School-based Curriculum Development Research Articles

K-Nearest Neighbor Based on Exploratory Data Analysis of Curriculum Models of Chinese Early Childhood Education

This research examines the unique Chinese approaches to implementing the Early Childhood Curriculum (ECC) in Shenzhen and Hong Kong, drawing on School-based Curriculum Development (SBCD) studies. A total of 200 administrators and teachers were interviewed in total, and transcripts from those interviews were examined, cross-checked, and assessed using document analysis and classroom observation. Through interviews that have been conducted by administrators and teachers analyzed by document analysis and classroom observation, the influence of Chinese culture on ECC implementation is explored using the Cultural-Historical Activity Theory (CHAT). An exploratory, inferential, and descriptive statistical approach evaluates the sociocultural mechanism of ECC in Chinese society. The proposed framework utilizes K-Nearest Neighbor (KNN) regression analysis to illustrate how social development leads to cultural fusion and conflicts. The overall sociocultural framework promotes cultural growth and inheritance in China’s early childhood education settings.

2022 개정 교육과정 ‘학교자율시간’ 실행 경험 탐색

Objectives ‘School-designed autonomous time’, newly introduced in the 2022 revised curriculum, is a note-worthy change in relation to curriculum autonomy and decentralization as it grants schools the authority to develop subjects at a school-level. This study aimed at expanding the autonomy and authority of regions and schools, seeking concrete implementation strategies for school-designed autonomous time, which is newly introduced in the 2022 revised elementary and middle school curriculum.
 Methods This study was conducted using a qualitative case study method: in-depth interviews with teachers, participatory observations of open lessons and teacher meetings, and artifacts related to school autonomy (e.g., school curriculum documents, research paper, teacher meeting materials).
 Results This study explores the main points of school-designed autonomous time described in the 2021 draft and final version of the 2022 revised curriculum. School-autonomous time is valuable as it is an experimental attempt in a region accepted as a national policy, expansion of school-based curriculum development, and posibilities of teachers’ curriculum.
 Conclusions The specific plan and future tasks of school-designed autonomous time in the 2022 revised curricu-lum were explored.

PRACTICAL EXPLORATION OF THE PROFESSIONAL DEVELOPMENT OF COLLEGE IDEOLOGICAL AND POLITICAL TEACHERS

This study takes the political, theoretical, and belief requirements of college ideological and political courses as the premise and basis, summarizes the characteristics of the professional development of college ideological and political teachers, and extracts the requirements for the professional development of college ideological and political teachers. Under the guidance of the development stage theory, the professional development of college ideological and political teachers is divided into seven periods, which are the pre-service education period, the initial period, the adaptation and transition period, the competence period, the maturity period, the stable period, and the retirement period. According to the characteristics of each stage, explore the practice mode of professional development of teachers of ideological and political courses, such as implementing school-based training, relying on school-based curriculum development, effectively carrying out action research, actively carrying out teaching reflection, building a community of teacher professional development, and conducting scientific teacher evaluation, etc.

Establishing an evidence-base for supporting middle leadership practice development in schools

ABSTRACT Amidst ongoing calls for teaching improvement, there has been growing interest in the work of middle leaders in leading school-based curriculum and professional development. Research and policy initiatives have acknowledged that these leaders in schools are well placed to successfully drive educational change that leads to improved educational outcomes for students. This has led to an increase in development programmes for middle leaders, but there appears to be a distinctive disconnect between the research and theory that should inform these, initiatives. This article reports findings gathered from a questionnaire completed by almost 200 middle leaders from across Australia, conducted as part of a larger national mixed method research studying middle leader practices. The instrument was designed to investigate the practices of middle leaders who were responsible for leading school-based development, based on three domains of middle leading practices: leading and teaching, managing and facilitating, and communicating and collaborating. Multivariate analysis techniques were used to analyse the data, and there were statistically significant differences in the practices of middle leaders based on school type and their professional accreditation levels. Participant responses related to highlighted high administration workload potentially impacted ML practices related to leading teaching and learning.

The school-based multicultural education curriculum in China: a case study of two Yugur middle schools

ABSTRACT In China, the school-based multicultural curriculum development in ethnic minority-concentrated areas has long been disregarded or marginalised. Drawing on case studies in two Yugur-dominant schools in Gansu Province, China, this qualitative study explored how a school-based multicultural curriculum was developed and implemented within the framework of duoyuan yiti geju (a framework of diversity within unity), proposed by Fei Xiaotong and recently metaphorized as pomegranate seeds. Collected data evince the importance of the policy initiation, the local elites’ agentic commitment as well as the support of school administrators, practitioners, and minority communities for initiating and enacting the school-based curriculum. The findings also unravel various structural/institutional barriers, such as the dominance of the national curriculum, the lack of bilingual teachers, and the need for the sustainability of the Yugur language and culture to develop school-based multicultural curricula.

