Principles Of Curriculum Research Articles

Curriculum principles, didactic practice and social issues: Thinking through teachers' knowledge practices in collaborative work

Previous subject-specific education research has shown that education in social studies subjects is dominated by strong subject traditions, while current social issues are seldom addressed and the connection to academic disciplines is weak. Putting this result into context, we discuss how the debate initiated by Michael Young about 'powerful knowledge' as a curriculum principle for the selection of school knowledge gives important theoretical insights. However, we argue that these insights can be developed further by linking them to continental Didaktik theory, in particular to Wolfgang Klafki's models of 'categorical Bildung' and 'critical-constructive didactics' and Ingrid Carlgren's perspective on teaching as different knowledge practices. These ideas make clear the link between the selection of knowledge at curriculum level and the selection and transformation of knowledge at classroom level. Based on this theoretical argument, we discuss how researchers and teachers can collaborate around the selection and transformation of knowledge in a school setting, thereby contributing to a knowledge reservoir for the teaching profession. We conclude with a discussion of an ongoing case study taking place in an upper primary school in Sweden, which exemplifies our theoretical argumentation, showing how a 'time-geographical' perspective can inform teaching about migration as a phenomenon and current social issue.

Intersectionality and Solidarity in Curriculum-Making Theatre Encounters with Marginalized Youth Researcher-Artists

In this article, drawn from my doctoral study, I argue that applied theatre encounters can serve as methods of Deweyian social inquiry and as curriculum-making events that illuminate how youths perceive their roles in social resistance and that offer them an opportunity to serve as artists, researchers, activists and public pedagogues. I situate the study in the field of curriculum studies by placing the research project itself in relation to a William Doll’s 4Rs model of curriculum principles: Richness, Recursion, Relations and Rigor. I posit that the research-based applied theatre practice of ethnodrama can potentially serve as an educational space wherein marginalized youths can integrate qualitative research and experiential knowledge as facilitators of a more just society. The 12 racialized, socioeconomically under-resourced youth participants in Toronto focused on intersectionality and solidarity in their ethnodrama action project. I explore the pedagogical, political and artistic choices these youths made in the process of both devising and presenting their original theatrical piece.

A ritmikai készségek fejlődése 12 éves korig

A ritmikai készségek fejlődése más készségek fejlődési sajátosságaihoz hasonlóan egy gyorsuló, majd fokozatosan lassuló folyamatként jellemezhető. A fejlődés legintenzívebb időszaka óvodáskorra és kisiskoláskorra tehető. A gyermekek zenei képességeinek fejlesztése is ebben a fogékony korban lehet a legeredményesebb. A ritmikai készségek fejlődése más, nem zenei képességek fejlődését is segíti. Számos kutatás igazolja a ritmikai készségek pozitív hatásait a nyelvi képességekre, az olvasásra, a matematikai gondolkodásra, a memóriára és az intelligenciára is. A ritmikai készségek fejlettsége kiemelt fontossággal bír, előrejelzője lehet a későbbi tanulmányi eredményességnek is. A tanulmány három korcsoportra bontva (3 éves korig, 3–6 éves kor között, 6–12 éves kor között) mutatja be a ritmikai készségek fejlődésének életkori jellemzőit és fejlesztési lehetőségeit. A tanulmány célja továbbá, hogy ismertesse az óvodai zenei nevelés legfontosabb szempontjait, valamint az alsó fokú iskolai oktatás kerettantervének ritmikai fejlesztésre vonatkozó alapelveit.

Evaluating financial literacy curriculum for young adults with special needs: A review of content, universal design for learning, and culturally responsive curriculum principles

Acquiring financial literacy presents many unique challenges for young adults with disabilities. Although financial literacy can and should be taught throughout the lifespan, this review examines the curriculum accessible to students with high incidence disabilities who are 14–21 years old, when they are planning for transition from secondary school to the workforce/higher education. This review examines five examples of promising financial literacy curriculum: Financial Fitness for Life, Practical Money Skills, Finance in the Classroom, Money Talks 4 Teens, and Money Smart for Young Adults. The curricula are compared for their application of universal design and culturally responsive curriculum principles. Completed rubrics will be presented to evaluate those curricula based on standards-based financial literacy concepts particularly relevant to youth with special needs, principles of universal design, and culturally responsive curriculum.

