics (Maksim) in Support of the Independent Curriculum

This study aims to examine the viability of incorporating android-based interactive multimedia into the Informatics curriculum for seventh-grade students. The expectation is that the captivating and interactive elements of this multimedia will serve as a catalyst for students to cultivate a deeper understanding of Informatics, regardless of whether they are engaged in a traditional classroom environment or pursuing independent learning from their residences. The ADDIE model, encompassing analysis, planning, development, introduction, and evaluation, was employed as the developmental framework for this study. Based on the results of the study, it was determined that the validation rates for the instrument were as follows: 93% validation by instrument experts, indicating a high level of validity; 81% validation by media experts, also indicating a high level of validity; and 100% validation by content experts, indicating a complete agreement on the validity of the instrument. In addition, it was found that the assessment's accompanying questionnaires were deemed highly applicable by both teachers and students, with a rating of 100% for teachers and 89% for students. The findings of this study indicate that the Maxim multimedia materials developed for the purpose of teaching and learning Informatics in class VII at UPT SMPN 3 Pangsid demonstrate both validity and utility.

Quality Education in Kenya: Perspectives for the Transition of Students from Secondary Schools to Universities

Sustainable Development Goal Four (SDG 4) on education ensures inclusive and equitable quality education opportunities for all. United Nations (UN) member states had to adopt the SDGs protocol. Kenya, like any other country in Sub-Sahara Africa, domesticated the SDG. Consequently, this study investigated factors influencing students’ transition from day and boarding schools to University in Mutomo Sub-county, Kenya. The study was based on the system theory propounded by Scott (1987), who adopted a system perspective in analyzing organizations. The study adopted a descriptive survey research design. The target population for the study was 15 secondary schools, 15 Curriculum Support Officers (CSOs), 128 teachers, 15 principals, 15 chairmen of School Management Boards (CSMBs), and 925 Form four students. Random sampling was used to select 150 students and 45 teachers. Census sample of 15 Principals, Five CSOs. The total sample size was 230. This corresponded to a confidence interval of .05 and a confidence level of 95%, corresponding to a z-score of 1.96 and a standard deviation (SD) of .5. The study findings revealed that resources and institutionalization play a key role in the influence of transition rates of students. Also, the study concluded that the categorization of schools threatens the transition rates. The study suggested adequate capitation to schools be provided by the government regular in-service courses for teachers be held. The study also suggested staffing schools with adequate teachers. The study further recommended that stakeholders be sensitized to providing adequate infrastructure and instructional materials.

Hope and Ambiguity

Among contemporary predicaments of war, political populism, truth and communication, climate change, and the collapse of welfare states – partly because of them – we face a crisis in curriculum. The inertia of a content-based curriculum diverges ever-further from a volatile world and the major issues of the day. More importantly, it denies young people the tools they need to negotiate a complex world of ambiguity, uncertainty and responsibility for their self-determination. This article argues for a reaffirmation of European Humanistic principles in curriculum as a political strategy to bring the education of young people into closer alignment with lived realities, and to encourage them to act as informed citizens. The starting point is a research-based curriculum. We can look to the New Science of Consciousness and mind for methodological support for an enquiry-based curriculum.

ScratchJr design in practice: Low floor, high ceiling

The demand for developmentally appropriate tools and learning environments for early childhood computer science education is greater than ever. One of the most widely used introductory coding environments designed for children ages 5–7 is ScratchJr (Bers & Resnick, 2015; Flannery et al., 2013), which has over 40 million users worldwide. ScratchJr was designed as a “low floor, high ceiling” learning environment — meaning that it is accessible to novice users while also allowing more experienced users to grow their knowledge. In this paper, we evaluate how the “low floor, high ceiling” design of ScratchJr is received in practice through looking at the programming performance of users at different ages, timepoints, and experience levels. We find that the youngest, and most novice users were able to engage with the app to some extent with no instruction, but engagement was optimized with curricular support. Additionally, we found that the oldest, and most experienced users still had room for growth and discovery in the app. We conclude that the design decisions in ScratchJr such as iconography, block variation, and open-endedness of the environment creates a welcoming and engaging experience for a wide range of users, both children and adults.

Trainee doctors' preparedness for clinical work in geriatric psychiatry: A survey on 18 preliminary entrustable professional activities.

