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Kirsten, Nils; Wermke, Wieland – Journal of Curriculum Studies, 2017
The purpose of this article was to analyse how teachers' continuing professional development (CPD) contributes to the government of the teaching profession. This is done by examining the CPD initiatives organized by two Swedish national educational agencies since 1991 involving the school subjects of Swedish (standard language education) and…
Descriptors: Foreign Countries, Faculty Development, Professional Continuing Education, Professionalism
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Takayama, Keita – Journal of Curriculum Studies, 2013
In this paper, I develop a critique of the Organization for Economic Cooperation and Development (OECD)-based lifelong learning policy discourse with a particular focus on "key competencies" (KCs) and its equity implications for school curricular policies. First, I review the discussion of KCs in the writings by the OECD-affiliated…
Descriptors: Lifelong Learning, International Organizations, Educational Policy, Equal Education
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Bekerman, Zvi; Zembylas, Michalinos – Journal of Curriculum Studies, 2010
This paper shows some mechanisms as well as the paralysing implications of the perpetrator-victim positioning in the context of inservice education with Jewish- and Palestinian-Israeli teachers who teach in Palestinian-Jewish integrated schools. It examines how these teachers remain rooted in the hegemonic historical narratives of their own…
Descriptors: Jews, Inservice Education, Conflict, Victims of Crime
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Popkewitz, Thomas S. – Journal of Curriculum Studies, 2009
This paper explores the intersection of curriculum studies/curriculum history/curriculum theory through the study of systems of reason that order reflection and action. Words about "learning", "empowerment", "problem-solving", "self-realization", "community", and so on, are not merely there in order that educators should "grasp" some reality to…
Descriptors: Curriculum Development, Curriculum Research, Politics of Education, Educational Change
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Dillon, J. T. – Journal of Curriculum Studies, 2009
What are the basic things that compose curriculum, and what are the questions that may be posed about these things? Joseph Schwab's conception of curriculum is used to introduce a scheme of questions concerning the nature, elements, and practice of curriculum. Formulations of questions by other curriculum theorists are reviewed and analysed in…
Descriptors: Theory Practice Relationship, Curriculum Development, Educational Theories, Curriculum Design
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McCowan, Tristan – Journal of Curriculum Studies, 2009
While it is clear that all educational undertakings consist of ends and means, the relationship between the two is far from straightforward. This article proposes a framework for understanding the relationship in the context of citizenship education. Qualitative research was undertaken of three educational initiatives in Brazil: the schools of the…
Descriptors: Citizenship Education, Foreign Countries, Cognitive Mapping, Interviews
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Levin, Tamar; Nevo, Yael – Journal of Curriculum Studies, 2009
This longitudinal case study of a single school examines changes in the educational beliefs of 10 elementary-school teachers who experienced a constructivist-based trans-disciplinary curriculum (CTC). After 3 years of experiencing a CTC, which emerges through theme-oriented and project-based learning, teachers' educational beliefs had changed to…
Descriptors: Constructivism (Learning), Teacher Attitudes, Interdisciplinary Approach, Longitudinal Studies
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Sherin, Miriam Gamoran; Drake, Corey – Journal of Curriculum Studies, 2009
The goal of this paper is to introduce the curriculum strategy framework as a way to characterize teachers' interactions with curriculum materials. The framework focuses on three key interpretive activities: reading, evaluating, and adapting curriculum materials. Describing an individual teacher's curriculum strategy involves identifying the…
Descriptors: Mathematics Curriculum, Elementary School Mathematics, Elementary School Teachers, Educational Strategies
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Law, Wing-Wah; Ho, Wai-Chung – Journal of Curriculum Studies, 2009
This paper examines music education's legitimation of values as a means of preparing students for entry into the new "knowledge society" of the People's Republic of China in a global age. It explores the ways in which values education relates to the teaching of both musical and non-musical meanings in the dual context of nationalism and…
Descriptors: Music Education, Nationalism, Global Approach, Foreign Countries
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Simovska, Venka; Jensen, Bjarne Bruun – Journal of Curriculum Studies, 2008
This study examines teachers' experiences with and opinions on a web-based, cross-cultural project. Students from the Czech Republic, Denmark, Macedonia, and Sweden used information and communication technology and international collaboration to explore the links among youth, culture, and the use of alcohol. The data was generated through…
Descriptors: Health Education, Student Participation, Foreign Countries, Online Courses
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Heydon, Rachel M. – Journal of Curriculum Studies, 2007
This naturalistic study reports the language and literacy-learning opportunities, and the conditions necessary to bring them about, in the art component of an innovative intergenerational programme. The focus is on the children in the programme (median age 4), their interaction with adult participants (median age 85) and facilitators, and the ways…
Descriptors: Intergenerational Programs, Art Education, Preschool Children, Older Adults
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Schwartz, Morey – Journal of Curriculum Studies, 2006
The classroom experience contains an infinite number of variables that cannot realistically be related to in any manageable teacher's manual. When manuals aim at being "practical", what is produced is often something that looks like practicality, but is not. Curriculum-writing needs a new approach, intended to educate teacher rather than students.…
Descriptors: Curriculum Design, Curriculum Guides, Curriculum Development, Learning Processes
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Hyun, Eunsook; Marshall, J. Dan – Journal of Curriculum Studies, 2003
This study explores aspects of teachable-moment-oriented curriculum practice by questioning whether a teacher's teachable moment is relevant to the learner's "learnable moment". For teachable-moment-oriented curriculum practice to result in developmentally and culturally appropriate meaningful learning, transforming the identity between learner…
Descriptors: Early Childhood Education, Teacher Attitudes, Naturalistic Observation, Teacher Student Relationship
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Verhoeven, Pim; Verloop, Nico – Journal of Curriculum Studies, 2002
To what degree is a Dutch curriculum reform in classics incorporated into teaching practice? This study included two data sources: questionnaires that asked teachers about their beliefs concerning curricular innovations and an analysis of authentic assessment material, i.e. school examinations constructed by teachers. The findings suggest that the…
Descriptors: Teaching Methods, Educational Change, Performance Based Assessment, Classical Languages