Publication Date
In 2024 | 0 |
Since 2023 | 2 |
Since 2020 (last 5 years) | 3 |
Since 2015 (last 10 years) | 5 |
Since 2005 (last 20 years) | 7 |
Descriptor
Source
Journal of Curriculum Studies | 7 |
Author
Baker, David P. | 1 |
Chan, Elaine | 1 |
Creus, Amalia | 1 |
Desoete, A. | 1 |
Gericke, Niklas | 1 |
Hernández-Hernández, Fernando | 1 |
Hudson, Brian | 1 |
Lesage, E. | 1 |
Lundgren, Ulf P. | 1 |
Olin-Scheller, Christina | 1 |
Padilla-Petry, Paulo | 1 |
More ▼ |
Publication Type
Journal Articles | 7 |
Reports - Evaluative | 3 |
Reports - Research | 3 |
Opinion Papers | 2 |
Information Analyses | 1 |
Reports - Descriptive | 1 |
Education Level
Higher Education | 7 |
Postsecondary Education | 7 |
Elementary Education | 2 |
Elementary Secondary Education | 2 |
Secondary Education | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
Program for International… | 1 |
What Works Clearinghouse Rating
Ross, Vicki Dea; Chan, Elaine – Journal of Curriculum Studies, 2023
Herein, we consider how we might support teacher candidates to meet the learning needs of an increasingly diverse student population, in part by encouraging candidates to draw from their own experiences to inform their developing teacher knowledge about multicultural education. We conducted a school-based, long-term narrative inquiry to explore…
Descriptors: Multicultural Education, Knowledge Level, Curriculum Evaluation, Teaching Experience
Hudson, Brian; Gericke, Niklas; Olin-Scheller, Christina; Stolare, Martin – Journal of Curriculum Studies, 2023
This paper outlines the development of a comparative research framework in subject didactics and applies this in the process of analysing the transformations from academic disciplines across different school subjects. The theoretical framework builds on the concepts of 'powerful knowledge' and 'transformation' and 'epistemic quality' within which…
Descriptors: Epistemology, Intellectual Disciplines, Knowledge Level, Transformative Learning
Scholtz, Desireé – Journal of Curriculum Studies, 2020
Curriculum development at universities of technology (UoTs) in South Africa has become a matter of urgency given the revised Higher Education Qualifications Sub-Framework (HEQSF). The HEQSF required large-scale curriculum revision of existing qualifications and curriculum development of new qualifications such as the Postgraduate Diploma (PGDips).…
Descriptors: Technology Education, Universities, Curriculum Development, Foreign Countries
Lundgren, Ulf P. – Journal of Curriculum Studies, 2015
Michael Young's article "Overcoming the crisis in curriculum theory: a knowledge-based approach" ("JCS, 45", 2) is discussed from the starting point that the claimed crisis is constructed from a decisive solution, that is the solution determines what is a crisis. But curriculum research and curriculum theory are in need of…
Descriptors: Knowledge Level, Curriculum Development, Educational Change, Educational Research
Baker, David P. – Journal of Curriculum Studies, 2015
Michael Young's recent paper in this journal is correct; there is a profound crisis in curriculum theory, and to be intellectually viable into the future the field must strive to "bring back" in empirical study of curriculum. Also by ignoring the empirical content of knowledge and access to it in mass education systems throughout the…
Descriptors: Criticism, Futures (of Society), Educational Theories, Educational History
Padilla-Petry, Paulo; Hernández-Hernández, Fernando; Creus, Amalia – Journal of Curriculum Studies, 2014
The economic, social, cultural, technological and labour changes experienced by Spanish universities in the last 40?years have had their impact on the professional lives of the university teachers. Our methodological decision to study, through the construction of life histories, how scholars cope with social and institutional changes in their…
Descriptors: Foreign Countries, College Faculty, Social Change, Organizational Change
Van Steenbrugge, H.; Lesage, E.; Valcke, M.; Desoete, A. – Journal of Curriculum Studies, 2014
This research analyses preservice teachers' knowledge of fractions. Fractions are notoriously difficult for students to learn and for teachers to teach. Previous studies suggest that student learning of fractions may be limited by teacher understanding of fractions. If so, teacher education has a key role in solving the problem. We first reviewed…
Descriptors: Preservice Teachers, Elementary School Teachers, Knowledge Level, Mathematical Concepts