Research concerning transitions from one rotation to another during medical specialist training is scarce. This study examined trainee doctors' perceived preparedness for core clinical activities, trainee doctors' preparedness levels, and general perceptions of medical specialist training in geriatric psychiatry. Swiss trainee doctors in geriatric psychiatry were surveyed about their perceived preparedness for 18 preliminary entrustable professional activities (EPAs), curricular support, and general perceptions of their medical specialist training. Closed questions were analysed using descriptive statistics, while open questions were subjected to content analysis. The participants comprised 48 trainee doctors (30.4% response rate) who differed in their educational experience (years of residency and specialism) and clinical subspecialisation goals. Trainee doctors felt adequately prepared for most EPAs but less prepared for some, including electroconvulsive therapy, psychotherapy, and treating older adults in the home environment or residential facilities. Despite the trainee doctors' diversity, they did not differ significantly in perceived preparedness for most EPAs. The most often offered suggestions for improving geriatric psychiatry training were intensified clinical supervision and a structured induction programme. Trainee doctors reported that they felt sufficiently prepared for most EPAs, regardless of their backgrounds and professional goals. However, several professional activities in geriatric psychiatry warrant further training. Our findings indicate the need for a higher intensity of clinical supervision (e.g. more direct observation and specific feedback), the introduction of structured induction programmes (e.g. orientation week), and specific teachings (e.g. on neurocognitive assessment).

Linking Teachers' Profiles to their Capability in Curriculum Implementation: Analysis of Factors that Shape and Influence EFL Classes

An analysis of teachers' profiles and their influence on the curriculum implementation of English taught as a foreign language (EFL) constitutes the crux of the study. Teachers' profiles provide a gauge of their capability in curriculum implementation. Policies have been conceptualised to facilitate the seamless and smooth interaction between the teacher's role and task, and to ensure that the curriculum is implemented according to its goals and objectives. However, when teachers' profiles do not meet the requirements, and the policies do not facilitate the teachers' task, challenges arise that impact the teaching–learning process. Thus, this study analysed teachers’ profiles and the influence of these profiles on teachers’ curriculum implementation. The survey design captured 57 EFL teachers' profiles and their beliefs and perceptions about implemented policies. The findings reveal that most of these teachers had an intermediate proficiency level and more than a decade of teaching experience, and most taught at high school level in urban areas. Pedagogically, teachers employed communication-driven activities; however, certain conditions, such as big classes, insufficient time, and limited resources, were factors that may have affected the effective facilitation of the implementation of the English component of the curriculum. Teachers' profiles and institutional support are key factors that influence the outcome of policy implementation. Having an appropriate professional profile in the teaching pool and providing the appropriate pedagogical and curriculum support is pivotal to curriculum implementation of teaching a foreign language such as English in a predominantly Spanish-speaking country such as Ecuador.

Teacher professional knowledge application and service delivery in public secondary schools in Bungoma East Sub County, Kenya

The purpose of this study is to determine the effect of teacher professional knowledge practice on teacher service delivery. The study was guided by Goal Setting Theory by Edwin Locke (1979) and adopted a descriptive research design. The study population of 1050 respondents comprising of three Curriculum Support Officers (CSO), 78 Principals, 80 Deputy principals and 870 teachers from public secondary schools in Bungoma East Sub County. The sample size was determined using Krejcie and Morgan formula for determining sample sizes where a sample size of 263 was achieved. The study employed purposive, stratified and random sampling techniques to draw the respondents. All the Curriculum Support Officers were used in the study. The researcher used questionnaires and interview guides to collect data. Quantitative data was analyzed using descriptive statistics and presented in tables. Qualitative data was analyzed as per themes and subthemes and described using quotations. The study established that there was little impact on teacher service delivery by preparation of lesson plans, use of teaching/learning aids in class, marking of learners’ exercise books, lesson observation and ratings by school managers in public secondary schools.

