Recent Curriculum Reform Research Articles

School-based teaching research and lesson-case study in mediating the second-cycle curriculum reform in Shanghai

PurposeEmerging research on education reform in Shanghai for the last decade or so has either focused on broad contexts and trends of the second-cycle curriculum reform or the professional development in response to the reform or a few detailed cases of teaching improvement to meet the reform demand. Little attention has been paid to how schools as institutions have been made to respond to and enact the reform. Through three detailed school cases, the purpose of this paper is to understand their distinctive responses to reform in terms of how they interpreted, enacted and sustained their reform efforts and how more importantly lesson-case study and multi-tiered research projects has become a reinvigorated form of Chinese lesson study and teaching research to significantly mediate the school’s curriculum reform efforts. Features of sustainable development behind these cases are conceptualized by Lave and Wenger’s notion of transparency of the mediating technology of a community of practice.Design/methodology/approachDrawing on master’s thesis reports of school leaders (2010-2016), school research publications and lesson cases as secondary data sources, an instrumental multi-case research design was adopted to build detailed case narratives and tease out cross-case comparisons.FindingsBuilding on unique strengths and legacies to solve school problems, the three secondary schools responded to, enacted and sustained the reform in unique ways: case 1, a municipal key school, has focused on “three translations (of curriculum)” involving all teaching research groups (TRGs) in specifying broad curriculum standards and turning them into concrete, actionable designs and student tasks which are tested and refined through iterative cycles of lesson-case study, with the decision making for each translation informed by research projects studying problems arising. Case 2, a district key school, has capitalized on its strong TRGs and used research projects and lesson-case study to unite teaching, research and PD into a whole; and case 3, a regular neighborhood school, has aimed to build a structured PD system to tackle teacher stagnation by stressing the reflection components of each cycle of lesson-case study, challenging teachers to learn in the district-level curriculum integration experiment, and nudging them into their own research projects with well-staged support. In all the three cases, research projects have been networked connecting municipal, district, school and teachers in building a research climate. The lesson-case study has turned designs into refined actions to ensure quality of curriculum implementation and teacher growth.Originality/valueThis study yields insights into the inner workings of Shanghai’s recent curriculum reform. With strategic injection of research into the familiar institutional structures and organic cultural forms of collegiality, school innovations can be built on familiarity to create a sense of continuity, coherence and institutional identity so that teachers learn from doing with least disruption. The slow and steady work of sustaining innovations and reform goes beyond simple notions of scaling up and relies on building internal drive and institutional and teacher capacity for deep learning in responding to reform.

Breaking barriers: Research-based collaborative professional development between in-service teachers and university researchers

In the Philippines, the recent curriculum reform has impelled the attention of various education sectors for teacher professional development (PD). The purpose of this qualitative this study is to assess the impact of a year-long research-based collaborative PD of 30 elementary school science teachers with university science education researchers. The PD activity followed the lesson study model which features collaboration and reflection. Data were obtained from audio and video-taped transcripts and formal interview. The constant comparison method was used to analyze and formulate themes from the data transcripts.Reliability of codes was ensured using the Cohen inter-rater reliability analysis with an acceptable value of 0.734. Results revealthat a change in the teachers’ professional culture was the main impact of study which encompasses collaboration, teachers’ practices focused on student learning, continuous teacher learning and reflective practice. Keywords: Classroom-based research; collaboration; lesson study, professional development; professional learning.

Becoming teacher-researchers: teachers’ reflections on collaborative professional development

BackgroundIn many educational settings, professional development (PD) for in-service teachers assumes particular significance in the wake of curricula reform. This is so that teachers are enabled to become familiar with new competencies that are aligned with new learning standards, and also that teachers may be supported in actively reflecting on their practice. In recent years, some models of PD that incorporate the qualities of sustainability, collaboration and classroom-based research have gained popularity. Classroom-based research with teachers, however, is not always considered by teachers themselves to be an attractive or meaningful model for professional development. This is due to the notion that teachers may be hesitant to engage in research, because of reasons that include a lack of time, weak motivation, a sense that it is a low priority and the belief that research results are irrelevant to the immediate needs of the teaching and learning situation.PurposeThis study aimed to challenge this perception by supporting teachers to become empowered to participate in classroom-based research. It was conducted in the context of exploring what needs to be improved in response to recent curriculum reforms in the Philippines. The study set out to analyse the reflections of in-service teachers who considered the significance of their partnership with university science researchers in a year-long, research-based collaborative professional development activity. As the professional development activity was in its early stage of implementation, it was hoped that insights could be gained into the important factors of the activity, to support its development and design.MethodsIn this qualitative study, teachers’ reflections about their collaborative research-based PD with university researchers were categorised. Data were obtained from audio and video-taped transcripts, supplemented by formal interviews. Qualitative thematic analysis of conversations was strengthened by using the constant comparison method of Grounded Theory in order to formulate themes from the data transcripts.FindingsResults suggested that through collaboration, sustainability, trust and commitment, the teachers recognised the advantages of classroom-based research in the improvement of their instructional capacities. Through the analysis of the teacher reflections, the study yielded three major themes that are significant in the consideration of classroom-based research: (1) increased understanding of classroom dynamics; (2) shared ownership and involvement; and (3) reflective practice to connect and resolve ideas against prior beliefs. With the full involvement of the teachers, it appeared that the classroom research-based PD employed in this study helped to empower teachers and assisted in eliminating negative notions of research: the PD became, instead, an opportunity for immediate learning.

