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ERIC Number: EJ854820
Record Type: Journal
Publication Date: 2008-Feb
Pages: 28
Abstractor: As Provided
Reference Count: 105
ISBN: N/A
ISSN: ISSN-1527-9316
Student Cognitive and Affective Development in the Context of Classroom-Level Curriculum Development
Shawer, Saad Fathy; Gilmore, Deanna; Banks-Joseph, Susan Rae
Journal of the Scholarship of Teaching and Learning, v8 n1 p1-28 Feb 2008
This qualitative study examined the impact of teacher curriculum approaches (curriculum-transmitter/curriculum-developer/curriculum-maker) on student cognitive change (reading, writing, speaking, and listening abilities) and their affective change (motivation and interests). This study's conceptual framework was grounded in teacher curriculum development (Ben-Peretz 1990; Remillard 1999; Craig 2006), curriculum implementation(Snyder, Bolin, and Zumwalt 1992; Randolph, Duffy, and Mattingly 2007), curriculum-making (Clandinin and Connelly 1992; Doyle 1992; Shawer 2003), student cognitive and affective change (Erickson and Schultz 1992; Craig 2001) and social constructivism (Vygotsky 1978; Wells 1999; Terwel 2005). The study made use of the qualitative paradigm at the levels of ontology (multiple curriculum realities, Jackson 1992), epistemology (interaction with rather than detachment from respondents) and methodology (idiographic methodology and instruments) (Guba and Lincoln 1994; Cohen, Manion, and Morrison 2000). Research design involved qualitative evaluation (Clarke 1999) as the research strategy and general interviews, pre- and post-lesson interviews, group interviews and participant observation. Grounded theory (Glaser and Strauss 1967; Strauss and Corbin 1998) was the data analysis approach. Based on work with English as a foreign language (EFL) teachers and mixed-nationality college students, the results indicated that classroom-level curriculum development improved student learning and motivation; whilst curriculum-transmission did not result in significant student learning or increase their motivation. The study provides recommendations for curriculum and school development and future research. (Contains 4 figures.)
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A