Evaluating the Influence of Secondary Education Quality Improvement Project (SEQIP) on Quality Education in Public Primary and Secondary Schools in Kenya: A Case of Marigat Sub-County

In Kenya, many projects have been done in the education sector to improve the quality of education, and among these projects is the Secondary Education Quality Improvement Project (SEQIP). Since the SEQIP inception in 2017, much has been done in public primary and secondary schools and little has been reported. The purpose of the study was to evaluate the influences of the SEQIP on the education sector in Marigat Sub-County in Kenya. A descriptive survey design was used where structured questionnaires alongside interviews were administered to the sampled respondents to collect the data which was analyzed using Excel. Descriptive statistics such as frequencies and percentages were used to summarize the data. The data were collected from 68 schools; 17 from each zone and 3 teachers from each school, all 4 curriculum support officers (CSOs) from each Zone, an SCDE, and a TSC Sub-County director which formed the sample size. The study found that the SEQIP project has helped in the improvement of quality as said by 73% of the respondents. The project also was found to have improved the rate of retention in classes 7 and 8 and also the transition to secondary school as said by 60% of the respondents. It was further established that 93% of the respondents agreed that the project has enhanced the adoption of new curriculum reforms. The study came to the conclusion that SEQIP made a significant contribution to the creation of curriculum designs and teacher training. The study suggests that the School-Based Teacher Support System (SBTSS) application in teaching should be monitored and reported on. The Sub-County education quality assurance officers should be tasked with checking the proper implementation of the training’s contents in school by the teachers.

Postgraduate dental resident education: A pilot in age-friendly "mentation" training.

Postdoctoral dental education in caring for older adults lacks didactic and clinical training in mentation topics, one of the core elements of the Age-Friendly Health Systems (AFHS) framework. Our primary goal was to launch a pilot project in clinical geriatrics focusing on older adults' mentation concerns, with a secondary goal to improve dental residents' confidence and competence in dental care and oral health. Age-friendly care elements are not routinely incorporated into the dental education of residents caring for older adults with cognitive impairment or dementia. Therefore, we implemented a pilot educational project, providing the missing educational opportunity for residents in geriatric training covering cognitive impairment and focusing on Alzheimer's disease and related dementias. We designed educational sessions through a needs assessment, focus group discussions, and expert validation. We developed three e-Learning modules covering mentation concerns and dementia screening. We tested the modules in a pilot study of 15 dental postdoctoral residents as an essential part of their clinical practice. The dementia dental learning module increased the residents' satisfaction with didactic preparedness (4.45 0.97) and knowledge acquisition (4.36 0.84). Residents strongly believed that learning about the AFHS-mentation topic would improve patient care. Our pilot study is a pioneer project in support of a new AFHS-themed dental curriculum for clinical education. Further expansion of the age-friendly principles to include mobility, medications, and what matters to older adults will establish a model framework of redesigned geriatric dental education for academic centers.

INFLUENCE OF THE ATTITUDE OF TEACHERS ON ACADEMIC PERFORMANCE OF VISUALLY IMPAIRED LEARNERS IN PRIMARY SCHOOLS OF RONGO SUB-COUNTY, KENYA

<p>Visual impairment has a negative impact on the learner’s ability to learn. In Kenya learners with visual impairment experience problems interacting with the learning environment just like other learners with other forms of impairment. The purpose of the study was to investigate the influence of the Attitude of Teachers on Academic Performance of Visually Impaired Learners in Primary Schools of Rongo Sub-County, Migori County, Kenya. The study was based on Bandura’s (1968) Social Cognitive Theory of learning which outlines the process of learning as a result of the surrounding environment. The study employed a descriptive survey design. The study population included 29 headteachers of public primary schools with the integrated program, 40 Special Needs Education (SNE) Teachers and 5 Curriculum Support Officers (CSOs) giving a total of 74 respondents. Purposive and Saturated sampling techniques were used to get a sample size of 29 headteachers, 40SNEteachers and 5 CSOs. Reliability of research instruments was done through piloting on 4 SNE teachers, 3 headteachers and 1 CSO in UririSub-County. Using the test-retest technique, a reliability index of 0.79 and 0.81 was attained for teachers’ and headteachers’ questionnaires respectively. The reliability test for the interview schedule was carried out by parallel-form reliability. The content validity of instruments was established by presenting the instruments to an expert for confirmation. Quantitative data was analyzed using descriptive statistics of frequencies, percentages and means and Inferential statistics of Pearson Correlation Coefficient and Chi-square. Qualitative data was analyzed based on emerging themes generated from the study objective. Data were analyzed using the Statistical Package of Social Sciences (SPSS) version 22. Frequency and percentage tables were used to present collected data. The study established that there was a significant relationship between teachers’ attitude and teaching learning materials and academic performance at p <0.05. Therefore the null hypothesis was rejected and it was concluded that teachers’ attitude affect academic performance in Integrated Primary Schools in Rongo Sub-County. From the study it was recommended that teachers handling visually impaired learners should work on their attitude to improve the performance of visually impaired learners; teaching and learning materials that are relevant and appropriate should be made available to visually impaired learners in order to aid their academic performance. Research findings will assist in identifying appropriate teaching methods, teacher training, and a conducive working environment to boost teacher morale and adequate teaching and learning resources.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0025/a.php" alt="Hit counter" /></p>