Discursive institutionalism: towards a framework for analysing the relation between policy and curriculum

Discourse approaches in education policy analysis have gained prominence in the last decade. However, though the literature on policy discourses is growing, different conceptions of the ‘discursive’ dimension and its potential for empirical analysis related to the field of curriculum policy have not yet been fully researched. To address this gap in education policy research, this article explores the framework of discursive institutionalism. Using background and foreground ideas and coordinative and communicative discourses on three analytically distinct levels, this article proposes and discusses a framework for empirically analysing, explaining and understanding education reforms on the transnational and local levels. The introduced conceptual framework represents an integration of discursive institutionalism (DI) and curriculum theory (CT) to provide a more multifaceted set of concepts to explore the lending and borrowing of transnational education policies and their application at both national and local levels. These concepts have been applied as analytical tools in a research study on the most recent curriculum reform in Sweden, and they may serve as an example of how different ideas, discourses and levels can be distinguished in research studies to maintain the complexity of education reforms.

A rights-based approach to science literacy using local languages: Contextualising inquiry-based learning in Africa

This article addresses the importance of teaching and learning science in local languages. The author argues that acknowledging local knowledge and using local languages in science education while emphasising inquiry-based learning improve teaching and learning science. She frames her arguments with the theory of inquiry, which draws on perspectives of both dominant and non-dominant cultures with a focus on science literacy as a human right. She first examines key assumptions about knowledge which inform mainstream educational research and practice. She then argues for an emphasis on contextualised learning as a right in education. This means accounting for contextualised knowledge and resisting the current trend towards de-contextualisation of curricula. This trend is reflected in Zanzibar’s recent curriculum reform, in which English replaced Kiswahili as the language of instruction (LOI) in the last two years of primary school. The author’s own research during the initial stage of the change (2010–2015) revealed that the effect has in fact proven to be counterproductive, with educational quality deteriorating further rather than improving. Arguing that language is essential to inquiry-based learning, she introduces a new didactic model which integrates alternative assumptions about the value of local knowledge and local languages in the teaching and learning of science subjects. In practical terms, the model is designed to address key science concepts through multiple modalities – “do it, say it, read it, write it” – a “hands-on” experiential combination which, she posits, may form a new platform for innovation based on a unique mix of local and global knowledge, and facilitate genuine science literacy. She provides examples from cutting-edge educational research and practice that illustrate this new model of teaching and learning science. This model has the potential to improve learning while supporting local languages and culture, giving local languages their rightful place in all aspects of education.

Teaching for ‘Historical Understanding’: What Knowledge(s) do Teachers Need to Teach History?

Recent curriculum reform in history in Australia promotes ‘historical understanding’ through discipline-based teaching practice. However, many middle school teachers are new to the scope of historical knowledge and skills required. This paper reports on a case study of five Queensland teachers in one secondary school who undertook a school-based trial of the Year 8 Australian Curriculum: History in 2012 - 2013. Drawing on notions of historical consciousness and frameworks for curriculum alignment, the case study indicates that the intent of the stated curriculum to develop concepts of ‘historical understanding’ is undermined by two factors – first, teachers' inadequate knowledge of the scope of the curriculum and second, a patchy understanding of how key substantive and procedural historical concepts contribute to ‘historical understanding’. The research identified significant gaps in the disciplinary knowledge of history teachers and makes recommendations for pre-service and in-service history teacher education.

