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1.
A new approach to curriculum and implementation in a new era normally requires schools and teachers to take more responsibility
for student learning. This might present a challenge at any time, particularly when teachers have been used to more directives
and less professional approaches to curriculum implementation. In order to meet such a challenge, a new approach to curriculum
policy, namely “soft” policy, was used by policy-makers to implement curriculum reform. With the provision of substantial
resources, it was expected by the policy-makers that schools and teachers would have better opportunities to develop themselves
professionally and manage the new changes effectively. However, such a view misread the situation because the historical trend
and present situation of teachers’ professional development were overlooked. This paper uses case studies of schools and teachers
involved in the current reforms to show how teachers and schools implemented the reform process. The cases demonstrate how
reforms were understood at the local level and the extent to which it could be claimed that implementation had taken place. 相似文献
2.
Glenn C. Savage 《教育政策杂志》2013,28(6):833-850
AbstractThis paper explores the repositioning of state curriculum agencies in response to the establishment of the Australian Curriculum and the key national policy organisation responsible for its development: the Australian Curriculum, Assessment and Reporting Authority (ACARA). I begin with an analysis of the federal Labor government’s role in the early years of the Australian Curriculum reform, arguing that Labor was afforded a rare window of political opportunity that enabled the fundamental restructuring of curriculum policy at the national level, and which has significantly altered intergovernmental and inter-agency relationships. Following this, I engage with research literature that has sought to theorise the changing nature of Australian federalism in relation to schooling reform. I then present an empirical analysis based on interviews with policy-makers in ACARA and curriculum agencies in four Australian states (Western Australia, New South Wales, Queensland and Victoria). My analysis draws attention to three dominant trends: powerful new roles for ACARA in driving national reform and inter-agency collaboration; increased policy overlap and blurred lines of responsibility; and an uneven playing field of intergovernmental and inter-agency relationships and powers. I conclude by considering the implications of emerging reform trends for conceptualising the shifting dynamics of federalism in Australia and beyond. 相似文献
3.
This paper reports a study on teachers’ domain‐specific beliefs about the chemistry curriculum for upper‐secondary education in The Netherlands. Teachers’ beliefs were investigated using a questionnaire focused on the goals of the chemistry curriculum. The design of the questionnaire was based on three curriculum emphases: ‘fundamental chemistry’, ‘chemistry, technology and society’, and ‘knowledge development in chemistry’. The questionnaire was administered to a sample of Dutch chemistry teachers. The results indicate that, on the whole, the curriculum emphasis ‘fundamental chemistry’ received the strongest support. This is in accordance with the content and the tradition of the Dutch chemistry curriculum. When the two types of upper‐secondary education were compared, it appeared that ‘chemistry, technology and society’ was almost equally valued for both types of education. However, the curriculum emphasis, ‘knowledge development in chemistry’, was considered much more important for pre‐university education than for senior general secondary education. 相似文献
4.
Joanne Griffiths Lesley Vidovich Anne Chapman 《Journal of educational administration and history》2009,41(2):193-208
In curriculum policy, discourses of ‘policy partnerships’ and ‘communities of practice’ have become increasingly prevalent and were reflected in Western Australian curriculum policy processes from the mid‐1990s to the late 2000s – a period of significant, highly contested change. This paper presents the findings of an empirical study into the impact of curriculum reform on the changing dynamics within and between the government and non‐government education sectors, drawing on critical theory and post‐structuralist approaches to policy analysis within a broader framework of policy network theory. This approach is used to highlight power issues at all levels of the policy trajectory. This research found that despite policy discourses of collaborative and consultative processes to create a ‘shared’ curriculum, the government and non‐government education sectors remain largely distinct due to significant power differentials, as well as structural and cultural differences. The analysis reveals three closely connected emergent themes – limited collaboration, regulated consultation and enhanced state control of curriculum policy agendas. It is argued here that although discourses of ‘policy partnerships’ and ‘community of practice’ are increasingly evidenced in contemporary curriculum policy, they do not take sufficient account of embedded hierarchical power relationships. Further, such discourses can be used as legitimisation strategies to promulgate policy changes which enhance the steerage capacity of the state. Deeply entrenched power differentials operate simultaneously to distort policy partnerships and communities of practice, by both including and excluding particular sets of policy actors. 相似文献
5.
6.
