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Showing 1 to 15 of 387 results Save | Export
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Yates, Lyn; Davies, Larissa McLean; Buzacott, Lucy; Doecke, Brenton; Mead, Philip; Sawyer, Wayne – Curriculum Journal, 2019
This article takes up questions about knowledge and the school curriculum with respect to literary studies within subject English. Its intention is to focus on literary studies in English from the context of current waves of curriculum reform, rather than as part of the conversations primarily within the field of English, to raise questions about…
Descriptors: Literacy, English Instruction, English Curriculum, Knowledge Base for Teaching
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Mansfield, Andrew – Curriculum Journal, 2019
This article discusses the challenges faced teaching the promotion of 'British values', especially for trainee teachers. The advancement of these 'British values' as set out by the Department for Education is confusing, contradictory, and appear to exclude a sizeable minority of pupils of minority backgrounds from the current historical narrative…
Descriptors: History Instruction, Social Values, Foreign Countries, Preservice Teachers
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Halbert, Kelsey; Salter, Peta – Curriculum Journal, 2019
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…
Descriptors: National Curriculum, History Instruction, Foreign Countries, Place Based Education
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Sorial, Sarah; Peterson, Andrew – Curriculum Journal, 2019
Educating for active and informed citizenship represents a core goal of Australian education and schooling. Owing to a range of factors -- including the contested conceptual nature of citizenship and democracy -- there is reason to question the extent to which this goal is being translated into practice. Similarly, while the Australian Curriculum…
Descriptors: Citizenship Responsibility, Foreign Countries, Educational Objectives, Democratic Values
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Ingman, Benjamin C. – Curriculum Journal, 2019
Using the method of educational criticism and connoisseurship, I interviewed and observed 41 participants of adventure education (AE) programmes. Through these efforts, novelty was revealed as a central quality of the experience. In this work, this quality is characterised as it manifest in AE with an eye towards the educational value of novelty.…
Descriptors: Adventure Education, Educational Experience, Novelty (Stimulus Dimension), Intellectual Development
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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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Cowie, Bronwen; Harrison, Christine; Willis, Jill – Curriculum Journal, 2018
Assessment for learning (AfL) practices are commonly recommended as effective classroom strategies for providing teachers with information about student understanding. For teachers, the substantive potential of these AfL practices to inform student learning actions depends on what teachers notice and select as a focus and how they interpret and…
Descriptors: Attention, Creativity, Formative Evaluation, Student Evaluation
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Alvunger, Daniel – Curriculum Journal, 2018
In 2011, Sweden introduced explicit standards for the curriculum used in compulsory schooling through the implementation of 'knowledge requirements' that align content, abilities and assessment criteria. This article explores and analyses social science teachers' curriculum agency through a theoretical framework comprised of 'teacher agency' and…
Descriptors: Foreign Countries, Social Sciences, Educational Policy, Educational Change
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Stagg Peterson, Shelley; Parr, Judy; Lindgren, Eva; Kaufman, Douglas – Curriculum Journal, 2018
In this article, researchers in the field of early writing identify underlying beliefs and values about writing and learning to write for the beginning years of formal schooling in four jurisdictions: the American state of Connecticut, New Zealand, the Canadian province of Ontario, and Sweden, as reflected in the respective curricula and standards…
Descriptors: Writing Across the Curriculum, Writing Instruction, Foreign Countries, Beginning Writing
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