Research on the Current Situation and Countermeasures of School-based Curriculum Development on Dong Cultural Confidence : A Case Study of Jiangchuan Primary School in Guyi Town, Sanjiang, Guangxi

Research on the Current Situation and Countermeasures of School-based Curriculum Development on Dong Cultural Confidence : A Case Study of Jiangchuan Primary School in Guyi Town, Sanjiang, Guangxi

Analysis of Strategies for Teachers to Respond to School-Based Curriculum Development

Analysis of Strategies for Teachers to Respond to School-Based Curriculum Development

Practical Research on School-based Curriculum Development of "Telling China Story in English" in Primary School Classroom

It is especially crucial to convey the tale of China accurately and to make the voice of China heard given the country's current state of growth. It is still unknown how to include Chinese culture into English instruction systematically. The aim of the study is to make full advantage of the traditional educational value of Chinese stories, to strengthen curriculum development skills among undergraduates majoring in primary education, and to improve the school-based curriculum materials in Tianjin primary schools. It was developed and put into practice to use the "Telling China Stories in English" curricular program in schools. However, the development and implementation of this course still have certain issues, such as unclear course material levels, incorrect understanding of the learning environment, and overly ambitious course content. In order to improve the standard of school-based English curriculum on Chinese traditional culture, the research suggests addressing the aforementioned issues through an in-depth study of the knowledge of delivering Chinese stories in English, diverse instruction, and appropriate course content reduction.

Teachers as curriculum leaders in secondary schools in Vhembe district, South Africa

In the study reported on here we investigated how teachers exercised their role as curriculum leaders in secondary schools in South Africa. The study was conducted in 4 schools (2 semi-urban and 2 rural) in the Vhembe district of South Africa. Semi-structured individual interviews, focus-group discussions (FGDs), and lesson and meeting observations were used to generate data from 20 teachers. This study was framed within Grant’s (2012) model of teacher leadership. We engaged an exploratory multiple-case study, and 20 teachers were purposively and conveniently sampled. The findings reveal that teachers executed their role as curriculum leaders through engagement in instructional, school-based curriculum development (SBCD) for curriculum implementation and curriculum activities in the schools and in the communities. From the outcome we recommend the provision of sufficient resources and infrastructure to enhance learner-centred pedagogy, thus maximising learner’s learning.

Research on the Training Strategy of School-Based Curriculum Development Ability of Secondary Vocational Teachers

The school-based curriculum development of secondary vocational teachers is helpful to improve their ability of curriculum reform and promote their professional development. Through in-depth analysis of the current situation of school-based curriculum development ability of secondary vocational school teachers, this paper explores the reasons why secondary vocational school teachers lack school-based curriculum development ability, summarizes the factors that affect the school-based curriculum development ability of secondary vocational school teachers, and looks for training strategies to enhance the school-based curriculum development ability of secondary vocational school teachers, so as to commit to improving the high-quality development of secondary vocational education, and enhance the recognition and adaptability of secondary vocational education.

The application and Heritage of Copper Drum Culture in Nanning Primary School Art Classroom

Copper drums have been baptized by thousands of years of wind and rain, and festival activities related to copper drums are still active in some regions of China, so it is of practical significance to study the inheritance and innovation of copper drum art. The heritage needs to start from children, and elementary school teachers need to let children receive the culture of copper drums from an early age and feel the important role of copper drums in national festival activities in order to better inherit the culture of copper drums and promote the wide circulation of traditional cultural symbols in Guangxi region. This study takes the art curriculum resources of Nanhu Elementary School as an entry point, explains from the perspective of developing regional folk art curriculum resources according to local conditions, and further considers how to transform the copper drum cultural resources into art curriculum resources by analyzing excellent cases of local school-based curriculum development and utilization, deepening students' sense of identification with their native art and making them consciously take up the mission of cultural inheritance and promotion.