In search of the Applicability of Developing Elementary School Integrated Unit through Backward Design

As the purpose of developing curriculum, understanding of the knowledge is the fundamental aims in classroom instruction and learning. The purpose of the this study is to derive implications for the integrated curriculum of backward design model. There is an integrated unit lesson in Korea, but students do not reach true understanding. So the student’s learning deficit occurs, and the student’s grades are low. To solve this problem, this study proposed a backward design, which is one of the principles of understanding-oriented curriculum. The backward design approach allows students to reach a true understanding of the subject. This study applied the integrated unit backward design model to elementary school class. In particular, I proposed the possibility of unit development using narrative.

PELAKSANAAN RENCANA PEMBELAJARAN SEMESTER DALAM PROSES PEMBELAJARAN DI PERGURUAN TINGGI

Higher-education curriculum is contained in Semester Learning Plan (RPS) as stated in Permenristekdikti No. 44 of 2015. RPS should bind lecturers and students into the contract of study/ college so that it needs to be supervised and examination of the quality of RPS made by lecturers. The purpose of this study is to conduct surveys and observations within the Fakultas Ilmu Pendidikan, Universitas Negeri Jakarta to obtain complete and accurate data and information. Referring to its purpose, this research includes descriptive evaluative research using qualitative and quantitative data. Data collection techniques used questionnaires, interviews, and document studies. Data is processed and analyzed using simple and descriptive statistics. The research was conducted in the Fakultas Ilmu Pendidikan, Universitas Negeri Jakarta in 2017. The results from the research are the percentage of lecturers to make RPS, student involvement in refining RPS, RPS utilization for students, students' knowledge on the subject and learning objectives during the course, and the references used. Further recommendations can be evaluated on the content of RPS made by lecturers in accordance with Permenristekdikti No. 44 of 2015.
 
 References
 Boak, G. (1998). A complete guide to learning contract. Aldershot: Gower.
 Evans, T. & Nation, D. (2000). Changing university teaching: Reflection on creating educational technology. London: Kogan Page.
 Harvey, L. & Knight, P.T. (1996). Transforming higher education. Buckingham: SRHE and University Press.
 Hussey, T. & Smith, P. (2010). The trouble with higher education: A critical examination of our universities. New York: Routledge.
 McNeil, J.D. (1996). Curriculum: A comprehensive in-troduction. New York: HarperCollins College Publishers.
 Reigeluth, M. C. (1983). Instructional-design theories and models, An overview of their current status. New jersey: London.
 Sanjaya, W. (2009). Strategi pembelajaran berorientasi standar proses pendidikan. Jakarta: Prenada
 Shattock, M. (2004). Managing successful universities. Berkshire: SRHE and University Press.
 Suciati. (2001). Kontrak perkuliahan. Jakarta: PAUPPAI-UT.
 Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago: The University of Chicago Press.
 Permendikbud No 49 Tahun 2014
 Permenristekdikti No 13 Tahun 2015
 Permenristekdikti No 44 Tahun 2015
 Peraturan pemerintah No 19 Tahun 2005

DESAIN PENGEMBANGAN KURIKULUM PAI BERBASIS TEACHER AND STUDENT-CENTER

Design of curriculum development based Islamic religious education teachers and learners at the center of the learners become imperative applied in the education unit, because the subject is student learning in school. While the teacher becomes a facilitator should be able to direct, guide and a role model for their students. Islamic religious education curriculum development in general should be based on objectives and competencies, the relevance, efficiency, effectiveness, flexibility, integrity, continuity, synchronization, objective and democratic. Additionally, in particular the development of Islamic religious education curriculum principle of curriculum objectives, principles of curriculum content, didactic-methodical principles, principles with regard to media and learning resources, and evaluation principles. Keyword: Curricullum Development Design, Islamic Educations, Teacher and Student-Center