Siu Yin Annie Tong 《Asia Pacific Journal of Education》2010,30(2):231-242
This paper examines the processes of implementing curriculum reform in schools. Specifically, it investigates how schools learn lessons from previous experiences of reform and apply them when challenged by new reforms. The context for this study is Hong Kong's New Secondary School Curriculum (NSSC), with particular reference to the subject of English Language. Research into the enactment of change over the last decade tells a story of weak leadership and management by policy makers, schools leaders and teachers. Key areas of weakness – poor management of change by school leaders, teachers' lack of understanding of the changes, and weak teacher collaboration – were pinpointed as reasons for the dismal results of curriculum change. This study investigates whether these areas of weakness were also in the implementation of the NSSC. Data collection comprised semi-structured interviews in nine secondary schools. The study reveals that lessons had been learnt from the previous experiences of implementing reform, and suggests that the capacity of schools to learn from a historical perspective should be taken into account in curriculum planning. 相似文献
7.
This article uses results from a cross-national analysis of the impact of varying approaches to civic education curriculum delivery on three learning outcomes, to draw conclusions about the value of a government-mandated compulsory, independent subject of civic education in the school curriculum. It starts from the context of Hong Kong, where there have been repeated calls for the government to reform civic education, and compares this context with that of England, where citizenship education was made a statutory subject in 2002. The article then examines from the cases of 25 societies whether a compulsory approach to and/or independent subject of civic education is associated with better learning of civic knowledge, knowledge of democracy, and patriotism. Finding that the impact of curricular approaches is somewhat negligible taking other factors into consideration, the article concludes that civic education reformers should consider the costs of limiting school autonomy in curriculum delivery. 相似文献
8.
Simoni Symeonidou 《欧洲特需教育杂志》2019,34(1):50-65
This paper reports on the findings of a study that sought to examine firstly, the themes expressed in the art of disabled people in Greece and Cyprus and in interviews with these artists, and secondly, the ways that such art can serve the school curriculum. To this end, an electronic archive of the life stories and art of interest was analysed. The findings suggest that both the art and the interviews cover issues that are directly related to disability, and issues of general interest. A detailed analysis of two cases seeks to provide an in-depth understanding of the relevance of disabled artists and their work within the curriculum. The discussion focuses on issues emerging from the analysis, such as the potential of this art to enrich the school curriculum and promote inclusive education, and identifies the study’s contribution to the international literature about disability, the arts and the curriculum. 相似文献
9.
Karl F. Robinson 《Quarterly Journal of Speech》2013,99(3):367-377
GROUP LEADERSHIP AND DEMOCRATIC ACTION. By Franklin S. Haiman. Boston: Houghton Mifflin Co., 1951; pp. vii+309. $2.50. NEW WAYS TO BETTER MEETINGS. By Bert and Frances Strauss. New York: The Viking Press, 1951; pp. 177. $2.95. DISCUSSION AND DEBATE: TOOLS OF A DEMOCRACY. By Henry L. Ewbank and J. Jeffery Auer. (Second edition). New York: Appleton‐Century‐Crofts, Inc. 1951; pp. x+ 492. $3.50. COMMUNICATION: THE SOCIAL MATRIX OF PSYCHIATRY. By Jurgen Ruesch and Gregory Bateson. New York: W. W. Norton and Company, 1951; pp. 314. $4.50. FÉNELON'S DIALOGUES ON ELOQUENCE. By Wilbur Samuel Howell. Princeton: Princeton University Press, 1951; pp. 160. $3.00. THEODORE WELD: CRUSADER FOR FREEDOM. By Benjamin P. Thomas. New Brunswick, New Jersey: Rutgers University Press, 1950; PP. 307. $4.25. THE LETTERS OF THEODORE ROOSEVELT. Selected and edited by Ehing E. Morison; John M. Blum, Associate Editor; John J. Buckley, Copy Editor. Cambridge; Harvard University Press, igsi; 9 volumes; Vols. 1–2, pp. xxix+800; 801–1549. $20.00. PUBLIC SPEAKING: PRINCIPLES AND PRACTICE. By Giles Wilkeson Gray and Waldo W. Braden. New York: Harper &; Brothers, 1951; pp. xiv+581. $4.00. TEACHING SPEECH IN THE SECONDARY SCHOOL. By Karl Robinson. New York: Longmans, Green and Company, 1951; pp. 438. $4.00. SPEECH: FORMS AND PRINCIPLES. By Andrew Thomas Weaver. (Second Edition). New York: Longmans, Green and Company, 1951: pp. 415.