An Analysis of Recent Curriculum Reform for Developing Core Competencies in Finland and Canada: A case of mathematics

An Analysis of Recent Curriculum Reform for Developing Core Competencies in Finland and Canada: A case of mathematics

Moral education and the aboriginal peoples of Taiwan: From Sino-centrism to the ethic of multiculturalism

Taiwan is not only inhabited by ethnic Chinese, as many who are not so familiar with this island might think; it also has a substantial number of aboriginal peoples who have lived on the island for millennia, long before the Chinese, Europeans and finally the Japanese colonisers arrived. The aboriginal peoples of Taiwan are Austronesian, with linguistic and genetic ties to ethnic groups found in the Pacific nations of the Philippines, Malaysia, Indonesia, New Zealand, the islands of Oceania, and also on Madagascar in the Indian Ocean. This article looks at some of the challenges faced by this indigenous population, due in large part to the ethnic or racial prejudice of the Taiwanese which was reinforced by the national government. It also examines recent curriculum reforms and the educational discourses that reject racism and affirm the ideals of ethnic and cultural freedom and equality, thereby exemplifying moral education in the truest sense.

Differentiated instruction: are Hong Kong in-service teachers ready?

Differentiated instruction (DI) is nothing new and is believed to be an effective research-based strategy to cater for learner diversity. Differentiation involves finding multiple ways to structure a lesson so that each student is provided with an opportunity to work at a moderately challenging level. Previous studies, however, found that teachers were not well prepared and insufficiently equipped with skills and knowledge about DI. In the recent Hong Kong curriculum reform, DI has been highlighted as one of the ways to catering to learner diversity. The purpose of the study is to examine in-service teachers’ readiness for using DI strategies and perceived challenges in its implementation. Using a mixed-methods design, a questionnaire was used to investigate teachers’ perceived readiness for and obstacles toward using DI strategies, as followed by semi-structured focus group interviews that were done to in-service teachers of two schools. Qualitative data as obtained from the interviews was used to explain the quantitative data. With the use of factor analysis, two factors were identified in the survey, including Factor 1 Teacher-centred approach and Factor 2 Student-centred approach. Findings indicated that teachers generally tended to be ready for using DI strategies; however, they were more ready for using teacher-centred approach. Three perceived obstacles toward DI were identified: class size and diversity, time, and understanding of teaching strategies. Implications for curriculum development, professional development and research directions will be discussed at the end of the paper.

Enhancing student engagement through the affordances of mobile technology: a 21st century learning perspective on Realistic Mathematics Education

Several recent curriculum reforms aim to address the shortfalls traditionally associated with mathematics education through increased emphasis on higher-order- thinking and collaborative skills. Some stakeholders, such as the US National Council of Teachers of Mathematics and the UK Joint Mathematical Council, advocate harnessing the affordances of digital technology in conjunction with social construc- tivist pedagogies, contextual scenarios, and/or approaches aligned with Realistic Mathematics Education (RME). However, it can be difficult to create technology- mediated, collaborative and contextual activities within a conventional classroom setting. This paper explores how a combination of a transformative, mobile technology-mediated approach, RME, and a particular model of 21st century learning facilitates the development of mathematics learning activities with the potential to increase student engagement and confidence. An explanatory case study with multiple embedded units and a pre-experimental design was conducted with a total of 54 students in 3 schools over 25 hours of class time. Results from student interviews, along with pre-test/post-test analysis of questionnaires, suggest that the approach has the potential to increase student engagement with, and confidence in, mathematics. This paper expands on these results, proposing connections between aspects of the activity design and their impact on student attitudes and behaviours.

Bringing curriculum theory and didactics together: a Deweyan perspective

Using Dewey’s method of resolution for resolving a dualism exemplified in The Child and the Curriculum, this article reconciles and brings together two rival schools of thought – curriculum theory and didactics – in China. The central thesis is that the rapprochement requires a reconceptualisation of curriculum theory and didactics in light of the Practical and the German Didaktik tradition, respectively, together with an understanding of their complementary relationship within the societal, institutional and instructional contexts of schooling. The article concludes by drawing implications for reconstructing curriculum theory and didactics within the context of China’s recent curriculum reform and for the international dialogue of curriculum vs. Didaktik.