Monolingualism is the Illiteracy of the Twenty-First Century

Monolingualism is the Illiteracy of the Twenty-First Century Gregg Roberts, Jamie Leite, and Ofelia Wade Keywords cultural competence/competencia cultural/competência cultural, dual language/dos lenguas/duas línguas, multilingual skills/destrezas multilingües/habilidades multilíngues, university coursework in high school/cursos universitarios durante escuela secundaria/cursos universitários no ensino médio Response 2 to "Language Proficiency: Envisioning the Win in the High School Spanish Classroom" Monolingualism is the illiteracy of the twenty-first century. On today's world stage, multilingual skills and cultural competence have taken lead roles in building a future global workforce. In response, the state of Utah is implementing an ambitious and unprecedented initiative to ameliorate language skills that address the state's business, government, and education needs. In 2008, under the visionary leadership of former Governor Jon Huntsman and State Senator Howard Stephenson, the Utah Legislature passed Senate Bill 41 (2008), providing funding for Dual Language Immersion (DLI) and charging the Utah State Office of Education (USOE) with creating a world-class DLI program. Utah's quest is to provide all students with the opportunity to become linguistically proficient and culturally competent in multiple languages. This means mainstreaming DLI for students of diverse abilities across all socioeconomic, ethnic, rural, urban, large and small school communities throughout the state (Leite and Cook 2015). Legislators and business leaders believe this to be a critical long-term investment in the viability and vitality of Utah's future economic competitiveness. In addition, Utah is committed to being responsive to the priorities of the native-speaking and heritage populations thriving in its communities (Eaton 2016). Utah is favored with the significant presence of a large Hispanic community and a fast growing Brazilian community, for whom the priority of preserving and passing on to future generations the rich tapestry of their language and culture parallels the state's goal of eradicating monolingualism. Therefore, both the Spanish and Portuguese DLI programs have intentionally grounded their respective literacy programs in the principles of responsive curriculum and instruction by 1) adopting authentic programs developed by and designed for native speakers, rich with cultural references; 2) embracing pedagogy that is highly student centered; 3) creating channels to facilitate meaningful interpersonal connections for the students through school partnerships with Brazil and Spanish speaking countries; 4) purposely hiring highly qualified international teachers from Brazil, Mexico, Peru, and Spain, who bring their native language and culture live to the classroom, validating the cultural and linguistic identity of our native-speaking and heritage students! [End Page 116] DLI in Utah enjoys broad-based, cross-sectional support from our state community. Currently, there are 87 Spanish (30 two-way, 29 one-way, 28 secondary) and 6 Portuguese DLI schools in the state. With a rich diversity of languages, Utah also has 47 Chinese (33 one-way, 14 secondary), 20 French (13 one-way, 7 secondary), and 2 German DLI schools, with plans to add Russian and Arabic in the future. Utah DLI will serve over 32,000 students for the 2016–17 school year across 22 school districts and four charters from every corner of Utah. Despite the rapid increase in the number of schools, the state still falls short of meeting the current demand, as seen by the long wait lists that are common throughout the state. Utah educational leaders thoughtfully and intentionally selected a model that is not only rooted in research-based principles and practices of second language teaching, but is also responsive to the political landscape of the state and best meets its students' needs. Utah's DLI schools implement a fifty-fifty, two-teacher model for grades K–6, in which students spend half of their school day in the target language and the other half-day in English (Watzinger-Tharp, Swenson, and Mayne 2016). In grades seven and eight, the program offers a world language honors course and a culture, history and media course. In grade nine, participating students are expected to enroll in Advanced Placement (AP) language coursework and complete the AP exam or its language specific equivalent. Recently, Utah's K–12 program became a K–16 reality with the passage of Senate Bill 152 (2016), sponsored by...

Competencias y aprendizajes del docente: Un reto de la globalización

El estudio analiza las competencias gerenciales, desde la perspectiva de la formación necesaria como fundamento para un desempeño autónomo, de autorrealización personal, para promover las competencias requeridas para abordar de manera pertinente el hecho educativo. La metodología fue descriptiva, documental-bibliográfica, destacando los principios curriculares de visión integral, diversidad humana, globalización, aprendizaje significativo, en armonía con la pertinencia de educar en un contexto diverso y cambiante. Se concluyó la relevancia de concebir al docente como mediador del proceso para el desarrollo humano, creativo, inventivo y descubridor. El docente debe ser un reflejo y más que maestro un continuo estudioso, presto a captar y comprender la percepción de la realidad desde la perspectiva de los estudiantes para así poder guiar y ser partícipe de su desarrollo humano, social, académico y espiritual. Para finalizar, las instituciones educativas, deben considerar como necesario desarrollar la aptitud natural de la inteligencia humana para ubicar todas sus informaciones en un contexto y en un conjunto, es decir, producir conocimiento pertinente. Asimismo, propiciar la comprensión, como medio y fin de la comunicación humana.