$3.50. HOW TO WRITE A SPEECH. By Edward J. Hegarty. New York: McGraw‐Hill Book Company, 1951; pp. vii+xii+226. $3.50. THE AMERICAN PRONOUNCING DICTIONARY OF TROUBLESOME WORDS. By Frank O. Colby. New York: Crowell, 1950: pp. 399. $4.50. A MANUAL OF PRONUNCIATION. By Morriss H. Needleman. New York: Barnes and Noble, 1950; pp. cvii+321. $4.00. YOUR DEAF CHILD. By Helmer R. Mykle‐bust. Springfield, Illinois: Charles C. Thomas, Publisher, 1950; pp. 133. $2.50. LANGUAGE FOR THE PRESCHOOL DEAF CHILD. By Grace Harris Lassman. New York: Grune &; Stratton, Inc., 1950; pp. 263. $5.50. THE RETURN FROM BABEL. By Gerald M. Spring. New York: Philosophical Library, 1951; pp. ix+179. $3.50. MORE ABOUT WORDS. By Margaret S. Ernst. Sketches by W. A. Dwiggins. New York: Knopf, 1951; pp. xii+233. $3.00. WORDS AND THEIR USE. By Stephen Ullman. New York: Philosophical Library, 1951; pp. 108. $2.75. POETRY AND DRAMA. By T. S. Eliot. Cambridge, Mass.: Harvard University Press, 1951; pp. 44. $1.50. A TREASURY OF THE THEATRE (FROM AESCHYLUS TO TURGENEV). Edited by John Gassner. (Revised Edition for Colleges). New York: The Dryden Press, 1951; pp. xviii+718. $4.50. HISTORY OF THE RUSSIAN THEATRE: Seventeenth Through Nineteenth Century. By B. V. Varneke. Original Translation by Boris Brasol. Revised and Edited by Belle Martin. New York: The Macmillan Company, 1951; pp. xii+459. $6.50. HISTORY OF SPEECH EDUCATION AT COLUMBIA COLLEGE 1754–1940. By Helen P. Roach. New York: Bureau of Publications, Teachers College, Columbia University, 1950; pp. 134. $2.35. TELEVISION AND OUR CHILDREN. By Robert Lewis Shayon. New York: Longmans, Green and Company. 1951; pp. 94. $1.50. RADIO AND TELEVISION SOUND EFFECTS. By Robert B. Turnbull. New York: Rinehart and Company, Inc., 1951; pp. xv+334. $4.50. SUCCESSFUL RADIO AND TELEVISION ADVERTISING. By E. F. Seehafer and J. W. Laemmar. New York: McGraw‐Hill Book Company, Inc., 1951; pp. xiii+574. $6.50. FOUNDATIONS IN BROADCASTING. By Edgar E. Willis. New York: Oxford University Press, 1951; pp. viii+439. $3.25. TELEVISION PROGRAMMING AND PRODUCTION. By Richard Hubbell. (Second Edition). New York: Rinehart and Co., 1950; pp. xiv+240. $3.50. PRACTICAL LOGIC. By Monroe C. Beardsley. New York: Prentice‐Hall, Inc., 1950; pp. xxviii +580. $3.75. THINKING STRAIGHT. By Monroe C. Beards, ley. New York: Prentice‐Hall, Inc., 1950; pp. xxi+278. $2.00. THINK BEFORE YOU WRITE. By William G. Leary and James Steel Smith. New York: Harcourt, Brace and Company, 1951; pp. 490. $2.25. WE TEACH ENGLISH. By Lou La Brant. New York: Harcourt, Brace and Company, 1951; pp. 342. $2.75. INNOCENTS FROM ABROAD. By Kenneth Harris. Boston: Houghton Mifflin Company. 1951; pp. 238. $2.50. ROBERT'S RULES OF ORDER REVISED. By General Henry M. Robert. (Seventy‐fifth anniversary edition). New York: Scott Foresman and Company, 1951; pp. 326. $2.10. 相似文献
10.
There is debate internationally about the production of curriculum texts and the epistemologies underpinning the knowledge legitimated in national curricula. National History curricula in particular are a source of contention bounded by calls for coherent and unifying national narratives that are inclusive and reflect the complexity of the discipline and historical consciousness of the nation to which they are bound. This paper uses critical spatial theory to highlight the ‘spaces’ and ‘places’ of the Australian Curriculum History (years 7–10) which organise and disorganise representations of identities in and out of the centre of the national narrative. Interrogating the impact of these representations within purported inclusive and cohesive national narratives draws attention to the notions of belonging presented to Australian citizens. We argue that resistance to normative national narratives and colonial legacies presented with place-based identities can reinhabit the curriculum. This reinhabiting and decentring seeks to engage History students with alternative perspectives and articulations to the national narrative, and foster meaningful connections to place and citizenship. Finally, critical place-based education approaches invite an embodied local/global citizen through local and marginalised knowledges. 相似文献
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12.
