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van de Oudeweetering, Karmijn; Voogt, Joke – Curriculum Journal, 2018
Despite the advocated importance of twenty-first century competences in education, it appears that they are not systematically integrated in national curricula, school curricula and classroom activities. Potential explanations can be found in the current ambiguity of definitions for twenty-first century competences and the absence of educational…
Descriptors: Teacher Attitudes, Competence, Skill Development, Curriculum Development
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Garcia-Huidobro, Juan Cristobal – Curriculum Journal, 2018
Many people from non-dominant backgrounds or believers from various religions want their children to acquire the best modern knowledge and to remain open to their home cultures and beliefs. However, this double aspiration poses complex challenges, and most scholars have either stressed the importance of addressing identity (and diversity) issues,…
Descriptors: Integrated Curriculum, Epistemology, Curriculum Research, Barriers
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Vidergor, Hava E. – Curriculum Journal, 2018
The study aimed to assess the effectiveness of the multidimensional curriculum model (MdCM) in the development of higher-order thinking skills in a sample of 394 elementary and secondary school students in Israel. The study employed a quantitative quasi-experimental pre-post design, using a study module based on MdCM, comparing intervention group…
Descriptors: Thinking Skills, Skill Development, Curriculum, Elementary School Students
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Wrigley, Terry – Curriculum Journal, 2018
This article considers the place of knowledge in developing a socially just curriculum. It pursues the unusual route of a critique of Social Realism, a small but influential tendency in curriculum studies which claims that knowledge has been squeezed out by recent curriculum reforms and that there has been a descent into relativism. This paper…
Descriptors: Social Justice, Critical Thinking, Curriculum Development, Educational Change
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Awada, Ghada; Diab, Hassan; Faour, Kawthar – Curriculum Journal, 2018
The study was set to elicit teachers' perceptions of adopting a new curriculum integrating Human Rights Education (HRE) into most school subjects and developing textbooks which could address the mainstreaming of the Syrian children into the Lebanese schools especially after the influx of more than 1.2 million Syrian refugees who migrated to…
Descriptors: Foreign Countries, Curriculum Development, Refugees, Qualitative Research
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DeLuca, Christopher; Chapman-Chin, Allison E. A.; LaPointe-McEwan, Danielle; Klinger, Don A. – Curriculum Journal, 2018
Assessment for learning (AfL) has become a widespread approach across many educational systems. To date, AfL research has emphasized teachers' knowledge, skills, and practices, with few studies examining students' responses to an AfL pedagogical approach. The purpose of this research was to focus directly on students' perspectives on their use and…
Descriptors: Foreign Countries, Elementary School Students, Secondary School Students, Student Attitudes
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Bergh, Andreas; Wahlström, Ninni – Curriculum Journal, 2018
This study focuses on the different ways in which teachers relate their situational agency and professional assignment to the national curriculum content and curriculum dilemmas. It builds theoretically on transactional realism and empirically on analyses of interviews with teachers, exploring the nature of teacher agency during the enactment of a…
Descriptors: Realism, Faculty Development, National Curriculum, Foreign Countries
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Wendell, Joakim – Curriculum Journal, 2018
The topic of this study is how Swedish students aged 15-16 use causal reasoning in history when given a high-stakes task about explaining a historically significant event, the rise of the Nazi regime in Germany. The study is based on student texts from the Swedish national test in history. The student texts are mainly analysed with regards to how…
Descriptors: Foreign Countries, History Instruction, Standardized Tests, Causal Models
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Kirk, D.; Lamb, C. A.; Oliver, K. L.; Ewing-Day, R.; Fleming, C.; Loch, A.; Smedley, V. – Curriculum Journal, 2018
This paper explores the possibilities of using a pedagogical model for working with adolescent girls in physical education as a means of balancing the challenge of external prescription from outside the school with teacher and pupil agency. We report data from a study involving four schools in Glasgow. We note that the national curriculum for…
Descriptors: Models, Adolescents, Females, Faculty Development
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Lambert, Karen; O'Connor, Justen – Curriculum Journal, 2018
How teacher educators respond as policy actors from inside spaces where multiple policies and discourses collide provides insights into the ways in which policy plays out in educational contexts. By engaging and working within the uncertain space of our own contextual 'policy storm' we provide a narrative of enactment highlighting the roles and…
Descriptors: Educational Policy, Preservice Teacher Education, Educational Change, Curriculum Development
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Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina – Curriculum Journal, 2018
Shared sense-making is suggested to be key for curriculum reform. "Shared sense-making" entails constructing a collective understanding of the meaning for reform, its significance and its implications for schools, through dialogue and negotiation across the levels of the educational system. This study explored changes in hands-on…
Descriptors: Curriculum Development, School Districts, Foreign Countries, Comprehension
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Kontovourki, Stavroula; Philippou, Stavroula; Theodorou, Eleni – Curriculum Journal, 2018
In this paper, two case studies of elementary school teachers in the Republic of Cyprus are constructed to discuss how curriculum making relates to teacher biographies and sense of professionalism, as those are shaped at the intersection of their professional history and projections for the future, informed by and informing their constitution as…
Descriptors: Foreign Countries, Elementary School Teachers, Curriculum Development, Elementary School Curriculum
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Ott, Mary; MacAlpine, Kelly-Ann; Hibbert, Kathryn – Curriculum Journal, 2018
This narrative inquiry of a lesson intended to develop perspective-taking links our understanding of teachers as curriculum makers with a sociomaterial attunement to the ways that materials, forms, and time are also actors in producing curriculum. We offer a close reading of three classroom enactments of the same lesson and discuss ways that these…
Descriptors: Perspective Taking, Curriculum Development, Empathy, Elementary School Curriculum
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Erss, Maria – Curriculum Journal, 2018
To examine different approaches to teacher autonomy in nation-states, three countries were selected for a comparative study: Estonia, Finland and Germany. The emphasis of the study lies on the subjective perceptions of upper secondary school teachers (n = 33 semi-structured interviews) regarding their curricular autonomy and experiences of being…
Descriptors: Foreign Countries, Secondary School Teachers, Teacher Attitudes, Professional Autonomy
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Leat, David; Thomas, Ulrike – Curriculum Journal, 2018
There is a move in some countries, including England, towards less curriculum control by government. This stands in contrast to a national curriculum which may be universally applied in all schools within a state/country. National curricula tend to use either content-based (subject mastery) or process (skills)-based models. More localised…
Descriptors: Foreign Countries, Curriculum Development, Facilitators (Individuals), Case Studies
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