Recent Curriculum Reforms at the Basic Education Level in Nigeria Aimed at Catching Them Young to Create Change

The Universal Basic Education (UBE) Programme was introduced in Nigeria in September, 1988. Following this, in 2008 the Federal Government of Nigeria, through the Nigerian Educational Research and Development Council (NERDC) developed and introduced the 9-Year Basic Education Curriculum (BEC) in schools by realigning all extant Primary and Junior Secondary School Curricula to meet the key targets of the UBE programme. In view of some contemporary and national concerns and to make the curriculum more practical, relevant, interest generating to the young learners and in line with global best practices, the 9-year BEC was recently revised in 2012 and its implementation has just commenced in September, 2014. This article is focused on the structure, special features and the implementation strategy of the Revised 9-Year Basic Education Curriculum with some emphasis on the Basic Science and Technology component as one of the key cluster subjects prepared with the aim of catching the young learner to love science, learn science and create change in the learners environment.

Bringing Ancient Languages Into a Modern Classroom: Some Reflections

In France, recent curriculum reforms have signalled the cull of Latin and Greek from the secondary school curriculum – a teacher who criticised the reforms was censured; his blog disappeared. Belgium – because of the strength of its Catholic education long a beacon for Classical education – is witnessing schools dropping ancient languages in favour of STEM subjects at an alarming rate, driven similarly by the government agenda. As I am writing this article, I notice an online piece on the deteriorating situation in Malta, too. Throughout Europe, the financial crisis is spurring on governments and schools to intensify their push for STEM subjects – hailed as an instant fix for the faltering global economy – while vilifying less immediately practical subjects. A conversation with a French colleague who was lamenting the oppressing regime made me realise how well the UK is doing in comparison with other countries in Europe. Numbers of (state) secondary schools offering Latin are increasing, and thanks to the Department for Education, primary schools can offer Latin and Greek at Key Stage 2. Of course we should not delude ourselves: the number of secondary schools offering Latin is still low, the teaching of Greek is particularly disheartening, and only about 2% of all primary schools so far have opted to teach Latin and none (to my knowledge) have chosen Greek. Nevertheless, in comparison to the rest of Europe, a government which (whatever else one may think of it) supports the teaching of Classical languages, a growing number of hubs which see all levels of education collaborating creatively, and flourishing outreach organisations which offer financial and logistical support, give the UK at least some cause for optimism.

Developing historical and metahistorical thinking in history classrooms: reflections on research and practice in England

The history of history education, past and present, often resembles a history of contestation, in which rival and polarized understandings of the meanings of 'history' and 'history education' vie for dominance (Nakou and Barca, 2010). A common polarity in debates on history curricula is the opposition between 'knowledge' and 'skill', an opposition that has had considerable currency in recent curriculum reform processes in England which have emphasised 'core knowledge' (DfE, 2013). Drawing on examples of classroom practice (Chapman, 2003; Woodcock, 2005; Buxton, 2003) and on systematic research and theorizing (Shemilt, 1983; Lee and Shemilt, 2009) this paper aims to destabilize such binary talk and to explore the ways in which 'first order' knowledge and understanding about the past and 'second order' or metahistorical knowledge and understanding of how the discipline of history works are both logically inter-related and inseparable in practical terms. The notion of historical 'enquiry' (Counsell, 2011) is explored as a pedagogic tool for the simultaneous development of these inter-related dimensions of historical thinking.

Teachers and the implementation of a new English curriculum in Malaysia

In the light of a recent curriculum reform to improve the teaching of English in primary schools in Malaysia, this study set out to investigate the extent to which teachers are adopting a communicative language teaching (CLT) approach in their teaching. A mixed-method approach incorporating systematic observation, stimulated recall and interviews with teachers was used to study 32 English lessons at Standard 1. Despite being urged to adopt CLT approaches, the data analysis revealed the underlying pedagogy of the teachers was made up of rote, recitation, instruction and exposition, and that it severely restricted opportunities for pupils to participate in dialogue and discussion. Implications for improving the quality of English language teaching in primary schools in Malaysia and other countries in the Asia-Pacific region are considered.

Mediating pedagogical innovation via reflective practice: a comparison of pre-service and in-service teachers’ experiences

Recent school curriculum reform in New Zealand is promoting a shift from a teacher-led didactic pedagogical approach to a learner-centred and experiential model. However, facilitating changes to teachers’ practices in line with curriculum expectations is challenged by teachers’ existing beliefs and practices, which are often influenced by their own experiences as students in school. Focusing on one curriculum area, this article describes how one university has attempted to support curriculum innovation through two teacher education courses (one for pre-service and the other for in-service teachers) and presents data from an exploratory study into this attempt. The two courses contained a parallel scaffolded reflective written assignment (a reading log) designed to help teachers to reflect on their thinking and practice with regard to effective learner-centred and experiential pedagogy. Data from logs completed at the beginning and the end of the courses were used to determine and compare the extent to which shifts in thinking occurred for participants (pre-service n = 20; in-service n = 27). The article concludes by considering the implications for reflective practice as a means of supporting innovative practice.