Teachers' experiences of support for curriculum making a new subject, psychology

AbstractThis article reports teachers' experiences of support for curriculum making a new secondary school subject, psychology, as part of major curriculum reform, including the introduction of external examinations. Seven teachers participated in meetings at eight timepoints over two years. Content analysis identified five themes. Participants described support across different sites of curriculum making: (1) Connectedness with teachers at school, (2) Guidance from the curriculum authority, (3) Collegiality with psychology teachers, (4) Student engagement, and (5) Heavy investment of their own time to lead the way. Proactive and reactive support that acknowledged teachers' backgrounds and provided time and space for guidance and dialogue was inadequate at the beginning and tended to remain that way. Opportunities for collaborative curriculum making were less likely for teachers in regional areas, new to science, or the only teacher in the school. The teachers understood curriculum making a new subject as a complex and collective endeavour. The findings of this study emphasise the importance of cultivating supportive structures and processes across school, curriculum authority and curriculum‐broker sites for teachers and valuing the teacher's central role as curriculum makers in establishing a new subject in an externally driven curriculum.

The Relationship between Teacher Training and Implementation of a Competency-Based Curriculum in Public Primary Schools

A competency-based curriculum is a curriculum that allows students to develop prescribed competencies. In Kenya, the Competence-Based Curriculum implementation of 2-6-6-3 was adopted in January 2017. This education system replaced the 8-4-4 system of education and it aimed to nurture the learners’ talents. School preparedness for the new curriculum change in Kenyan public primary schools is very important in the education policy framework. When curriculum change takes place in education, teachers as instructors and implementers should be prepared to be competent in their work. Educators have a responsibility to ensure that today’s learning content meets tomorrow’s global demands for every learner. However, in Kenya, various stakeholders have expressed concerns regarding school and teachers’ preparedness for the Competence-Based Curriculum. This aim of this study was to find out whether there is a relationship between teacher training and the implementation of a competency-based curriculum in public primary schools. Dewey’s Social Constructivism theory guided the study. A descriptive survey design was used in this study. The target population of the study included 24 Curriculum Support Officers (CSOs’), 524 head teachers, and 610 Grade 1 teachers. The sample size was 6 CSOs, 52 Headteachers, and 61 Grade 1 teachers. A saturated sampling technique was used to select all the 52 head teachers from 52 schools. Simple random sampling was used to select the schools and CSOs. A purposive sampling technique was used to select Grade 1 teachers in Kericho County. Data was collected using interview schedules, questionnaires and observation technique. Quantitative data were analysed using descriptive statistics in form of percentages, means, and standard deviation, while inferential statistics were correlated using Pearson product-moment correlation. Qualitative data was analysed using themes and sub-themes. The findings established the teachers had a correlation of 0.369 with a calculated value of 0.005 and were significant to the study. For teachers, it was 0.500 with a calculated value of 0.00. The calculated p-values of 0.00 and 0.004 were significant. The study recommended that the government should fast-track more teachers’ training and employ upgraded teachers who were already CBC compliant to meet the gap of insufficient teachers due to high population of learners. The results of this study were important for the successful adoption of the CBC and for educational stakeholders.

How Teachers’ Knowledge of Curriculum Supports Partnering with Students in Their Science Learning

ABSTRACT A key goal of science learning today is to support students in posing and answering questions about phenomena that matter to them while establishing a need to grapple with disciplinary ideas and practices reflected in standards. To be successful in this endeavor, teachers need to learn to partner with students on the direction of their learning while remaining attentive to goals for learning reflected in standards. In this paper, we explore the idea that educators’ developing knowledge of curricular purposes and structures can help support their enactment of instructional materials that help them balance these two goals. Our study draws on 36 teachers’ experiences of learning to teach with instructional materials aligned to the Next Generation Science Standards as part of a field test that included multiple cycles of professional development workshops and enactments. Our findings illustrate how teachers’ knowledge of curriculum can help them make sense of their own growth in teaching.