In educational research, emotion has attracted substantial attention since the mid-1990s. While there are many studies of teacher emotion in educational change in the West, there is a remarkable dearth of such studies in China. This qualitative study attempts to address this issue by examining teachers?? emotional experiences in the national curriculum reform of senior secondary education in China. Results indicate that teachers revealed complex emotional responses to the reform. These emotions were related to teachers?? perceptions about the use of new textbooks, teaching approaches, and, more importantly, the uncertain changes in college entrance examinations. Three types of teachers with different emotions and professional identities are identified in the reform (i.e., the losing heart accommodators, the drifting followers, and the cynical performers). These findings highlight the Chinese perspective on teacher emotion and provide some implications for the management of curriculum reform and teacher emotion in the Chinese context. 相似文献
13.
Hong-biao Yin 《Asia Pacific Education Review》2013,14(3):391-401
Educational change is intrinsically bound to the cultural characteristics of the society. However, the relationship between educational change and societal culture is rarely explored, especially in the context of mainland China. Following a 3-year qualitative research project, the present study explored the influence of societal culture on teachers’ responses to the national curriculum reform of upper secondary education in mainland China. The results generated three themes highly relevant to teachers’ responses to curriculum reform in Chinese culture, namely teachers’ obedience, teachers’ facework and teachers’ collaboration. These teachers’ responses reflected some Confucian ethics rooted in Chinese culture and explained the absence of radical teacher resistance to the national curriculum reform. It was suggested that a culturally sensitive approach to change leadership may have been more fruitful for facilitating the aims of curriculum reform in mainland China. 相似文献
14.
Teacher assessment literacy is a phrase that is often used but rarely defined. Yet understanding teacher assessment literacy is important in an international curriculum and assessment reform context that continues to challenge teachers’ assessment practices. In this article situated examples of classroom assessment literacies are analysed using Bernstein’s (Pedagogy, symbolic control and identity: Theory, research and critique, Taylor and Francis, London, 1996; Br J Sociol Educ 20(2):157–173, 1999) theoretical tools of vertical and horizontal discourses, classification and framing. Drawing on a sociocultural view of learning, the authors define teacher assessment literacies as dynamic social practices which are context dependent and which involve teachers in articulating and negotiating classroom and cultural knowledges with one another and with learners, in the initiation, development and practice of assessment to achieve the learning goals of students. This conceptualisation of assessment literacy aims to make explicit some underpinning theoretical constructs of assessment literacy to inform dialogue and decision making for policy and practice to benefit student learning and achievement. 相似文献
15.
Being professional: accountability and authority in teachers’ responses to science curriculum reform
Jim Ryder 《Studies in Science Education》2013,49(1):87-120
The science curriculum is a focus of repeated reform in many countries. However, the enactment of such reforms within schools rarely reflects the intended outcomes of curriculum designers. This review considers what we know about the experiences and reflections of teachers in the enactment of externally driven school science curriculum reform. ‘Externally driven’ signals a focus on studies of teachers who did not make a proactive choice to adopt a particular curriculum reform initiative. This is a very common experience for teachers in many school systems, and one likely to highlight issues of professionalism and authority that are central to the work of teachers. The review analyses 34 relevant studies. These include studies of teachers’ experiences of national curriculum reform, and also studies focusing on more regional or local curriculum reform activities. The studies examine individual teachers’ beliefs, practices and reflections associated with curriculum reform, the response of teacher communities to reform (e.g. within school departments), and teachers’ (and other stakeholders’) experiences across school systems. A wide range of factors influencing teachers’ responses are identified. These are characterised in terms of personal, internal and external contexts of teachers’ work. The review also highlights issues of authority, professionalism and the process of meaning-making in response to external curriculum reform. The discussion section identifies important areas for future research and gives recommendations for the design of curriculum policies that recognise and support the professionalism of science teachers. 相似文献
16.
Philip Stabback 《Prospects》2007,37(4):449-467
The article addresses the issue of possible curriculum models in post-conflict countries, taking as an example the case of
Bosnia and Herzegovina between 1996 and 2004. Following the Dayton agreement, the education system in Bosnia and Herzegovina
was divided between 13 ministries administering different Bosnian, Serb and Croat cantons. Despite the functioning of some
central/federal bodies with education responsibilities, such as the Ministry for Civil Affairs, the divided system of education
governance created significant obstacles to the establishment of “national” quality and access frameworks encouraging national
unity and mobility. Over the last ten years, developing a basic education “core curriculum” has been a major emphasis of reform
efforts. This article focuses on issues such as the relative benefits of a common curriculum, a core curriculum and a curriculum
framework in addressing identified deficiencies in existing curricula and contributing to societal renewal and development.