S.カークらの教科教育を中心とした精神遅滞児教育の研究 : 「教育可能な精神遅滞児」のカリキュラム構成原理を中心に

S.カークらの教科教育を中心とした精神遅滞児教育の研究 : 「教育可能な精神遅滞児」のカリキュラム構成原理を中心に

ドイツ中等教育における「総合学習」のカリキュラム原理 : マックス・ブラウアー校にみる「プロフィール開発型」カリキュラムを中心に

ドイツ中等教育における「総合学習」のカリキュラム原理 : マックス・ブラウアー校にみる「プロフィール開発型」カリキュラムを中心に

Reconsidering the technologies of intellectual inquiry in curriculum design

ABSTRACTThis paper reports on the design and delivery of classroom pedagogies and students’ engagement with it in two different UK universities. Under the banner of curriculum design and Bourdieu's curriculum principles, the study set out to create modules that provided students with an interdisciplinary perspective on how the web is changing the way citizens live, interact and learn. Focusing on the idea that the web is becoming a tool of intellectual inquiry and an instrument of reproduction of knowledge inequality, the goal of this research was to transform knowledge practices by encouraging a learning habitus that relies on knowing how to learn rather than becoming ‘knowledgeable.’The paper concludes that the Bourdieuian perspective on curriculum design still holds currency in the digital age, given that it shares an epistemology of practice similar to that advocated by a digital participatory culture. We also offer a critique to our approach, using Bourdieu's logic of practice to examine how education as a field displays (hidden) rules that students embody as their learning habitus. As students’ learning practices become doxified through their educational trajectories, learners find it difficult to engage with a curriculum that aims to diversify pedagogical structures and reflect a changing society.

Por um currículo sem fundamentos

Por intermédio de um enfoque pós-estrutural e pós-fundacional, este artigo apresenta uma argumentação crítica ao projeto de base curricular nacional comum. Para tal, investiga alguns textos sobre base curricular nacional, com destaque para os programas de governo dos presidenciáveis de 2014, no Brasil: Aécio Neves, Dilma Roussef e Marina da Silva (substituindo Eduardo Campos). A política por um currículo sem fundamentos significa defender que não há princípios e regras curriculares absolutos, definidos cientificamente ou por qualquer outra razão, fora do jogo político educacional.

Characteristics of medical teachers using student-centered teaching methods.

PurposeThis study investigated characteristics of medical teachers who have adopted student-centered teaching methods into their teaching.MethodsA 24-item questionnaire consisted of respondent backgrounds, his or her use of student-centered teaching methods, and awareness of the school’s educational objectives and curricular principles was administered of faculty members at a private medical school in Korea. Descriptive statistics and chi-square analysis were conducted to compare faculty use of student-centered approaches across different backgrounds and awareness of curricular principles.ResultsOverall response rate was 70% (N=140/200), approximately 25% (n=34) of whom were using student-centered teaching methods. Distributions in the faculty use of student-centered teaching methods were significantly higher among basic sciences faculty (versus clinical sciences faculty), with teaching experiences of over 10 years (versus less than 10 years), and who were aware of the school’s educational objectives and curricular principles.ConclusionOur study indicates differences in medical faculty’s practice of student-centered teaching across disciplines, teaching experiences, and their understanding of the school’s educational objectives curricular principles. These findings have implications for faculty development and institutional support to better promote faculty use of student-centered teaching approaches.

Understanding the Tyler rationale: Basic Principles of Curriculum and Instruction in historical context

This historical study attempts to contribute to our understanding of the widely recognized and widely critiqued Tyler rationale for the development of curriculum and instruction by explaining it in the historical context in which Ralph Tyler developed it, by tracing its origins in Tyler’s work, and by reconstructing a history of the course, Education 360, Tyler taught at the University of Chicago. This analysis found that Basic Principles of Curriculum and Instruction, which emerged from Tyler’s field work with teachers and professors and his conception of evaluation, is best understood as a study guide that Tyler prepared for the use of his students in the course by that name that he taught during the 1940s and 1950s. This analysis found that Tyler’s rationale was remarkable in its time for its embrace of three curriculum sources, its conception of education essentially as experience, its approach to assessment as evaluation rather than as measurement, its approach to curriculum development as a problem-solving process, and its commitment to teacher participation in the development of curriculum and instruction.

