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Greg Vass; David Coombs; Annette Woods; Kevin Lowe – Curriculum Journal, 2024
The "Culturally Nourishing Schooling" (CNS) project is focused on whole-of-learning community efforts that aim to improve the educational experiences and achievements of Aboriginal and Torres Strait Islander learners. The project supports school-based professional learning strategies, broad school or system-level initiatives and deep…
Descriptors: Curriculum Development, Foreign Countries, Teachers, Teacher Workshops
Jennifer Alford – Curriculum Journal, 2024
Teachers of English as an Additional Language learners in high schools have long navigated the seemingly intransigent deficit thinking about their learners' capacity to engage fully with the intended or required curriculum. These learners are frequently constructed as the problem, as if the curriculum exists in a vacuum. This gives rise to the…
Descriptors: High School Teachers, High School Students, English (Second Language), Second Language Learning
Michelle Ronksley-Pavia – Curriculum Journal, 2024
Interpreting and enacting curriculum in any school is a complex undertaking, even more so in special school contexts where teachers must develop and enact appropriate curriculum modifications and accommodations for small groups of students and individual students. In special education contexts, educational modifications are changes teachers make…
Descriptors: Special Schools, Curriculum Implementation, Individualized Instruction, Students with Disabilities
Emily Ross – Curriculum Journal, 2024
Ben-Peretz's (1975) concept of intended curriculum describes a version of curriculum that 'official' curriculum developers create to provide a detailed guide to what teachers are required to teach in schools. While some curricula are intended to guide learning, others give a more definitive regulation of what must be taught. Either way, they are a…
Descriptors: Public Policy, Educational Policy, Teaching Methods, Curriculum Development
Steven Hodge – Curriculum Journal, 2024
The curriculum work of teachers is understood and conceptualised in different ways. A prevalent view is that teachers are an integral part of a system of transmission and their work with curriculum essentially a technical exercise. Some form of this view seems to be assumed by policymakers, parents and at least some teachers. However, when this…
Descriptors: Curriculum Design, Hermeneutics, Educational Theories, Creative Teaching
Bryan Smith – Curriculum Journal, 2024
Curriculum, as a policy and way of moving through educational experience, is entwined with an ongoing history of invasion in Australia and similar invader-colonial contexts. As a result of this, the conceptual foundations of curriculum in Australia reproduce colonial epistemologies as normative modes of knowing and consideration. One way of seeing…
Descriptors: Foreign Countries, National Curriculum, Curriculum Development, Decolonization
Phillip Poulton; Nicole Mockler – Curriculum Journal, 2024
With global trends focussed on standardisation of curriculum and increased teacher accountability, it has become commonplace for curriculum to be viewed simplistically as a product. While all teachers engage in forms of classroom curriculum-making, questions remain as to what this looks like within an educational landscape that continues to…
Descriptors: Elementary School Teachers, Beginning Teachers, Curriculum Development, Foreign Countries
Eva Klimecká – Curriculum Journal, 2024
Labeling of gifted pupils can negatively affect the life path of gifted individuals. The study explores whether and how a teacher can label gifted pupils when applying educational strategies based on internal differentiation. We focused on formally identified intellectually gifted pupils (age 7-12) educated in (mainstream) elementary schools in…
Descriptors: Educational Strategies, Disability Identification, Gifted, Children
Elizabeth A. C. Rushton; Amy Bird – Curriculum Journal, 2024
Drawing on conceptualisations of space, we explored the ways three beginning teachers in England experienced and developed agency during the first three years of their careers. We completed a series of interviews with the same three teachers during their year of Initial Teacher Education and subsequent two years as Early Career Teachers; a total…
Descriptors: Personal Autonomy, Beginning Teachers, Foreign Countries, Longitudinal Studies
Ana Mouraz; Audrey Doyle; Isabel Serra – Curriculum Journal, 2024
Across the world, countries have engaged in different iterations of curriculum change, and one of the common denominators of reform is the proposal of more agency for teachers around curriculum making. This is not an easy task for teachers. The purpose of this paper is to contribute to the discussion about the effects that international ERASMUS+…
Descriptors: Curriculum Development, Personal Autonomy, Foreign Countries, International Cooperation
Art Tsang; Daniel Fung – Curriculum Journal, 2024
Reading is a core element in language education. Despite extensive research in second/foreign language (L2/FL) reading, relatively little is known about the differences between two common practices: Compulsory reading (i.e. reading assigned by teachers) and voluntary reading (i.e. self-initiated reading). This article reports two related…
Descriptors: Middle School Students, Correlation, Language Proficiency, Second Language Learning
Robbert Smit; Patricia Bachmann; Heidi Dober; Kurt Hess – Curriculum Journal, 2024
In our multi-method study, feedback levels derived from the well-known feedback model of Hattie and Timperley were used in conjunction with feedback that was related to subject-specific content; here, mathematical reasoning tasks in primary school. Feedback needs to be aligned with the learning process; in the beginning, more task feedback is…
Descriptors: Thinking Skills, Mathematics Education, Grade 5, Grade 6
Marisol Massó – Curriculum Journal, 2024
Literature in English as a Foreign Language (EFL) contexts is used for language development and intercultural understanding. However, the role of literature, specifically short stories (SSs), in shaping cultural representations of the U.S. in EFL teacher preparation programs (TPPs) remains unclear. This study examines how U.S. SSs in an English…
Descriptors: Literary Genres, English (Second Language), Language Acquisition, Multicultural Education
David Rosenlund; Magnus Persson – Curriculum Journal, 2024
In the study presented in this article, the aim is to further the understanding regarding the differences between pupils (aged 15-16) from schools with low or high socio-economic status (SES), regarding the amount and diversity of content knowledge in history that they have acquired by the end of compulsory schooling. Following a definition of…
Descriptors: Foreign Countries, Pedagogical Content Knowledge, History Instruction, Socioeconomic Status
Jairo I. Fúnez-Flores – Curriculum Journal, 2024
This essay reviews and builds upon Aníbal Quijano's contribution to decolonial theory to sketch out what I refer to as the geopolitics and coloniality of curriculum, broadly understood as an imperial doctrine and a pedagogical mode of domination aimed at producing a modern/colonial subjectivity. It argues that the geopolitics and coloniality of…
Descriptors: Teaching Methods, Colonialism, Violence, Decolonization