Science curriculum reform in South Africa: Lessons for professional development from research on argumentation in science education

In South Africa, the national curriculum has undergone several revisions in the past decade. Within the science curriculum, engagement of students in scientific inquiry has emerged as a significant educational goal. Related to this goal, the articulation of argumentation in teaching and learning has gained attention. Argumentation involves the coordination of evidence and theory to support or refute an explanatory conclusion, model or prediction. Other features of the recent curricular changes involve the inclusion of Indigenous Knowledge Systems (IKS) and Nature of Science (NoS), both themes with relevance for argumentation due to their reference to how science works. We present a review of the recent curriculum developments in South Africa and trace the coverage of argumentation, IKS and NoS, the emphasis being on argumentation with the latter themes traced for context. Our review suggests that there is reduced visibility of argumentation in the recent curriculum reform, pointing to the need for careful articulation through teacher education. We draw on evidence from research on professional development on argumentation to suggest some recommendations for effective implementation of the curriculum content.

The Roles of University Researchers in a University-School Collaborative Action Research Project - A Chinese experience

Teacher research as an international movement since the 1970s has been advocated worldwide to promote school curriculum reform and the professionalization of school teachers. University-school collaborative action research is a new attempt to support school teachers who learn to do research in their classrooms while providing opportunities for university researcher to develop a better understanding of classroom practice with more effective strategies to support teacher change. Such collaborative research has been promoted in the recent curriculum reform in basic education in China. This paper reports on an action research project conducted by school teachers supported by university researchers in the Chinese context with a focus on examining the roles and gains of university researchers in this project. Data was collected through project meeting observations, questionnaires, interviews and participants’ reflective journals. Both quantitative and qualitative analysis methods were used respectively for analyzing the data collected. The purpose of this study is to understand better the nature of such collaborations and the gains as well as challenges on the part of university researchers so that implications can be drawn for establishing a sound university-school collaborative research body that promotes the professional learning of both parties.

Teachers' perceptions of the recent curriculum reforms and their implementation: what can we learn from the case of Korean elementary teachers?

This study examines: 1) how Korean elementary school teachers perceive recent curriculum reforms; 2) where their perceptions emanate from; and 3) what support teachers need in order to implement curriculum reforms actively and effectively. This study has shown that teachers generally harbour negative and unconstructive feelings about curriculum reform. These feelings negatively impact their involvement in and commitment to implementing reform. Several issues to be considered for teacher training and support evolved from our analysis of teachers' perceptions of the curriculum reform and the implementation: first, teachers are insufficiently provided with professional development programmes that support curriculum implementation; second, teachers lack opportunities to work through implementation problems and difficulties with peer teachers; and last, contextual and cultural constraints inhibit implementation of curriculum reform. Based upon these findings, this study makes several suggestions for teacher educators and curriculum policymakers.

‘Really on the ball’: exploring the implications of teachers' PE-CPD experience

Continuing professional development (CPD) is currently high on the Scottish Education agenda. Recent curriculum reform in Scotland, with the introduction of Curriculum for Excellence, places physical education (PE) at the forefront for its role in directly supporting learners' mental, emotional, social and physical well-being. This emphasis on PE, along with concerns about the health of the nation, has resulted in a nationwide initiative providing non-specialist teachers of primary PE with the opportunity to develop a specialism in the subject through government-funded CPD programmes at postgraduate level. Using Knowles' andragogical model as a framework, this paper reports data from a larger research study that evaluated a Scottish PE-CPD initiative. This paper comprises a single case holistic study investigating the impact and implications of a PE-CPD programme through the professional learning journeys, from the outset until completion, of four teachers: a nursery teacher, a class teacher, a cluster cover teacher and a PE specialist who participated in the programme. Data were collected over one academic year using two-stage questionnaire interviews and were analysed thematically with special attention given to the emerging general themes to achieve a holistic understanding of the case. Study findings endorse the positive impact of using the andragogical model of adult learning combined with the literature-supported characteristics of effective PE-CPD programmes. Teachers' perspectives on their CPD experiences, integration of acquired learning into working contexts and teaching post-PE-CPD were then examined to determine the next steps. This led to critical reflection on the implications of the findings for the teachers' ongoing professional development. We then challenged the role that university providers play in supporting teachers' lifelong learning. Instead, we suggest new school-university partnerships and alternative ways to support capacity building and lifelong learning towards a sustainable transformational change in Scotland's primary PE.