Philip Stabback is a curriculum consultant based in Sydney, Australia. During a diverse career in education, he has developed a range of school-based curricula and has worked in curriculum-related systemic roles. Among others, he led the development of vocational education frameworks in the New South Wales (NSW), Australia. Since 2001, he has worked on a range of international projects, especially in Bosnia and Herzegovina (BiH), where he was a Senior Education Expert at the UNESCO Field Office, Interim Director of the Education Department of the OSCE Mission to BiH and a leading consultant in developing and delivering the Curriculum Developers Training Programme on behalf of UNESCO International Bureau of Education (IBE). Currently, he serves as a Director of International Projects and Operations in the NSW public education system. 相似文献
| Philip StabbackEmail: Email: |
Philip Stabback is a curriculum consultant based in Sydney, Australia. During a diverse career in education, he has developed a range of school-based curricula and has worked in curriculum-related systemic roles. Among others, he led the development of vocational education frameworks in the New South Wales (NSW), Australia. Since 2001, he has worked on a range of international projects, especially in Bosnia and Herzegovina (BiH), where he was a Senior Education Expert at the UNESCO Field Office, Interim Director of the Education Department of the OSCE Mission to BiH and a leading consultant in developing and delivering the Curriculum Developers Training Programme on behalf of UNESCO International Bureau of Education (IBE). Currently, he serves as a Director of International Projects and Operations in the NSW public education system. 相似文献
17.
The current excellence-in-education movement has dealt a heavy blow to the advancement of Hispanics seeking degrees in higher education. Attempting to reform education while ignoring the concerns of minorities who traditionally have not fared well in schools strongly suggests that reformers expect the benefits of reform to trickle down to minorities after first benefiting mainstream students. The result is that reform measures such as the raising of college admission standards, the restructuring of financial aid, curriculum changes, and competency tests for teachers have added additional hurdles for Hispanic students, placing greater restrictions on their access to higher education. Reconceptualizing the definition ofexcellence to include not only higher standards, but educational equity, is a demographic imperative as the nation moves to a minority majority. 相似文献
18.
The low status of the foundation subjects (e.g. Music and Physical Education (PE)) in English primary schools is well documented. Using PE as an illustrative example, a thematic analysis of 51 PE trainee students’ assignments, based on their perceptions of a two-week experience in a primary school, highlighted a number of areas of concern (e.g. limited/inadequate preparation; insufficient teacher knowledge/confidence; variable/limited subject leadership and non-qualified teachers delivering the curriculum). The possibility of teachers, coaches and other external specialists learning collaboratively with and from each other within a community of practice/learning is proposed as one way of strengthening the foundation subjects within the primary school curriculum. 相似文献
19.
Dr Rod Fawns 《Research in Science Education》1998,28(3):281-299
The dominance of “academicism” in science education can be shown over the last century. However in the period of this study,
when access to a universal secondary education was the main thrust of social reconstruction in Britain and Australia, a key
struggle was for a socially-centred general science. The struggle, concerned the terms on which “the spirit of Science alive
in the world”, could enter and transform education in schools to meet human needs. The epistemological arguments of the reformers
were pragmatic. This study, set initially in an earlier period of depressive capitalism, is an account of how curriculum and
cultural change was mediated by educational actors, employing pragmatic arguments for reform which drew on the metaphoric
power of a scientific achievements which emanated from their society, to pursue democratic agendas within their workplace
and locality. 相似文献
20.
Bryan Deever 《Interchange》1996,27(3-4):251-260
Utilizing multiple perspectives as theoretical groundings the writer discusses both the need and construction of a Language of Probability as a companion to the extant languages of critique and possibility in critical curriculum theory. If radical curriculum reform is ever to move beyond the realm of the not yet, it is crucial that certain systemic realities are acknowledged and a language developed to deal with the negotiations necessary for the democratic application of critical curriculum theory in the public school systems of this country. Such developments are discussed by the writer relative to the extension of this new language. It is important to note this is neither a purely theoretical nor practical essay. Rather this melds the two mutually supportive positions into a concrete plan for action in radical school reform by beginning to define what are, and what are not, legitimate evaluative criteria for constructing the limits of the project. 相似文献