Exploration in Principle and Interface Technology of Microprocessor Course Teaching

The principle of microcomputer and interface technology curriculum has the characteristic of strong practicality and wide application field. Discussion on the implementation of the research teaching process, how to design teaching, the teaching process control and comprehensive evaluation. Adopt a problem as the center, student subject, around with practice, foster innovation, the thrust of the research teaching model theory and practical teaching combining discussed to improve the teaching curriculum effect.

LA ESCUELA QUE TRANSFORMÓ EL CURRÍCULO CON TECNOLOGÍA. DESAFÍOS PARA SUS DOCENTES Y LA FORMACIÓN QUE NECESITAN

El objeto del estudio es conocer cómo organizan su currículo y formación de docentes las escuelas que incorporan tecnología de programas de “un ordenador por niño” para, de ese modo, aprender de su experiencia para organizar otro currículo y formación de docentes. El estudio estuvo compuesto por cinco casos de otras tantas escuelas. Se aplicaron diversas técnicas, siendo la principal la de entrevistas a diversos colectivos (profesores, directivos, padres). Las escuelas están localizadas en tres regiones de la zona central de España. Entre los resultados se observa que los docentes han aceptado cambiar diversos principios de articulación del mismo currículo, se han organizado en equipos muy comprometidos, han abierto procesos de diálogo con la comunidad y han ido resolviendo sus necesidades con formación a la medida. Se observa en estas escuelas que hay múltiples temas del currículo sin resolver para dialogar y sobre los que seguir formándose.

The Methodical Principles of Child's Speech Development Curriculum

In the article child’s speech development process is observed, which, on the one hand, assumes the accounting of not only didactic, but also methodological principles, which let the preschool pedagogue choose appropriate means for speech development. On the other hand, the basis of the organization of speech development process is the preschool educational curriculum, where the volume of speech abilities and skills, the demands for different aged-groups are defined. But child’s speech development peculiarities and regularities should be taken into consideration, when the choice of self-realization and self-organization methods, ways and means of child’s speech becomes urgent.

Methodical Principles of Child's Speech Development Curriculum

In the article child’s speech development process is observed, which, on the one hand, assumes the accounting of not only didactic, but also methodological principles, which let the preschool pedagogue choose appropriate means for speech development. On the other hand, the basis of the organization of speech development process is the preschool educational curriculum, where the volume of speech abilities and skills, the demands for different aged-groups are defined. But child’s speech development peculiarities and regularities should be taken into consideration, when the choice of self-realization and self-organization methods, ways and means of child’s speech becomes urgent.

A comparative study on the effectiveness of the computer assisted method and the interactionist approach to teaching geometry shapes to young children

The purpose of this study is to compare and evaluate the effectiveness of computer assisted teaching of geometry shapes and an interactionist approach to teaching geometry in kindergarten versus other more traditional teaching methods. Our research compares the improvement of the children's geometrical competence using two teaching approaches. The first one employs our ICT oriented learning method specifically targeting Realistic Mathematics Education (RME) and the van Hiele model for geometry shapes. The second method is based on the interactionist approach of teaching children in kindergarten. The sample consisted of 139 Greek kindergarten children from Crete. We conducted interventions based on the above two methods, in two experimental groups. The first experimental group consisted of 50 children who were taught geometry shapes according to the principles of Realistic Mathematics Education with the use of appropriate educational software. The second experimental group consisted of 45 children who were taught about geometry shapes with an interactionist approach without the use of computers. The control group consisted of 44 children and was taught about geometry shapes following the ways teachers chose to put the basic pedagogical principles of Curriculum for kindergarten into practice without the use of ICT. Children in all groups were pre-tested and post-tested for their geometry performance. The results showed that the teaching approaches of our interventions, the one with the additional use of ICT and the interactionist one, contribute significantly more to the development of kindergarten children's geometry competence as compared to other traditional methods.