The ecology of dialogic interactions towards sustainability of school‐based curriculum development

AbstractThe 21st century education requires schools to provide students with better support in their learning. One way to facilitate this change is through school‐based curriculum development (SBCD). Much in the literature talked about SBCD outcomes on respective key stakeholders in schools, but little has been said about the interactions amongst the stakeholders in the process of implementing SBCD. This study examined the interactions amongst school leaders, key personnel and teachers in implementing curriculum innovation in a newly founded government school in Singapore. The findings reveal that the dialogic interactions amongst the stakeholders were reflexively shaping and shaped by the culture of collective sharing and learning in the school. These dynamic, reflexive interactions were coexisting and interplaying with the chains linking one with another, forming an ecology of dialogic interactions amongst the stakeholders. We argue that with an effective enactment of distributed leadership, top‐down visioning could be embraced and practised by teachers, and the ecology of dialogical interactions has great potential to sustain SBCD in schools.

Problems and Countermeasures of School-based Curriculum Development in Primary Schools

Problems and Countermeasures of School-based Curriculum Development in Primary Schools

A conceptual framework for developing a glocalized school-based curriculum

The research was initially driven by an empirical requirement adopting foreign early childhood curricula for a K12 program from kindergarten to high school. After reviewing existing global or international curricula adopted and adapted in different research contexts, a handful of researches have been conducted in China’s context. However, the growth of internationalized K12 schools is rapid and the demand for glocalized school-based curriculum (SBC) is urgent in China. Therefore, a conceptual framework for developing a glocalized SBC was developed based on general curriculum development models, school-based curriculum development models, and the consideration of the contexts. The framework is expected can not only provide the current research with technical support in terms of integrating global curricula and local curricula for one specific kindergarten but it can also be applied by other researchers whose researches are related to curriculum development, specifically in the early childhood field and involving global and local context and curricula adaptation.

REVIEW OF PCK ENHANCEMENT PROGRAMS FOR SCIENCE AND TECHNOLOGY TEACHERS: PROSPECTS FOR LOCAL INTERVENTIONS IN THE PHILIPPINES

Utilizing the systematic literature review method, this paper analyzed past professional development programs aimed at enhancing science and technology teachers’ pedagogical content knowledge to provide prospects for local interventions. Lesson study, teacher-mentoring, and school-based collaborative curriculum development were the most locally appropriate, demographically, and contextually. However, they can afford a few participants only. This setback can be offset by supporting the interventions with a partly technology-based delivery platform. The study concluded that an innovative intervention must be designed for local use because it must be acceptable to the country’s situation along all stages of implementation. The intervention must be collaborative, not too multi-faceted, and flexible enough to use quality materials and human resources without compromising efficiency and effectiveness. KEYWORDS: Lesson study, PCK, pedagogical content knowledge, science education, systematic review

Teacher Content and Teaching Knowledge in New BSEd English Teaching: Problems and Strategies of Teacher Professional Development and School-based Curriculum Development

Teacher Content and Teaching Knowledge in New BSEd English Teaching: Problems and Strategies of Teacher Professional Development and School-based Curriculum Development

Exploring The Relevance of School-Based Curriculum Development with Culture Integration

In some decades past, a lot of efforts have been put together within education policy, curriculum reform etc. both as a means of implementing change and for the purpose of fostering educational and school improvements from a central governing body outside the school. However, not much has been achieved with those efforts. School-based curriculum and development has been observed to not only facilitate the change needed in education, with its relevance and development but totally improves societal wellbeing. Integrating culture in its development improves the school education system and society at large. Schools need to be given a chance to develop their own curriculums to promote educational advancement.

Curriculum fidelity of Turkish preschool teachers in school-based practices

ABSTRACT This study aims to determine the level of fidelity of preschool teachers to the curriculum within the framework of school-based practices (SBPs) and evaluated in terms of participant responsiveness. In this case study, interview and document analysis methods were used to collect the data from eight preschool teachers working in a university kindergarten. Results indicate that the teachers were attempting to implement the school-based curriculum development (SBCD) approach, but with a limited understanding. The findings reveal that teachers who adopt the adaptation approach structurally adhere to the curriculum, and their process fidelity is extended in SBPs. It is also concluded that the supportive educational environment, participatory institutional culture, teacher qualifications and the curriculum structure promoting flexibility in practice contribute to fidelity.

School-Based Curriculum Development Boosts the Professional Growth of Special Education Teachers

School-based curriculum development is an important approach to the curriculum construction of special education schools, which not only plays a positive role in the curriculum and teaching of special education schools, but also contributes to the professional growth of special education teachers. Through an in-depth analysis of the value concept, practical path and reflection on the development of school-based curriculum to promote the professional growth of special education teachers, this paper aims to make a positive impact on the development of school-based curriculum and the promotion of teachers' professional growth in special education schools.

School-Based Curriculum Development of Handicraft Culture: the Example of Dongyang Wood Carving

School-Based Curriculum Development of Handicraft Culture: the Example of Dongyang Wood Carving